!FOCUS!!!.pdf

FOCUS 4

FOUR

MOTIVATION

MEMORY

MEANING

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Language is brought to life through grammar animations, interactive videos and culturally relevant clips

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The unique approach to vocabulary acquisition via the Word Store helps new words stick in students’ memories

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English is made relevant to students’ own lives by frequent personalisation

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Learning is tracked via personalised reporting in the online Gradebook

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Language acquisition is driven by careful recycling of vocabulary and grammar

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Development of language and exam strategies are carefully levelled to the GSE

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Exam skills are reinforced by Cambridge and PTE General practice booklets

Meaningful practice is provided by the extensive selection of editable worksheets, assessment programme and tests

FOR STUDENTS

STUDENTS’ BOOK

4

10

4

TEACHER’S BOOK

Workbook

20

30

MyEnglishLab

40

50

60

70

4

Teacher’s Book

80

90

Level 5

MultiROM

Class CDs

ActiveTeach

www.english.com/focus

A TKACZ

GSE

FOR TEACHERS

WORKBOOK

Students’ Book

TEACHER’S BOOK

Focus is a rich, varied, carefully levelled course for upper secondary students. Specially designed to motivate older teens, it helps them to track their level and achieve the exam results they need. With its unique blended learning package, Focus is the flexible course that gets results.

Level 4 Level 3

Progress

Level 2 Level 1

CEFR

A1

A2 +

B1 +

B2 +

C1 C2

Learn more about the Global Scale of English at english.com/gse

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Progress accurately measures student progress in English, highlighting strengths and weaknesses to inform teaching.

TEACHER’S BOOK

AREK TKACZ

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Contents Introduction

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Focus unit walkthrough

5

Focus Assessment Package

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Assessment for learning

13

Components

14

Students’ Book Contents

16

Starter unit

18

Unit 1

26

Unit 2

40

Unit 3

54

Unit 4

68

Unit 5

82

Unit 6

96

Unit 7

110

Unit 8

124

Grammar focus

138

Culture notes

157

Students’ Book audio script

167

Workbook answer key

181

Photocopiable resources

189

Grammar animations

286

+ Students’ Book Word Store booklet with answers

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Introduction Dear Teacher, We are writing to you to introduce Focus, our new course for upper secondary students. This course is the fruit of our many years’ teaching, writing and developing materials. Our aim has been to produce a set of materials that will help you to be the best teacher you can be. In other words, we want to help you to create the optimum conditions for your students to learn English. Of course, we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream. That said, our own experience in the classroom has taught us to value three things above all when using teaching and learning materials: reliability, flexibility and credibility.

Reliability Quite simply, we want the materials to work. We don’t want the course to let you down in the classroom. So we’ve gone for a clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts and tasks that have been combined in a logical way that will make sense to you and to your students. Needless to say, the course covers all the necessary language work appropriate for the level and follows the Common European Framework of Reference (CEFR). We hope you will appreciate the stimulating and memorable way in which each carefully selected grammar structure and vocabulary item is presented. But we are well aware that presenting language is not even half the story. We have designed these materials so that they systematically recycle the language that has been presented. ‘Use it or lose it’ is our motto. You will discover that this course, with all its supporting print-based and digital materials, provides your students with the repeated exposure and practice they require. Reliability = trust. We are confident you will be able to trust Focus.

Flexibility

One of the things we learnt early on in our careers is that you teach the students, not the lesson plan. There is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with you. Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching skill. We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket. The lessons themselves are brimful of different ideas, task types and interesting information. Then the

supplementary material we have developed, both print-based and digital, offers you almost limitless flexibility. You can give extra multiple choice grammar exercises, do a communicative A/B information-gap activity or watch a video clip. Flexibility = choice. We think you will appreciate the range of choice in Focus.

Credibility So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts. We’d like to take this opportunity to summarise our thinking on this and explain what lies at the heart of Focus. We can do this by grouping our thoughts under three words beginning with M: Motivation, Memory and Meaning. Motivation Then the other one percent has to do with your methods. This is our starting point: students learn best when they are interested in the material. It’s as simple as that. We may not have got it right every time for your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage students both emotionally and intellectually. Memory Systematic recycling of new language is a core feature of Focus. There is a particular emphasis on vocabulary. In the process of building their own ‘Word Store’, students using Focus will devote valuable time to new vocabulary, as well as learning a variety of ways of recording it. Meaning We are strongly opposed to mechanistic practice and drills where form dominates and meaning is irrelevant. Don’t practise language for the sake of it. Language exists to make meanings and our learning materials should reflect this. These are some of the more important ideas that we hold dear. Over the years, they have influenced our teaching and our writing. Credibility = belief. We want you to believe in Focus. So now it’s over to you. We’d like to take this opportunity to wish you and your students every success. Our warmest regards, Sue and Vaughan

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Photocopiable Resources – Instructions

Focus unit walkthrough Vocabulary lesson Every unit begins by focusing on vocabulary, which is then recycled throughout the unit.

1

2

3

Real life quotations can be used as a conversation starter for introducing the unit or as a tool to find out what students already know.

The UNIT LANGUAGE AND SKILLS menu describes the flow of the unit. It highlights the language skills practised, as well as the extra resources available.

A PLACE TO LIVE When in Rome, do as the Romans do. A POPULAR SAYING, ATTRIBUTED TO SAINT AMBROSE

UNIT LANGUAGE AND SKILLS

2

Show what you know – landscapes and cityscapes dependent prepositions adjective-noun collocations • useful phrases to describe cities • word families – adjectives ending in -able • prepositions at, in, on • Word in focus – to •

SHOW WHAT YOU KNOW

3

1 In pairs, tick the townscape and landscape features you can find near

The SHOW WHAT YOU KNOW box reviews vocabulary students should already know, to ensure they all begin the unit at the same level.

a river bank a ruined castle a housing estate a dense forest a busy harbour a steep hill an industrial area a famous monument a market square a breathtaking view

CD•1.40 MP3•40

Listen to four teenagers talking about what makes a city a good place for young people. Which things are important to them?

• clean air • job opportunities

2 Gudrun

• cheap public transport

future forms • quantifiers

Listening:

•

news reports and a conversation about places to live multiple choice

20

4 Josh • quaint little backstreets • leafy neighbourhoods • a run-down, inner-city area with lots going on • a young, multi-cultural population

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in a city. Choose from the things in Exercise 3 or add your own ideas.

5 Read The Youthful Cities Index. In pairs, decide which

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city is most suitable for you and explain why.

Reading:

The FOCUS EXTRA section directs students to additional practice materials such as the WORD STORE booklet, the Workbook or MyEnglishLab and the Focus website, where they can find the audio recordings for the unit.

a text about the International Space Station • true/false •

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Berlin

Toronto

Speaking: •

6

New York

Located at the mouth of the Hudson River, there is no place like New York with its iconic skyline. There’s a firstclass music scene: hip-hop was invented here! There is a huge number of theatres: more than 400 in total. In summer, this cosmopolitan city is full of free cultural activities like public art installations, museum nights and live music. The bustling city of New York is renowned for its traffic jams, but unlike other cities where the subway closes at night, the NY subway runs twenty-four hours a day. New York isn’t the cheapest place to live, but this is offset by high salaries and good youth employment.

suggesting, agreeing to and objecting to a course of action

the text again and answer the questions. 1 2 3 4 5 6

4

8

CD•1.42 MP3•42 Complete WORD STORE 3B with adjectives from the underlined collocations in the text and in Exercise 3. Then listen, check and repeat.

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CD•1.43 MP3•43 In pairs, put the lines of a teenager’s views into the correct order. Then listen and check.

1 At the moment I’m living in a leafy skyline of gleaming skyscrapers. I’d live in an inner-city city with a multi-cultural population and an iconic food, modern art, good music and vibrant 2 neighbourhood of a picturesque town with quaint little backstreets. It’s so boring! I dream of a bustling area where I could enjoy mouth-watering nightlife. I’ll go mad if I stay here! 10 Use the collocations in WORD STORE 3B to give your own views – negative or positive – about where you live.

WORD STORE 3C 11

• • •

CD•1.44 MP3•44 Complete WORD STORE 3C with more adjective-noun collocations. Then listen, check and repeat. Write an example sentence for one collocation in each pair.

WORD STORE 3D 12

CD•1.45 MP3•45 Complete WORD STORE 3D with the highlighted phrases in the text. Then listen, check and repeat.

13 In pairs, complete the sentences about places in your

New York

a ‘for and against’ essay

FOCUS EXTRA •

What do Toronto students benefit ? What does Toronto pride itself ? What sort of people are Berlin nightclubs packed ? What is Berlin steeped ? What problem is New York renowned ? What are New York’s living costs offset ?

WORD STORE 3B

Writing: •

CD•1.41 MP3•41 Complete WORD STORE 3A with the phrases in red in the text. Then listen, check and repeat.

7 Complete the questions with prepositions. Then read

Berlin

Berlin could be the coolest city in the world! People are open-minded and easy-going, and Berliners welcome visitors with open arms. The city boasts an incredible arts and music scene – the nightlife starts late and never ends. There are hundreds of nightclubs, packed with partygoers every night of the week. Nightlife is affordable, as is accommodation and transport. The city is flat and easy to get around by bike. But there is also a state-of-the-art public transport system. Berlin is steeped in history, and the historical heart of the city is the area called Mitte. Most of the main sights are within walking distance of the centre. Finally, Berlin’s best kept secrets are the beautiful lakes, canals and parks.

3

4 In pairs, discuss the five most important things for you

WORD STORE 3A

Toronto

In first place is Canada’s largest city, with a population of 2.7 million. The city’s most famous landmark is the CN Tower, which, at 553 metres tall, is one of the world’s tallest buildings. In Toronto there’s a large student population who benefit from the vibrant nightlife. Toronto prides itself on its wide range of cultures, languages, food and arts. Almost half of its population are immigrants, so you can find world-class restaurants serving mouth-watering food from every country you can think of. Public transport is great, with a reliable network of buses, streetcars (trams) and underground.

2

• gleaming skyscrapers

• street art and fashion

• safe cycle lanes

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3 Liang

1 Lisa • open spaces and cheap sports facilities • great nightlife • affordable things to do

• expensive designer shops

•

10

Exercise 1. Which is the nearest? Which is the furthest?

•

Grammar:

1

your school.

3

Go to WORD STORE 3 page 7.

The Youthful Cities Index have ranked the biggest cities in the world according to how youth-friendly they are. ‘Youth’ is defined as people aged fifteen to twenty-nine and over 1,500 participants from around the world helped to compile the list.

I can describe cities and talk about city life.

•

•

4

Dependent prepositions • Collocations • Useful phrases to describe cities

2 Discuss how far you need to go to see an example of each feature in

1

Vocabulary:

3

The Youthful

3.1 Vocabulary

country. Then compare your sentences with other pairs. Do they agree with your opinions? 1 2 3 4 5 6

is my local city’s best kept secret. The most famous landmark in my area is . has a very reliable network of . is within walking distance of this school. is easy to get around by bike. The most youth-friendly city in my country is .

Grammar Focus pp. 133–135 WORD STORE booklet pp. 6–7 Workbook pp. 36–49 or MyEnglishLab MP3s – www.english.com/focus

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Vocabulary and Word store In the WORD STORE booklet attached to the back of the Students’ Book, there are additional vocabulary exercises which accompany the Vocabulary, Listening and Reading lessons in the unit.

1

When students reach the WORD STORE section of a Vocabulary lesson, they flip open the booklet at the back of the Students’ Book and leave it open alongside the main Students’ Book page.

The Youthful

1 10

2

Students use Exercises A, B, C and D in the Vocabulary lesson to practise key topical vocabulary and collocations. Students can use the WORD STORE page to complete additional supporting exercises, which provide students with a personal mini dictionary they can refer to as and when necessary.

15

20

25

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

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6

New York

Located at the mouth of the Hudson River, there is no place like New York with its iconic skyline. skyline There’s a firstclass music scene: hip-hop was invented here! There is a huge number of theatres: more than 400 in total. In summer, this cosmopolitan city is full of free cultural activities like public art installations, museum nights and live music. The bustling city of New York is renowned for its traffic jams, but unlike other cities where the subway closes at night, the NY subway runs twenty-four hours a day. New York isn’t the cheapest place to live, but this is offset by high salaries and good youth employment. New York

Dependent prepositions

WORD STORE 3E Word families – adjectives ending in -able

1 benefit from = get help or an advantage from

VERB

2

= balanced by

the text again and answer the questions.

3

= extremely crowded with

1 2 3 4 5 6

4

= feels happy about its special quality

2 dispose

5

= well-known for

3 profit

6

= have a lot of a particular quality

4 rely

What do Toronto students benefit ? What does Toronto pride itself ? What sort of people are Berlin nightclubs packed ? What is Berlin steeped ? What problem is New York renowned ? What are New York’s living costs offset ?

Complete WORD STORE 3B with adjectives from the underlined collocations in the text and in Exercise 3. Then listen, check and repeat.

9


CD•1.42 MP3•42

1 At the moment I’m living in a leafy skyline of gleaming skyscrapers. I’d live in an inner-city city with a multi-cultural population and an iconic food, modern art, good music and vibrant 2 neighbourhood of a picturesque town with quaint little backstreets. It’s so boring! I dream of a bustling area where I could enjoy mouth-watering nightlife. I’ll go mad if I stay here! 10 Use the collocations in WORD STORE 3B to give your own views – negative or positive – about where you live.

Complete WORD STORE 3C with more adjective-noun collocations. Then listen, check and repeat. Write an example sentence for one collocation in each pair. MP3•44

WORD STORE 3D Complete WORD STORE 3D with the highlighted phrases in the text. Then listen, check and repeat. CD•1.45 MP3•45

13 In pairs, complete the sentences about places in your country. Then compare your sentences with other pairs. Do they agree with your opinions? 1 2 3 4 5 6


ADJECTIVE

EXAMPLE

affordable

We need more affordable homes.

5 respect

WORD STORE 3B

6 suit 7 sustain

1 inner-city area (= near the city centre) 2

city (= busy)

3

food (= delicious)

4

little backstreets (= charming)

5

neighbourhood (= full of trees)

6

nightlife (= lively)

7

skyline (= famous)

WORD STORE 3F Prepositions – at, on, in board 1

each floor the horizon

WORD STORE 3C EXTRA

Adjective-noun collocations

area backstreets city food neighbourhood nightlife skyline

an altitude of … 2

28,000 km per hour least a hurry

1 cosmopolitan/sprawling city ➝ There are so

many different cultures in London. It’s the most cosmopolitan city I know. 2 dramatic/impressive ➝

4 built-up/urban 5 cobbled/narrow 6 exotic/plain

➝

7 respectable/run-down

➝

WORD STORE 3D Useful phrases to describe cities 1 Berlin’s best kept secrets are the lakes. the Hudson River. by bike.

4 Toronto has 5 The

7 The main sights are

is the CN Tower. the centre

of Berlin. 8 Toronto is the most

3

to after certain verbs, adjectives and wh- words They’re planning to build a huge ship. I’m afraid to use my bike. We didn’t know where to go. to + verb = infinitive of purpose We stopped the car to admire the view. to as a preposition (= as far as a particular point/limit)

buses. Berlin is called Mitte.

6 Toronto’s

the night sky

TO

➝

3 Berlin is

time

WORD IN FOCUS

➝

2 New York is

awe of …

3

➝

3 dull/hectic

WORD STORE 3C CD•1.44

1 afford


8

12

2

WORD STORE 3A

WORD STORE 3B

11

A place to live

WORD STORE 3

1

Complete WORD STORE 3A with the phrases in red in the text. Then listen, check and repeat. CD•1.41 MP3•41


Berlin


3

WORD STORE 3A

Toronto

In first place is Canada’s largest city, with a population of 2.7 million. The city’s most famous landmark is the CN Tower, which, at 553 metres tall, is one of the world’s tallest buildings. In Toronto there’s a large student population who benefit from the vibrant nightlife. nightlife Toronto prides itself on its wide range of cultures, languages, food and arts. Almost half of its population are immigrants, so you can find world-class restaurants serving mouth-watering food from every country you can think of. Public transport is great, with a reliable network of buses, streetcars (trams) and underground.

2

30

3



city.

People aged fifteen to twenty-nine. The transition from daytime to night-time. to in phrases To be honest, I’m not sure. face to face, back to back. to in three-part phrasal verbs He looks up to me. Let’s get down to work.

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Grammar lessons The second and fifth lessons of every unit are both grammar lessons. These lessons are supported by grammar animation videos, which make them more attractive and motivate students to focus on the grammar being covered.

1

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

3.2 Grammar

1

Future forms

3.2 Future forms

I can use a variety of forms to talk about the future. Then think about your life three years from now and decide which alternative is more likely. In three years’ time: 1 I’ll have moved to another part of the country.

2

I won’ t have moved to another part of the country.

The GRAMMAR FOCUS box gives students explanations of how to use the grammar, as well as clear examples. This is followed by a variety of exercises which provide practice with new structures in contexts relevant to students’ lives.

2 I’ll have been studying at university for a year. 3 I’ll still be living at home with my parents. 4 I’ll have saved up enough money to go travelling. 5 I’ll have been driving for over a year. 6 I’ll be sailing across the Pacific Ocean with my family.

2 In pairs, read the GRAMMAR FOCUS and follow the instructions. 1 Translate example sentences 1–3 into your own language. 2 Discuss the difference in meaning between each sentence. 3 Look at Exercise 1 and name the future verb forms in blue.

GRAMMAR FOCUS

2

Future forms

• You use the Future Continuous to talk about

3

4

unfinished actions in progress at a time in the future. It often refers to future events that are fixed or expected. 1 At 11 a.m. tomorrow, I’ll be doing an exam.

Each lesson ends with a production exercise, where students actively use the grammar from the lesson.

• You use the Future Perfect Simple to talk about

We use the Future Perfect Continuous to talk about actions or states which will have been in progress for some time by a certain time in the future:

an action that will be completed before a certain time in the future. By 11 a.m. tomorrow, I’ll have done an exam.

We use the Future Continuous: • to talk about actions which will be in progress at a particular time in the future: This time tomorrow we’ll be flying to the Maldives. • to talk about planned or routine future events, actions or situations: I’ll be going to the supermarket after work. • to form polite questions or requests: Will you be doing the first aid course this month? Will you be using your car tomorrow? (because I’d like to borrow it)

THE VOYAGE

OF A LIFETIME

I

n a few weeks’ time, the Franklin family will 1 embarking on a threeyear sailing voyage. We asked the children how they felt about the adventure. Billy, fifteen, said, ‘We’ll 2 missing a lot of school, but I think that by the end of this trip we’ll 3 learnt more than in a classroom. We’ll have 4 travelling for three years and we 5 have seen places with our own eyes. We won’t 6 just read about them in books.’ Mandy, twelve, had a few worries: ‘The worst thing is that I’ll 7 spending three years in a small space with my untidy brothers.’ Finally, Jake, seventeen, was less keen than his younger brother: ‘By the time we go, I’ll have 8 playing basketball for my school for seven years, and I want to be a professional. I’ll 9 practising whenever I can, but it’s not easy on a boat.’

4 Complete Part 2 of the article with the Future Continuous, Future

Affirmative

Negative

I/You/He/ ’ll She/It/ (will) sleeping. We/They be

I/You/ He/ She/ It/We/ They

Yes/No questions

Short answers

Will

Perfect Simple or Future Perfect Continuous form of the verbs in brackets. Would you like to go on a voyage like this? Why?/ Why not?

I/you/ he/she/it/ be we/they

sleeping?

Wh- questions

Eileen Franklin told us, ‘We’re not in a hurry, so after leaving San Francisco we 1 (travel) down the coast of Mexico for a few weeks. After that we 2 (sail) across the Pacific and we 3 (end) our journey in Indonesia. It’s a long voyage, but by the time we leave, we 4 (plan) for several years, so I think we’re as prepared as we can be.’ ‘Yes,’ added Bob. ‘And by the time we set off, we 5 (do) everything possible to make this a safe trip: Mandy 6 (learn) how to swim and Eileen 7 (do) an advanced first aid course. On the boat, we 8 (use) top-of-the-range technology to chart our route. It’s the trip of a lifetime, so we 9 (not take) any chances!’

How will long

won’t (will sleeping. not) be

Yes, I/you/he/she/it/we/ they will. No, I/you/he/she/it/we/ they won’t.

Who

• You use the Future Perfect Continuous to talk

will

be sleeping?

Future Perfect Simple We use the Future Perfect Simple to talk about actions or situations which will be completed before a certain time in the future: They will have crossed the border by five o’clock.

3 Read Part 1 of an article. For each gap, choose from options A–D. Then discuss the questions below in pairs. A ‘ll

B be

C been

D have

1 What problems do the children predict? 2 Which child seems most positive about the voyage?

3

5 Read REMEMBER THIS. Then rewrite the questions in the Future Continuous to make them more polite.

R E M E M B E R T H IS You can also use the Future Continuous to make polite enquiries. Compare: Will you be staying in tonight? = I just want to know. (polite) Are you going to stay in tonight? = I’d like a decision. (more direct)

Affirmative

Negative

I/You/ ’ll finished by He/She/ (will) 10 o’clock. It/We/ have They

I/You/ He/She/ It/We/ They

Yes/No questions

Short answers

Will 1 2 3 4 5 6

Are you going home straight after school? Are you doing anything interesting this evening? Who do you plan to see at the weekend? When will you go on your next holiday? Are you going to have a party for your 18th birthday? Do you think you’ll leave home permanently before you’re 25?

I/you/he/ finished she/it/we/ have by 10 they o’clock?

Affirmative

won’t finished (will by 10 not) o’clock. have


Wh- questions

Subject questions

I/you/he/ have When will she/it/we/ finished? they

Who

will have

Negative

I/You/ He/She/ ’ll It/We/ (will) They

I/You/ have He/ won’t have been been working She/ (will working for for It/We/ not) 10 hours. 10 hours. They

Yes/No questions

have I/you/ been he/she/ working it/we/ for they 10 hours?

Wh- questions

How long

Subject questions

I/you/he/ be she/it/ sleeping? we/they

By the end of the year we will have been living in Toronto for eight years.

Will

2

about how long an action will have been in progress before a certain time in the future. The form is: will + have been + -ing form. 3 By 11 a.m. tomorrow, I’ll have been doing an exam for an hour.

The GRAMMAR FOCUS reference can be used for review at the end of a Grammar lesson or during unit review. It can also be used by fastfinishers or students who require extra practice. Each structure presented in Grammar lessons has its own section in GRAMMAR FOCUS, which includes a detailed explanation of the structure and additional practice exercises.

Future Perfect Continuous

4

Future Continuous

1 Rewrite the sentences in the negative.

will

Short answers

Yes, I/you/he/she/it/we/they will. No, I/you/he/she/it/we/they won’t. Subject questions

I/you/ have he/she/ been Who will it/we/ working? they

have been working for 10 hours?

Typical time expressions used with the Future Perfect Simple and Future Perfect Continuous are: • by 2030/next month/next year • by then • by the time • in two days/three weeks/one month’s time/ten years’ time Complete the sentences with the correct future form of the verbs in brackets. 1 This time next week I (work) here for three years. Doesn’t time fly? 2 Robert can’t meet us at 6 p.m. He (not finish) his homework by then. 3 (you/read) that book by Friday? I promised to lend it to George. 4 Tomorrow Magda (visit) her grandfather, so we can’t meet for coffee as we usually do. 5I (be) couch surfing three years in a row after this summer. 6 This article says we (not live) in space for at least another 200 years. 7 (you/collect) Marge from the train station tomorrow or do I need to go?

finished by 10 o’clock?

6 In pairs, ask and answer the rewritten questions in Exercise 5. Grammar Focus page 133

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Grammar animation videos Grammar animation videos are used to support new structures through lively animations. The animated videos can be used for presenting new structures, for reinforcement after the teacher has presented the grammar point or as a general tool for review.

1

Key language and structures from the Grammar lessons are used in context in the videos, showing students how they are used in real-life situations.

1

3.5 Grammar Quantifiers

4

I can use a range of different quantifiers correctly. 1 In pairs, take turns to describe your bedroom. On a scale of 1 to 10 (1 = extremely tidy and 10 = extremely untidy), what score is your bedroom?

2

CD•1.51 MP3•51 Read and listen to Part 1 of a vlog post. Why does the vlogger want to tidy her room?

Welcome, fellow teens, to my video blog. Today’s vlog is called ‘How to tidy your room in ten minutes!’ I’m sure

2

all of you know what I’m talking about – your room’s a total

There are two animations per unit. Further teacher’s notes on how to use the grammar animations are available on pages 286–287 of the Teacher’s Book.

CD•1.52 MP3•52 Read Part 2 of the vlog post and choose the correct options. Then listen and check.

nightmare. It looks as if a bomb has exploded. There’s loads of dirty washing – in fact, the whole floor is covered. There’s no space anywhere. You have plenty of clothes but you don’t wear half of them because you can’t find them. Most of them are in a pile because there are not enough drawers to put them in. You’ve had a number of opportunities to tidy

• Find a laundry basket and put 1all / each the clothes on the floor into it. Too 2 much / many clothes? OK, get 3 a couple / a few of bin bags and put the rest in there. Then hide 4 both / either of the bags in the wardrobe. If the cool friend sees 5 plenty / either of the bags, just say it’s 6 a few / few things you’re collecting for charity. • The whole place smells of snacks, so take 7every / some half empty drink and stale half-eaten crisp packet to the kitchen immediately. There’s a big difference between messy and disgusting. • There are 8 a number / several of things that would give the wrong impression – things like your huge pink teddy bear. Hide them. • Make the bed. There’s 9 no / any excuse for an unmade bed.

your room but you haven’t, and now

• Open 10 plenty / all the windows – now!

the very cool new friend you like

You’re ready! Just one more thing: – check your computer and delete any messages that say something like, ‘OMG, I’m so excited! I can’t believe X is coming over!’

is coming round. Very few of your friends know what a slob you are and you want

2

to keep it like that. You don’t

5 Complete the sentences with of where

have much time, so here are

3

necessary. Tick the sentences that are true for you. Then add other quantifiers to the rest of the sentences to make them true for you.

a few speed-cleaning tips.

Each video is accompanied by a teacher’s commentary, where the grammar point is clearly explained. Students can use the video and commentary to analyse the grammar point at their own pace.

3 Read the GRAMMAR FOCUS. Then match the examples in blue in the vlog post with rules 1–3.

all of you = rule 2

GRAMMAR FOCUS Quantifiers

1

You can use a wide range of different expressions to talk about quantity: 100%

Countable nouns

Uncountable nouns Both

every, each

all most much, a great deal of* a lot of*, lots of*, loads of*, plenty of* some a little (very) little

many

0%

a number of*, several a few (very) few both, a couple of*, either neither

no, none of*

1 Use quantifiers without of before nouns: most people 2 Use quantifiers with of before determiner + noun: most of the people, and before pronouns: most of them 3 * Always use these quantifiers with of: a lot of people Note: All the people and all of the people are both possible. You can’t use of after no and every. Use none of and every one of.

1 A couple my friends are quite tidy. 2 Some classmates are very untidy. 3 Several people I know share a bedroom. 4 Very few my neighbours have big gardens. 5 Many the buildings in my street are old. 6 Every room in my house has wi-fi. 7 None my friends have a TV in their room. 8 Most rooms in my house have paintings on the walls.

3

6 Write three sentences about yourself – two true and one false. Use a different word from the box in each sentence.

all couple every little loads lots most none plenty

All of my music is on my phone. 7 In pairs, take turns to read your sentences from Exercise 6 to your partner. Can he/she guess which one is false? Grammar Focus page 134

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Listening lesson The Listening lesson offers varied tasks and opportunities for students to practise listening skills with new vocabulary, as well as with exam task types.

1

EXAM FOCUS exercises are examspecific tasks, which help students prepare for the Cambridge English: First exam.

3.3 Listening I can understand distinguish between fact and opinion.. B

smart house

3

The PRONUNCIATION FOCUS boxes in the Listening lessons focus students’ attention on different aspects of pronunciation, such as long and short vowel sounds or shifting stress in word families.

WORD STORE 3E


Word families – adjectives ending in -able VERB

2

= balanced by

3


4

= feels happy about its special quality

2 dispose

5

= well-known for

3 profit

6


4 rely

1 afford

ADJECTIVE

affordable

EXAMPLE


5 respect

WORD STORE 3B

co-housing Freedom Ship

domestic household housing multi-storey residential second self-contained tower

1

In the of the future all appliances will be connected through wireless networking systems. The house and car would use power that is collected through solar panels and stored.

1 My least favourite chore is … 2 The nearest car park is … 3 The one appliance I couldn’t live without is … 4 The newest development in my neighbourhood is … 5 The tallest block in my city is … 6 The area I’d most like to live in is … 7 I’d love to have a home in … 8 I’d prefer to live in a small flat than …

2

is a housing development where each household has a self-contained house or flat. People have the opportunity to eat together and meet regularly in a large communal house.

The is designed to be twenty-five storeys high. If the concept became reality, it would feature a casino, an art gallery, a park, a shopping centre and accommodation for 50,000 people. It would cost $10 billion to build.

2 In pairs, discuss which place in Exercise 1 you would most/least

6

like to live in. Give reasons for your answers.

3

CD•1.46 MP3•46

photos (A–C). A

B

C

4

1

Listen again and choose the correct answer, A, B or C. CD•1.46 MP3•46

7


7

skyline (= famous)

board 1


28,000 km per hour least a hurry

WORD IN FOCUS

➝

TO

➝ ➝


to after certain verbs, adjectives and wh- words

➝

They’re planning to build a huge ship. I’m afraid to use my bike. We didn’t know where to go.

WORD STORE 3D Useful phrases to describe cities

to + verb = infinitive of purpose

1 Berlin’s best kept secrets are the lakes. 2 New York is

Complete the chants in Exercise 6 with you and the correct future forms. Then listen again and check. Practise saying them again and focus on stress and rhythm.

5 The

We stopped the car to admire the view.

the Hudson River.

3 Berlin is

by bike.

4 Toronto has

to as a preposition (= as far as a particular point/limit)

buses. Berlin is called Mitte.

6 Toronto’s 7 The main sights are

People aged fifteen to twenty-nine. The transition from daytime to night-time.

is the CN Tower. the centre

to in phrases

of Berlin.

3

8 Toronto is the most

time the night sky

➝

6 exotic/plain

learning? learnt? earning? earned?

awe of …

3

➝

5 cobbled/narrow

To be honest, I’m not sure. face to face, back to back.

city.

to in three-part phrasal verbs

Complete WORD STORE 3E. Add the suffix -able to make adjectives from the verbs. Then listen, check and repeat. Write example sentences. CD•1.48 MP3•48

He looks up to me. Let’s get down to work.

43


each floor the horizon


3 dull/hectic

CD•1.47 MP3•47

WORD STORE 3E 8


6

2 dramatic/impressive

doing? seen? living? been?

little backstreets (= charming)

5

Prepositions – at, on, in

many different cultures in London. It’s the most cosmopolitan city I know.

How long How much How long How much

4

4 built-up/urban

1 Which statement is an opinion and NOT a fact? A Over a third of British people don’t know their neighbours. B In Denmark a small percentage of the population live in co-housing developments. C The neighbourly relations at Springhill will be 100 percent better. 2 The speakers think that the Freedom Ship project is A unlikely to happen. B not big enough for 50,000 people. C a good investment opportunity. 3 Choose the most appropriate headline for this news report. A Smart homes mean less shopping B Smart homes save time and money C Smart homes need smartphones

food (= delicious)


3

WORD STORE 3F


Listen and repeat the chants.

What What Where Where B

city (= busy)

EXTRA

A

Listen and match the extracts (1–3) with the

EXAM FOCUS Multiple choice

CD•1.47 MP3•47

2

WORD STORE 3C

2

PRONUNCIATION FOCUS

7 sustain

1 inner-city area (= near the city centre)

with the adjectives in the box. Then complete the sentences to make them true for you.

to complete the texts.

6 suit


5 Complete the collocations from the recording

1 Match photos A–C with descriptions 1–3. Use the photo captions

3

WORD STORE Exercise E at the end of the Listening lesson consolidates new language. Students can also access the audio from the unit at English.com/focus to review and practise.

3

WORD STORE 3A 1 benefit from = get help or an advantage from

A

2

A place to live

WORD STORE 3

C

Multiple choice

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

1

Audio files accompany each text, allowing additional listening practice to support reading.

1

3.4 Reading True/False

3 Read the article and check your ideas in Exercise 2.

I can find details in a text about the International Space Station.

4 Read the article again. Are the statements true (T) or false (F)? 1 Hardly anybody bothers to look out for the International Space Station (ISS). 2 Astronauts get used to weightless conditions before they go on the ISS. 3 Lack of gravity prevents astronauts from using fresh water to wash themselves. 4 The transition from daytime to nighttime lasts a few minutes. 5 Attaching sleeping bags to the wall solves the problem of falling asleep. 6 Spacewalkers can’t sense the speed at which the space station is flying around the world.

1 In pairs, read some facts about living on the International Space Station (ISS) and discuss the questions.

2

• Astronauts change their clothes every day – they don’t

wash them but throw them away.

WORD STORE Exercise F is a language extension activity, linked to the end of the Reading lesson.

• Astronauts often lose their sense of smell and taste, so • • • •

everything tastes like cardboard. To use the computer, astronauts have to sit in mid air, holding onto a wall-strap with their toe. In space, astronauts lose muscle power quickly, so they have to exercise at least two hours a day. When repairs are necessary on the outside of the ISS, astronauts have to do spacewalks. Astronauts’ urine is recycled as drinking water.

1 Which facts do you find most surprising? 2 What would you like about living on board the ISS? 3 What would you find most difficult about it?

16

90

350

an appropriate heading. Light

Speed:

2

kilometres per hour

Power source: solar panels

3

Sleep

word or phrase from Exercise 5.

10

1 What does it look like when the sunlight’s off the ISS? 2 What do the astronauts use wipes for? 3 How do the astronauts the water and shampoo after washing their hair? 4 What do the astronauts wear when the light is ? 5 What colour light is the ISS in when day turns into night? 6 Where do the astronauts attach their when they go to bed? 7 What sensation do the astronauts get just as they are ? 8 What is used to wake the astronauts up in place of an ?

ISS Altitude: 1 kilometres above the Earth

5

Water

reflecting

28,000

Fact sheet

1

6 Complete the questions with the correct form of a

fact sheet about the International Space Station.

16

At 6.41 p.m. this Thursday, a small bright light will appear low in the night sky before disappearing in the darkness.

5 Put the words and phrases in blue in the article under

2 In pairs, guess which numbers in the box complete the 6

CD•1.49 MP3•49

LIFE ON BOARD THE INTERNATIONAL SPACE STATION

7 Read the article again and answer the questions in

15

20

25

Exercise 6.

8 Think about the idea of living on a space station for a year. What would you miss most about living on Earth? What would you miss least? Discuss in pairs.

WORD STORE 3F 9

30

2

Few people will notice and even fewer will care, but for a handful of people, that light on the horizon is a place called home. What looks like a wandering star in the heavens is sunlight reflecting off the International Space Station. To get to the space station takes two days. The station flies at an altitude of about 350 kilometres (that’s more than thirty times the cruising height of a jumbo jet) and travels at an incredible 28,000 kilometres per hour. In total, the living space on the station is the equivalent of roughly one and a half Boeing 747s. This living space is made up of different ‘modules’ built by Russians, Americans and other nations. There are sixteen solar panels attached to the station and they provide electrical power. The space station has a permanent crew of six. Although they have some training in how to live in weightlessness, when they first arrive on board the ISS, they take a while to get used to living without gravity, crashing into things as they try to move from one room to another. In time, people learn to fly down the length of the station without touching anything. As they live so close together, personal hygiene is essential, but the weightless conditions make washing difficult. Many astronauts use moist wipes. Hair-washing is trickier. Sunita Williams, who spent 195 days on the space station, explains how she managed: ‘Washing hair took time. I’d put a little water under my hair, pat it down with my hand so it wasn’t splashing everywhere, then put some shampoo in my hand and move it around. Then I’d wet a towel and try to soak it up.’ It takes the space station one and a half hours to fly around the planet, meaning that it circles the globe sixteen times a day. For those on board, the visual effect is spectacular. If the covers on the windows are opened, the light can be

35

40

45

50

55

60

so blinding that astronauts reach for their sunglasses. But after forty-five minutes of daylight, a dark line appears on the planet, dividing Earth into night and day. For a couple of seconds, the space station is bathed in light which is a coppery colour, and then complete darkness. Another forty-five minutes later, the sun rises to fill the station with brilliant light again. The short days and nights would disrupt the astronauts’ body clocks, so a bedtime schedule is imposed by mission controllers: the crew are told when to put the shutters down on the windows and go to bed. Each of the crew has a cabin where they can attach a sleeping bag to the wall and settle down for the night. Unsurprisingly, falling asleep can be difficult. Just as you are nodding off, the lack of gravity can make you feel as though you’ve fallen off a ten-storey building. In place of an alarm clock, sleeping crews are woken by music played over the communication system controlled by staff on the ground. When astronauts first arrive at the space station, they’re in awe of the views. It is the sight of our planet that takes the breath away. On board, you can get a panoramic view of Earth. But for the really exceptional views, you need to step outside for a spacewalk. One astronaut describes the experience: ‘Sometimes you feel that you are on this big flying building and it’s going round the world, but most commonly you feel that someone is rolling this huge ballshaped map beneath you. You have no feeling of motion.’ Those who have visited the space station can look at it shooting across the sky at night. They can imagine the astronauts in their sleeping bags and think, ‘My goodness, I was there’!

CD•1.50 MP3•50 Complete WORD STORE 3F. Add at, in and on to the diagram. Then listen, check and repeat.

Permanent crew: astronauts

4

Time to orbit the Earth: minutes

5

Number of orbits: per day

6

Science News

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Speaking lesson The Speaking lessons prepare students for everyday interactions such as asking for and giving advice, giving an opinion or asking for information.

1

These lessons are supported by interactive speaking videos, which give students opportunities to practise functional language.

3.6 Speaking

1

Organising a place to live I can suggest, agree to and object to a course of action. 1 In pairs, put these factors in order of importance when looking for a flat to share with friends.

decoration/furniture location rent size security privacy

2

2 Compare your ideas from Exercise 1 with

The SPEAKING FOCUS box highlights useful functional language from the unit and also presents additional useful phrases.

3

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

4

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

another pair. Agree on a final order.

3

CD•1.53 MP3•53 Listen to a conversation between two friends who are looking for a flat to share. Which two factors from Exercise 1 are not mentioned?

4

CD•1.53 MP3•53 Read the SPEAKING FOCUS and complete the conversation with one word in each gap. Then listen again and check.

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

2

Objecting No way!/Absolutely not!/You must be joking! (informal) Fair? I think it’s completely unfair. (Well, yeah, but) wouldn’t it be better to … ? Zoe: I can’t believe we’ve both been accepted I know/see what you mean/what you’re saying, but … into the same university! I’m not convinced (we’ll be able to afford it/that’s a good idea/ Amy: Isn’t it great? I’m so excited! And we’ll be that’ll work). living together. Compromising Zoe: I know. I can’t wait! If you agree to (pay more), I’ll (take the smaller room). Amy: What do you think 1 living in halls We could (split the cost/go halves/share). of residence? To be honest, I’m not sure. Why don’t we compromise/meet half way (and agree that …)? Zoe: No, me neither. Do you know Jay? I guess so./I suppose that could work. Amy: Yep, why? OK, that seems like a fair compromise. Zoe: Well, his brother studies there and he says the halls are really old and noisy. Agreeing Maybe we ought to just look for a place True./Right./Absolutely./Totally. You’re absolutely right. of our own. I fully/completely agree. OK, that’s settled then. Amy: You’re 2 right. Zoe: The question is, do we want to share 5 Three teenagers are going to share a flat. Here are some possible with other people? It would probably rules that could make sharing a flat easier. Look at each rule and decide if you think it’s a good or bad idea. Note down your be cheaper. opinion about each rule (with reasons). Then think of one more Amy: Well, yeah, but 3 it be better to rule of your own. get our own place? Obviously, it depends 1 We need to have a plan for cleaning the flat every week. We how much it costs, but if we could find should write down exactly who is doing what and when. the right flat at the right price, I think 2 We need to have a cooking rota so that we all cook for the others I’d prefer not to share. on different days. Zoe: I know what you mean, but I’m not 4 3 We should have a rule about noise! Like, after a certain time we we’ll be able to afford it. Why don’t we 5 should keep our noise down so others can sleep or work. half way and look for shared 4 Parties! We can have parties but we need to tell the others and accommodation, but in a place where we always invite them! could have our own rooms? 5 The bathroom – we need a timetable for who uses the shower and Amy: I suppose that could 6 . That bathroom at different times in the morning. way we might even be able to afford 6 We all need to give the same money to decorate the living room something near the university. Given the and choose the colours and do the work on it together. choice, I’d 7 be within walking or 7 We DON’T eat our flatmates’ food in the fridge or use their things cycling distance. And you? without asking. Zoe: Totally. I don’t even mind if it’s a small room as long as it’s close to the campus. Amy: That’s 8 then. So, let’s have a look online and see what we can find.

Grammar Focus page 134

SPEAKING FOCUS

6 In pairs, compare your ideas from Exercise 5 and then decide whose extra rule is better. When you disagree, try to reach a compromise. Then look at all the rules again and choose the two best ones.

3

4

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Interactive speaking video Interactive speaking videos accompany most of the Speaking lessons, making them more attractive and dynamic. The goal of these videos is to help students focus on and practise functional language in everyday situations.

1

The interactive speaking videos have three parts. First, the complete conversation is acted out, setting the context for students to see the language in use.

Organising a place to live I can suggest, agree to and object to a course of action. 1 In pairs, put these factors in order of importance when looking for a flat to share with friends.


2 Compare your ideas from Exercise 1 with

2

3

another pair. Agree on a final order.

Then, while character A acts out a shorter version of the conversation, the other half remains silent and timed. This gap in the conversation gives students an opportunity to play the role of character B by performing their lines.

Students then switch roles and repeat. It is recommendable to use the interactive videos at the end of the Speaking lesson, once the other speaking activities have been completed. Students can practise either in pairs, as a group or individually and can repeat the exercise as many times as they like. Grammar Focus page 134

1

3.6 Speaking

3


4

CD•1.53 MP3•53 Read the SPEAKING FOCUS and complete the conversation with one word in each gap. Then listen again and check.

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

Objecting No way!/Absolutely not!/You must be joking! (informal) Fair? I think it’s completely unfair. (Well, yeah, but) wouldn’t it be better to … ? Zoe: I can’t believe we’ve both been accepted I know/see what you mean/what you’re saying, but … into the same university! I’m not convinced (we’ll be able to afford it/that’s a good idea/ Amy: Isn’t it great? I’m so excited! And we’ll be that’ll work). living together. Compromising Zoe: I know. I can’t wait! If you agree to (pay more), I’ll (take the smaller room). Amy: What do you think 1 living in halls We could (split the cost/go halves/share). of residence? To be honest, I’m not sure. Why don’t we compromise/meet half way (and agree that …)? Zoe: No, me neither. Do you know Jay? I guess so./I suppose that could work. Amy: Yep, why? OK, that seems like a fair compromise. Zoe: Well, his brother studies there and he says the halls are really old and noisy. Agreeing Maybe we ought to just look for a place True./Right./Absolutely./Totally. You’re absolutely right. of our own. I fully/completely agree. OK, that’s settled then. Amy: You’re 2 right. Zoe: The question is, do we want to share 5 Three teenagers are going to share a flat. Here are some possible with other people? It would probably rules that could make sharing a flat easier. Look at each rule and decide if you think it’s a good or bad idea. Note down your be cheaper. opinion about each rule (with reasons). Then think of one more Amy: Well, yeah, but 3 it be better to rule of your own. get our own place? Obviously, it depends 1 We need to have a plan for cleaning the flat every week. We how much it costs, but if we could find should write down exactly who is doing what and when. the right flat at the right price, I think 2 We need to have a cooking rota so that we all cook for the others I’d prefer not to share. on different days. Zoe: I know what you mean, but I’m not 4 3 We should have a rule about noise! Like, after a certain time we we’ll be able to afford it. Why don’t we 5 should keep our noise down so others can sleep or work. half way and look for shared 4 Parties! We can have parties but we need to tell the others and accommodation, but in a place where we always invite them! could have our own rooms? 5 The bathroom – we need a timetable for who uses the shower and Amy: I suppose that could 6 . That bathroom at different times in the morning. way we might even be able to afford 6 We all need to give the same money to decorate the living room something near the university. Given the and choose the colours and do the work on it together. choice, I’d 7 be within walking or 7 We DON’T eat our flatmates’ food in the fridge or use their things cycling distance. And you? without asking. Zoe: Totally. I don’t even mind if it’s a small room as long as it’s close to the campus. Amy: That’s 8 then. So, let’s have a look online and see what we can find.

2

3


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Writing lesson Each Writing lesson begins with a motivating text, based on the lesson’s writing goal, providing a model for students’ own writing.

1

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

3.7 Writing A ‘for and against’ essay

4 In pairs, discuss the questions.

3 Read the essay and underline the advantages and disadvantages from Exercise 2 that the writer mentions. Which one is not mentioned?

I can use a range of formal language when arguing for and against an issue. 1 Read UK TODAY. How similar or different do you think the

3

4

The WRITING FOCUS box includes exercises which help students to focus, develop and organise their ideas.

The LANGUAGE FOCUS box directs students’ attention to language they may find useful in their writing (e.g. expressing contrast, using descriptive language, expressing cause and effect), giving tips on how they can improve their written English.

UK TODAY

A ‘for and against’ essay

You can increase the variety in your written English by including sentences that express concession. • Although/Even though + clause Although halls of residence are not always the cheapest option, many students prefer them. Many students prefer halls of residence even though they are not always the cheapest option.

• Most UK universities provide accommodation for first-year students in university-owned halls of residence, on or near the campus. • There is often a supervisor, whose job it is to maintain order and support students with everyday issues. • Rooms in these halls are generally small but private and in most cases, bills are included in the rental price. Kitchen facilities are usually shared. • In 2014 the average cost of renting a room in halls of residence in the UK was £123.96 per week.

1

S 5

2 Read the comments from first-year university students. Are they advantages (A) or disadvantages (D) of living in halls of residence? Compare your answers with a partner. 1 Freedom! (Ammar, Newcastle) 2 It’s impossible to get any studying done. (Ian, Edinburgh) 3 I’m exhausted. There are parties every night. (Nick, Hulll) 4 There’s a supervisor we can talk to if we have any problems. (Emma, Durham) 5 Rules, rules, rules! Keep quiet, clean up, no visitors. (Ollie, Oxford) 6 We all help each other out. I’ve made so many new friends. (Abigail, Liverpool) 7 Someone stole my sausages! (Jason, Manchester) 8 Our halls are on campus. I fall out of bed and into my lectures. (Anahita, London) 9 My room is OK but it’s tiny. (Richard, Nottingham)

ome university students prefer to live with their families until they graduate and can earn their own living. However, it is also very common for young people beginning university to choose to live together with other students in halls of residence. Although there are several potential downsides to this communal way of living, there are also numerous benefits.

One of the most convincing arguments for halls of residence is that they allow students to experience independent living in a safe place with a strong sense of community. Having never lived alone, most 15 new students appreciate this supportive environment. In the same way, the presence of an official supervisor is likely to be reassuring for students and their parents. Yet another plus is that halls of 20 residence are usually very convenient because they are located on, or close to, university campuses. This allows residents to save time and money. 10

48

6

1 Although there are numerous arguments for living with your parents while at university, there are also considerable drawbacks. DESPITE

Despite the numerous arguments for living with your parents while at university, there are also considerable drawbacks. 2 Many students live at home with their parents, even though there are minuses. SPITE 3 In spite of the cooking facilities in halls of residence, students often survive on fast food only. ALTHOUGH 4 Although some student accommodation offers good value for money, it is still likely to be cheaper for students to live with their parents. DESPITE 5 Many teenagers have plenty of freedom despite living with their parents. THOUGH

9 Read the writing task and follow the instructions below.

4

Choose the correct options. 1 One of the most persuasive / potential arguments for living at home is the amount of money that can be saved. 2 There are also several numerous / clear upsides to living independently while at university. 3 The daily commute is one of the drawbacks of / for living a long way from the university campus. 4 Living alone, students learn to cook and clean for themselves. On balance / Equally, they gain experience in managing their money. 5 All in all / Personally, there are pluses and minuses to remaining in the family home while at university.

All things considered, there are pros and cons to living in halls. Certainly, residents need to be self-disciplined in order to successfully balance study and social life. Personally, I imagine the benefits of living closely with other students outweigh the drawbacks.


In spite of the cost, many students prefer halls of residence. Many students prefer halls of residence despite the cost. Despite living cheaply, many students still find themselves short of money.

8 Rewrite the sentences using the words in capitals.

Conclusion • Make a summarising statement. All things 7 , /All in all,/On balance, there are pros and cons to … • End with your personal opinion. Personally, I think/feel/believe/8 …

Despite these clear advantages, there are also considerable drawbacks. The first downside is that the rooms tend to be very small and bathrooms may sometimes have to be shared. Being full of young people, halls can also be very noisy. This 30 can make them difficult places in which to study. Likewise, parties and late nights are common, and can interfere with students’ academic progress. Other minuses are that food can ‘go missing’ from shared fridges 35 and cupboards, and communal kitchens are often busy and sometimes dirty.

40

• In spite of/Despite + noun/-ing

Main paragraphs • Present arguments for in one paragraph and arguments against in another. The first/One/A further/Another/2 another benefit/ drawback of … There are numerous/potential/clear/considerable pluses/ 3 to … One of the most 4 /most persuasive/strongest arguments for/against … is … • Develop and support some of your arguments with additional comments or examples. This allows residents to save time and money. • Make comparisons. In the same 5 , … Similarly,/Equally,/6 , …

25

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

2

Introduction • Begin with general or factual comments on the topic. Many young people beginning university choose to live in halls of residence. • End with a statement that mentions both sides of the issue. Although there are several potential 1 to … , there are also numerous upsides.

Halls of residence

3

Expressing concession

phrases in purple in the essay.

WRITING FOCUS

Read the LANGUAGE FOCUS. Then find two sentences in the essay which express concession.

LANGUAGE FOCUS

5 Complete the WRITING FOCUS with the words and

situation is in your country?

2

7

1 What is the writer’s opinion of halls of residence? 2 Would you like to live in this type of student accommodation? Why?/Why not?

Many young people who enter higher education choose to study in their hometown and continue living with their parents throughout their university years. Write an essay of 200–250 words, in which you present arguments for and against this arrangement. 1 Think about general or factual comments you could make on the topic. 2 Write down arguments for and against the statement and choose the ones you want to use. Decide which ones you will develop and support, and how. 3 Think about your personal opinion on the topic and where you will include it. 4 Choose sentences from Exercises 6 and 8 to adapt for your essay.

10 Complete the writing task in Exercise 9. Use the WRITING FOCUS and the LANGUAGE FOCUS to help you.

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Language in focus and Use of English The Language in focus lesson and USE OF ENGLISH section in the WORD STORE booklet can be used as part of the unit review.

1

The Language in focus lesson includes a mini presentation and practice of areas that are common in Use of English exam tasks.

3.8 Language in focus 1 Determiners – special cases I can use all, both, each, every, whole, another, other and others correctly. 1 Read the information and choose the correct options in the example sentences from this unit.

all, both, each, every and whole

2

The USE OF ENGLISH section in the WORD STORE booklet provides opportunities to practise useful language, key phrases and expressions from the current and the previous unit. These exercises help students to analyse meanings of language and structure, as well as various collocations.

+ noun

+ of + my/the, etc. + noun

+ pronoun

all

all the relatives

all (of) the relatives

all of them

both

both (my) parents

both (of my) parents both of them

each

each twin

each (one) of the twins

every

every relative

every one of the relatives

every one of them

whole

the whole flat

the whole of my flat

the whole of it

each (one) of them

another, other and others Another friend means ‘a different friend’ or ‘an additional friend’. Other friends means ‘different friends’, but not usually ‘additional friends’. (Use more friends.) The others refers to people/things that have already been mentioned. 1 Every / All of you know what I’m talking about. 2 Unlike another / other subways, the NY subway runs twenty-four hours a day. 3 Each / Every of the crew members has a cabin. 4 The whole / All the place smells of snacks. 5 Both / Every country you can think of.

2 Complete the questions with the words in the box. Then answer the questions.

all

3

Tips help students with more difficult language items, helping them to become more independent as learners.

1 2 3 4 5

both

each

every

whole

Can you write your name with hand? Have you got earrings in ears? Do your relatives look like you? Does one of your Facebook friends know you personally? Are you off school for the month of August?

3 Match sentences 1 and 2 with meanings a and b. In which case is there no difference in meaning? A 1 Have another biscuit. 2 Have the other biscuit. a There is one biscuit available. b There are several biscuits available. B 1 Here’s one photo, where’s 2 Here’s one photo, where are the other? the others? a There’s one photo missing. b There are several photos missing. C 1 We text each other every day. 2 We text one another every day. a I text him and he texts me. b I text her and she texts me. D 1 Could I have another coffee? 2 Could I have the other coffee? a I’d like the same coffee again. b I’d like the alternative coffee you offered.

03

WORD LIST

USE OF ENGLISH 3

Townscape and landscape, describing cities at the mouth of a river /ət ðə ˌmaʊθ əv ə ˈrɪvə/ benefit (from) /ˈbenəfɪt (frəm)/ breathtaking view /ˌbreθteɪkɪŋ ˈvjuː/ built-up/urban area /ˌbɪlt ʌp/ˌɜːbən ˈeəriə/ bustling city /ˌbʌsəlɪŋ ˈsɪti/ busy harbour /ˌbɪzi ˈhɑːbə/ canal /kəˈnæl/ casino /kəˈsiːnəʊ/ city’s best kept secret /ˌsɪtiz best kept ˈsiːkrət/ cityscape /ˈsɪtiskeɪp/ clean air /ˌkliːn ˈeə/ cool /kuːl/ cosmopolitan /ˌkɒzməˈpɒlətən/ dense forest /ˌdens ˈfɒrəst/ designer shop /dɪˈzaɪnə ʃɒp/ dramatic/impressive/iconic skyline /drəˌmætɪk/ɪmˌpresɪv/ aɪˌkɒnɪk ˈskaɪlaɪn/ dull/hectic/vibrant nightlife /ˌdʌl/ˌhektɪk/ˌvaɪbrənt ˈnaɪtlaɪf/ famous monument/landmark /ˌfeɪməs ˈmɒnjəmənt/ˈlændmɑːk/ gleaming skyscrapers /ˌɡliːmɪŋ ˈskaɪˌskreɪpəz/ historical heart of the city /hɪˌstɒrɪkəl ˌhɑːt əv ðə ˈsɪti/ immigrant /ˈɪməɡrənt/ industrial area /ɪnˈdʌstriəl ˌeəriə/ inner-city area /ˌɪnə ˌsɪti ˈeəriə/ job opportunities /ˈdʒɒb ˌɒpəˌtjuːnətiz/ leafy neighbourhood /ˌliːfi ˈneɪbəˌhʊd/ living costs /ˈlɪvɪŋ kɒsts/ main sights /ˌmeɪn ˈsaɪts/ market square /ˈmɑːkət skweə/ mouth-watering food /ˌmaʊθ ˌwɔːtərɪŋ ˈfuːd/ multicultural population /ˌmʌltiˌkʌltʃərəl ˌpɒpjəˈleɪʃən/ narrow/cobbled/quaint backstreets /ˌnærəʊ/ˌkɒbəld/ˌkweɪnt ˈbækˌstriːts/ nightclub /ˈnaɪtklʌb/ open spaces /ˌəʊpən ˈspeɪsɪz/ packed with partygoers /ˌpækt wɪð ˈpɑːtiˌɡəʊəz/ population /ˌpɒpjəˈleɪʃən/ pride yourself on sth/boast sth /ˈpraɪd jəˌself ɒn/ˈbəʊst/ renowned for /rɪˈnaʊnd fə/ river bank /ˈrɪvə bæŋk/ ruined castle /ˌruːənd ˈkɑːsəl/ sports facilities /ˈspɔːts fəˌsɪlətiz/ sprawling /ˈsprɔːlɪŋ/ steep hill /ˌstiːp ˈhɪl/ steeped in history /ˌstiːpt ɪn ˈhɪstəri/ welcome visitors with open arms /ˌwelkəm ˌvɪzɪtəz wɪð ˌəʊpən ˈɑːmz/ wide range of (cultures/languages/food/arts) /ˌwaɪd ˌreɪndʒ əv (ˈkʌltʃəz/ˈlæŋɡwɪdʒɪz/ˈfuːd/ˈɑːts)/ world-class restaurant /ˌwɜːld ˌklɑːs ˈrestərɒnt/ youth employment /ˈjuːθ ɪmˌplɔɪmənt/ youth friendly /ˌjuːθ ˈfrendli/ youthful /ˈjuːθfəl/ City transport cycle lane /ˈsaɪkəl leɪn/ easy to get around (by bike) /ˌiːzi tə ˌɡet əˌraʊnd (baɪ ˈbaɪk)/ multi-storey car park /ˌmʌlti ˌstɔːri ˈkɑː pɑːk/ reliable network (of buses) /rɪˌlaɪəbəl ˌnetwɜːk əv (ˈbʌsɪz)/ (state-of-the-art) public transport system /(ˌsteɪt əv ði ˌɑːt) ˌpʌblɪk ˈtrænspɔːt ˌsɪstəm/ streetcar/tram /ˈstriːtkɑː/træm/ subway/underground /ˈsʌbweɪ/ˈʌndəɡraʊnd/ traffic jam /ˈtræfɪk dʒæm/

Katowice Katowice is not 0 exactly a popular tourist destination, but it has some interesting things to do and welcomes all 1 with open arms. Don’t expect to see medieval cathedrals or royal palaces, since Katowice is the capital of the 2 region of Upper Silesia. However, there are some unique buildings, where you can see some 3 nineteenth-century architecture. A4 network of buses, trams and trains makes getting to and around the city really easy, both for tourists and those who have to make a 5 commute from their homes. The city is fast gaining in 6 as a business centre, too. A number of international companies believe that Katowice offers some great 7 opportunities and have opened their offices in the city. That means there are lots of job vacancies and 8 unemployment is relatively low.

EXACT VISIT INDUSTRY WONDER RELY DAY IMPORTANT INVEST YOUNG

TIPS: Question 1: You need to form a plural noun from the verb to describe a type of person.

3

Question 5: The adjective you need looks like an adverb. Question 7: You need a noun here.

2 For questions 1–6, complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between two and five words, including the word given. There is an example. 0

I haven’t got enough money to buy a new laptop. CAN’T I can’ t afford to buy a new laptop. When we went on holiday, we always started our journey early to avoid the traffic.

1

3

Both Paul and Tina were unaware of the situation.

4

NEITHER were aware of the situation. The hotel is a short walk from the convention centre.

SET When we went on holiday, we used early 5 to avoid the traffic. James, do you think you’ll travel to Mexico before you’re twenty? 6

2

BEEN James, will twenty?

to Mexico by the time you’re

WITHIN The hotel the convention centre. Olga got sick and couldn’t go on holiday as planned. PREVENTED Sickness on holiday as planned. Our dinner will be over by 8.30. FINISHED We

our dinner by 8.30.

TIPS:

Culture art gallery /ˈɑːt ˌɡæləri/ art installation /ˈɑːt ɪnstəˌleɪʃən/ fashion /ˈfæʃən/ incredible/first-class arts and music scene /ɪnˌkredəbəl/ˌfɜːst ˌklɑːs ˌɑːts ənd ˈmjuːzɪk siːn/ live music /ˌlaɪv ˈmjuːzɪk/ modern art /ˌmɒdn ˈɑːt/ museum night /mjuːˈziəm naɪt/ street art /ˈstriːt ɑːt/

Question 1: You need a phrasal verb that means ‘start a journey’. Question 2: Which verb form do we use to say that something will be completed before a certain time in the future? Question 5: Think about the verb pattern that follows prevent.

Types of houses and estates Freedom Ship /ˈfriːdəm ʃɪp/ hall of residence /ˌhɔːl əv ˈrezədəns/

50


2

1 For questions 1–8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning.

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16/10/2015 13:20

9


03/03/2016 13:28


Review lesson The Review lesson has two parts: a review of grammar and vocabulary, and an integrated skills section.

1

2

The VOCABULARY AND GRAMMAR and LANGUAGE IN USE sections focus on reviewing vocabulary and grammar structures from the unit. The LANGUAGE IN USE SECTION reviews functional language from the unit.

FOCUS REVIEW 3 1

VOCABULARY AND GRAMMAR

LANGUAGE LANGUAGE IN IN USE USE

1 Complete the sentences with the correct form of the words in capitals.

1 If you’re interested in historic sites, this region is what you are looking for – it’s steeped history. 2 I’ve always been awe of those who put their own lives at risk to help others. 3 During the carnival, Venice gets packed tourists. 4 In the newly built blocks of flats, there are only two large apartments each floor. 5 It’s not the cheapest flat to rent but the cost is offset its location.

1 They’re so excited. This time next week they (move) into their new home. 2 How many more places do you want to view today? By teatime we (view) six flats! 3 (you/put) in new bathroom fittings next weekend? 4 I hope that by the time Olivia starts living on her own, she (learn) to cook. 5 I’m truly exhausted. By next week I (renovate) our house for a month. 6 By tomorrow the plumber (fix) the dripping tap.

1 By Saturday, (Rob/design/new) kitchen for us. 2 Despite (take out/loan), they still don’t have enough money to renovate their house. 3 I asked (every/one/friend) to put me up for the night but none of them was able to do so. 4 This semi has been for sale for a year now, (spite/be) relatively cheap. 5 There is (deal/accommodation) for rent but you have to start looking well before the academic year begins. 6 Don’t call tomorrow afternoon because (we/paper/walls) in my parents’ house all day.

The writing exercises are based on the Cambridge English: First exam tasks.

making new friends

Why can these things cause problems when people move to a big town or city?

shops and prices

noise and pollution Now talk about which of these things is most difficult for people to do in a big town or city.

9 In pairs, discuss the questions. 1 Would you prefer to live in a town, a city or in the countryside? Why? 2 Do you think it’s a good idea for children to live and study in cities? Why?/Why not? 3 Some cities attract a lot of tourists. Do you think this is a good thing for the people who live there? Why?/Why not? 4 How important is it to keep old traditional buildings in our cities and towns and not knock them down? Why? 5 Which city in the world would you like to live in for a short time? Why?

Cave dwelling is also surprisingly safe. They are not prone to fires or earthquakes and they do not tend to collapse. Ventilation is important, however, as a cave home needs to breathe and excess moisture can become problematic and in extreme cases even trigger asthma attacks. Electricity is generally preferred over gas – although when gas fittings are provided, these tend to be closer to the front of the cave for safety reasons.

six words in each gap. Use the correct form of the words in brackets and add any other words necessary.

1 I’ve asked five or six people to help me move. Unfortunately, no / none / neither of them will have enough time tomorrow. 2 In the old days, students at this boarding school were allowed to go home every / each / whole three weeks. 3 I’m sure we had two new light bulbs. But now, when I need them, I can’t find either / both / all of them. 4 Having done some DIY on her apartment, Jane spent all the / most / the whole week trying to clean up the mess. 5 I’ve noticed that a great deal / a number / a couple of furniture has been delivered next door. 6 There’s only a few / a little / a couple of paint left. Do you think it will be enough?

doing leisure activities

You don’t need such a vast, sprawling cavern to feel the charm of a cave home, however. Even those of a much more modest size seem surprisingly open – there is no sense of being underground or feeling cooped up. Cave houses exude a warmth and cosiness which is a unique selling point for many buyers: sound is gently muffled and the amount of light seems to defy common logic. Most cave homes face southward to allow for natural light to enter through the windows cut into the rock face. But due to the ingenious layout of many homes and the white matte of the walls, light is easily transmitted throughout. In areas further back, modern builders often use a system of ordinary mirrors to reflect natural light around the interior.

6 Complete the sentences with no more than

4 Choose the correct options.

travelling around

Why choose to live in a cave? To begin with, cave houses are affordable, easy to heat in the winter and stay cool in the summer. Being carved into stone, their temperature does not fluctuate much, but rather a steady twenty degrees Celsius is maintained throughout the year. Each home is unique and, if you purchase a property which is licensed to be modified, it’s easy enough to carve yourself out an extra shelf in the wall or even a whole new room. The largest cave home boasts as many as forty rooms and can be had for as little as 200,000 euros.

And now, more than a century after Howard’s manifesto, Britain is again facing a housing crisis. According to current demographic trends, by 2050 at least another ten million people will 6 moved to Britain. It means that six million houses should be built to satisfy the most pressing housing needs.

verbs in brackets.

4

P

After World War II, the provision of inexpensive housing surrounded by green spaces 4 a short distance of larger industrial towns became an urgent matter. In 1945 the British government created the New Towns Committee, 5 aim was to investigate the possibility of building new fully planned self-sufficient towns. The last of these was Milton Keynes, which was formally designated in 1967.

3

Here are some things people sometimes have problems with when they move to a big town or city, and a question for you to discuss. Talk to each other about why these things can cause problems.

eople have dwelt in caves since the dawn of time. But if you’re picturing a cold, damp and cramped space, you’ll need to think again. In Spain there are literally thousands of modern day cave-dwellers who call a hole in the ground their home and there are a large number of luxurious houses carved into the Andalucian mountains which offer more comfort than you might imagine.

B R I TA I N ’ S N E W T O W N S At the end of the nineteenth century, Sir Ebenezer Howard became renowned 1 what he called ‘garden cities’: self-contained communities surrounded by a ‘green belt’ which would provide the best of city and country living. They were thought to be the answer 2 the overcrowding and industrial pollution of Victorian cities. Letchworth and Welwyn Garden City were the only two towns in the UK based on his vision. For various reasons no 3 garden cities were built.

2 Complete the sentences with prepositions.

Carefully developed speaking activities guide students to review and practise speaking skills.

SPEAKING 8 In pairs, complete the speaking task.

A MODERN CAVEMAN

3 Complete the sentences with the correct future form of the

3

READING 7 Read the article. Are the statements true (T) or false (F)?

each gap.

1 There isn’t enough housing, so many young people live with their parents. AFFORD 2 I live in a vast city with a huge population but I’d much prefer to live somewhere more compact. SPRAWL 3 When I was nine, we moved into a new house in a peaceful, neighbourhood in Los Angeles. RESPECT 4 Most sights are located in the old town, but other parts of the town are also worth a visit. ICON 5 My grandparents live in a neighbourhood in the suburbs. LEAF 6 Some areas are in remote places, which makes commuting difficult. RESIDENT

The reading exercises focus students on practising reading skills and language use. They are developed to mirror the exam tasks.

2

5 Complete the text with one word in

As cave communities tend to be in small villages, a car is essential for getting around and nightlife is hard to find. Such homes are very much for those who prefer a quiet rural lifestyle, quaint cobbled backstreets and breathtaking views.

WRITING

4

10 Complete the writing task.

1 Cave homes tend to meet people’s initial expectations of living in a cave. 2 A cave home might be a good purchase for the economically minded. 3 Every cave home can be adapted by the owner to suit their own tastes. 4 Owners typically enjoy the unique ambience and interior design of cave homes. 5 Sophisticated modern technology is used to light the deeper parts of cave homes. 6 Natural disasters are a common hazard of living in a cave house. 7 The article suggests everyone would enjoy living in a cave home.

In your English class you have been talking about life in a big city. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. What are the advantages and disadvantages of moving from the city centre to the suburbs? Notes Write about: • socialising and free time activities • work or study • (your own idea) Write your essay in 140–190 words.

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Workbook The Workbook mirrors the Students’ Book lessons and provides extra practice exercises focused on Vocabulary, Reading, Writing, Speaking and Grammar lessons from each unit. It is also designed to help students prepare for their exam. Tips on exam strategies for Listening, Reading, Writing, Speaking and Use of English can be found in the EXAM STRATEGIES section at the back of the Workbook.

1

3.9 Use of English

The SHOW WHAT YOU KNOW and SHOW WHAT YOU’VE LEARNT sections help students to consolidate new language and be aware of their own learning.

1 For questions 1–8, read the text below and decide which answer (A, B, C

Nearly twenty years ago, Channel 4 broadcast the first in a series of programmes that is still continuing today. Each episode follows a person, or a 2 , who have planned to build a house themselves. Some people have a lot of money and can 3 to build big and ambitious houses, but others are working on quite small budgets. What is important for the programme is that the people are passionate 4 their project and that each design is unusual and clever. The 140 episodes have covered a wide range of projects, ranging from the amazing restoration of a 5 castle to the construction of a house on farmland with breathtaking 6 built from four shipping containers! Many of these new properties are 7 homes and also use environmentally 8 materials. Could YOUR dream home become a reality? 0

2

3

Workbook exercises consolidate use of language presented in the Students’ Book. In addition, a USE of ENGLISH page complements the same page in the WORD STORE booklet. Additional resources at the back of the Workbook include a FUNCTION PHRASE BANK for writing, a VOCABULARY BANK and VOCABULARY PRACTICE exercises.

The Workbook encourages students to actively assess how much they have learnt, through the SELFASSESSMENT page in every unit.

3

WORD STORE 3C Adjective-noun collocations

A PLACE TO LIVE

0 1 2 3 4 5

Dependent prepositions • Collocations • Useful phrases to describe cities SHOW WHAT YOU KNOW

1

1 Label the features of townscapes and landscapes. The first letter of each word is given. 0 1 2 3 4 5 6 7 8 9

a housing am af ab ab ar as an i ad ar

estate s m v h c h a f b

3

0

5 7

2

6

4

8

9

1

WORD STORE 3A Dependent prepositions

SHOW WHAT YOU’VE LEARNT

4 Match the adjectives with their definitions.

3.1 Vocabulary

2

2 Complete the interview with the words in the box that mean the same as the words in brackets. Then choose the correct prepositions.

WORD STORE 3B Adjective-noun collocations 3 Read the extracts from city guides and choose the

built-up dramatic impressive plain cobbled dull

f

6 7 8 9 10 11

respectable sprawling cosmopolitan hectic run-down urban

Used to describe: a an area that used to look nice but is now old and neglected. b an area regarded as economically and socially successful. c food that is simple and lacks any strong flavours. d a place that is spread over a wide area in an untidy or unattractive way. e something (e.g. nightlife) that is busy or full of activity. f an area with lots of buildings and few open spaces. g a street whose surface is made of small round stones h things that are boring. i things related to towns and cities, e.g. areas, music, clothing. j something people admire because it is very good, large, important, etc. k a place containing and influenced by people of different types or from different countries. l a view or skyline that is visually impressive.

correct answer, A, B, C or D. 1

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

benefiting offset packed prides itself renowned steeped A: Welcome to today’s City Focus, where we are joined live from New York by Isaac Jackson, a representative of the Bronx Borough Council. Good morning, Isaac. B: Good morning, Isobel. A: Isaac, it’s your job to promote the Bronx as a residential area. Given its reputation, some people would say you have an extremely difficult job. B: Yes, that’s true. The Bronx is, unfortunately, 1arenowned (well-known) 1bfor / with / about some of the more negative aspects of its history such as urban poverty and gang violence. However, this is now being 2a (balanced) 2bto / in / by the borough’s image as a vibrant, multicultural melting pot. Increasingly, residents and visitors alike are 3a (get an advantage) 3bfrom / of / over the wide range of ethnic art, culture and cuisine found in the Bronx, and the area is 4a (has a lot of this particular quality) 4bwith / in / against history. We are particularly proud of our status as the home of hip-hop, for example, and, of course, the Bronx is 5a (extremely crowded) 5b for / to / with attractions such as the Zoo and the Yankee Stadium. New residents are discovering a welcoming neighbourhood that 6a (feels happy about) 6bon / in / by community spirit.

WORD STORE 3D Useful phrases to describe cities

Many of Amsterdam’s budget hotels are located in the 2 area close to the Central Station.

5 Put the words in brackets in the correct order to complete the text.

Before your plane has even landed, you’ll enjoy 3 skyline. stunning views of Sydney’s

B B B B B B B

cities inner city delicious mouth-watering backstreets charming bustling

C C C C C C C

1 The high taxes in Scandinavia are offset excellent social services. The city square is surrounded quaint little backstreets filled with restaurants. A with B against C by 2 Our dog keeps scratching . He might have fleas. Sheffield prides on being the UK’s greenest city. A it B itself C self 3 The Chinatown district offers some -watering Asian food. A river delta forms at the of a river where it meets a lake, sea or ocean. A mouth B eye C fresh 4 London’s Crypt Gallery holds regular exhibitions and is one of the city’s best secrets. Where are the town’s buses when they are not in use? A stored B known C kept 5 I’ve seen a lovely house in the historical of the city. The first human transplant took place in South Africa in 1967. A brain B arm C heart


B estate

C residence

D block

A creation

B conclusion

C inspiration

D imagination

A pair

B couple

C number

D match

3

A spend

B fancy

C desire

D afford

4

A about

B for

C on

D over

5

A broken

B destroyed

C spoiled

D ruined

6

A sights

B views

C pictures

D looks

7

A clever

B intelligent

C smart

D brainy

8

A pleasant

B kind

C friendly

D cooperative

M03_FOCUS_WB_04GLB_BR_8396_U03.indd 37

Students’ Book pages 40–41 Word Store page 7 Workbook pages 36–37

3.1

Vocabulary I can describe cities and talk about city life.

3.2

Grammar

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

Students’ Book page 42 Workbook page 38

3.3

Listening

I can understand news reports and a conversation about places to live.


3.4

Reading

I can find specific details in a text.

Students’ Book pages 44–45 Workbook pages 40–41

3.5

Grammar

I can use a range of different quantifiers correctly.


3.6

Speaking

I can suggest, agree to and object to a course of action.


3.7

Writing

I can use a range of formal language when arguing for and against an issue.

New words I learned 13:35 (the words you27/11/2015 most want to remember from this unit)

Students’ Book pages 48–49 Workbook pages 44–45

4

We want to ensure our guests have a comfortable stay, so each floor there is just a small number of rooms. We also offer flexible check-in and check-out times so you don’t have to be 4 a hurry to vacate your room. We recommend that you use our spa facilities and benefit special treatments.

5

/5

2 Complete the adjectives in the sentences. The first letter of each word is given. 1 We took out a mortgage in order to do up the rather r -d house that we bought last year. 2 The new restaurant in the city centre quickly became famous for its m -w food. 3 Why don’t we provide everybody with d paper cups and plates? We won’t have to do the washing-up. 4 It was one of the most h seasons since we opened ten years ago. We had to take on extra staff to be able to handle all the guests. 5 My granny used to live in a q little cottage in a picturesque village by a river. /5 Future Perfect Simple or Future Perfect Continuous form of the verbs in brackets. 1 I feel really excited about moving to Spain. In a few weeks’ time I (enjoy) the sea and sun. 2 Hopefully, by tomorrow Chris (paint) the wooden fence around the whole house. 3 You can come to watch us tomorrow. We (install) a stained glass window. 4 By the end of the month they (resurface) the road for three months. 5 That’s our most precious painting. By the end of the year my family (own) it for exactly 200 years. /5

4 Complete the sentences with the words in the box. either

neither

no

English I heard or read outside class (e.g. from websites, books, adverts, films, music)

meaning to the first, using the word in capitals. Do not change the word in capitals.

3

deal

Expressions and phrases I liked (any expressions or phrases you think sound nice, useful or funny)

5 Complete the second sentence so that it has a similar

Located at the mouth of the river, the SeaView Hotel offers excellent views of the harbour but is still 1 walking distance of the city centre. The building itself is steeped 2 history as it was often used by kings.

3 Complete the sentences with the Future Continuous,

After assessing their own learning, students can do the SELF-CHECK page to verify how much they have learnt in relevance to the unit goals.

= I do not understand.

2 What can you remember from this unit?

1 Complete the text with prepositions.

27/11/2015 13:35

= I understand some, but have some questions.

= I understand and can do it by myself.

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3.11 Self-check

Unlike Warsaw, there isn’t 3 (reliable / buses and trains / a / of / network), but it’s 4 (get / to / around / easy) using the local tuk-tuks (a kind of motorbike taxi). Luckily for me, we live 5 (walking / within / distance) of the town centre. Siem Reap is a really 6 (place / youth-friendly) and I have made lots of friends, both Cambodian and international. We like to hang out in a certain juice bar, which I won’t name here as it’s one of the town’s 7 (kept / secrets / best) and one of the few places to get away from all the tourists!

3

= I understand and can help a friend.

Need help?


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1 For each learning objective, tick the box that best matches your ability.

Question 1: The noun you need relates back to have an idea for. Question 4: Which preposition follows the adjective passionate? Question 8: The option you choose must collocate with environmentally.

/10

nightlife neighbourhood iconic bustling food vibrant nightlife

3.10 Self-assessment

TIPS:

1 The city of Boston, in Massachusetts, is steeped in / on history. 2 One of the best ways to explore Paris’ in-city / inner city areas is by bike. 3 The traditional cuisine is just so plain / plane. I prefer something with lots of flavour. 4 Once beautiful and grand, the houses along the river are now very run-down / run-up. 5 The island is packed with / of tourists at the weekend.

My family and I moved from Milan, Italy to Siem Reap in Cambodia six months ago because of my mum’s job. Siem Reap is a popular tourist destination found on the Siem Reap River, north of where 0 the mouth of the river meets (river / meets / mouth / the / of / the) the huge Tonle Sap lake. We are living here for a year because my mum works for UNESCO, and close to Siem Reap is the Angkor UNESCO World Heritage Site, 1 (heart /of / the historical) Cambodia. The site is home to the country’s 2 (sight / main / and / famous / most / landmark), the ruined temple of Angkor Wat.

Brazil combines some of South America’s most 7 cities. beautiful beaches with vibrant culture and

backstreets skyline quaint lively leafy delicious inner-

sentences in each pair.

Malena in Cambodia

Ibiza’s 6 nightlife includes some of the most famous and largest nightclubs in the world.

A A A A A A A

6 Choose the correct answer, A, B or C, to complete both

Do you live somewhere unusual? We’d like to hear about it. Post your comments below:

For modernist architecture, visit the 5 neighbourhood of Saska Kępa on the eastern bank of the Vistula River, in Warsaw.

1 2 3 4 5 6 7

1

A street

1 2

whereonearth.org

Bangkok offers such a range of 4 food that it would take a lifetime to sample it all.

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4

2

or D) best fits each gap. There is an example at the beginning.

Grand Designs Do you live on a housing 0estate , in a house that is identical to everyone else’s? Perhaps you have an idea for a dream home? Grand Designs on Channel 4 tonight at nine o’clock may give you just the right 1 .

some

1 Both houses were built quite recently but of them was equipped with a burglar alarm at the time. 2 I’m afraid pets are allowed in this cottage. 3 There used to be a great of fish in the pond. 4 I can pay of the bills because the difference between the two is just a couple of quid. 5 There are a lot of parks here; of them are huge.

1 I intend to marry and start a family before I’m twenty-five. HAVE By the time I’m twenty-five, I and started a family. 2 You can walk to the archaeological museum from our house. DISTANCE The archaeological museum is 48 of our house. 3 Joshua started building his house ten years ago and he’s nearly thirty! BEEN Joshua his house for over ten years by the M03_FOCUS_WB_04GLB_BR_8396_U03.indd time he’s thirty. 4 Phoebe always brings lots of luggage with her on holiday. DEAL Phoebe always brings a luggage with her on holiday. 5 The plane will be flying 30,000 feet in the air. ALTITUDE The plane will be flying 30,000 feet.

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/5

6 Read the text and choose the correct answer, A, B, C or D.

If you travel to the Chinese city of Suzhou, you could find yourself on a 1 of discovery around a Dutch village or the canals of Venice. You’ll be able to see replica bridges copied from Sydney, London and Paris. Those famous replicas are part of a project called Urban Mimicry, in which architectural 2 are reproduced but with the use of different building materials. Local designers obviously 3 themselves on copying every detail. However, the buildings have been scaled down to a size to fit the Suzhou landscape. This cloned city gives Chinese people the opportunity to see foreign places without having to travel too far, so the town is 4 with tourists throughout the year. Many first-time visitors feel excited that, by the end of their visit, they 5 some of the most important world monuments, and all within the confines of their own home city! 1 A network B voyage C travel D route 2 A landmarks B secrets C scenes D skylines 3 A renown B discipline C fame D pride 4 A full B renowned C packed D steeped 5 A are seeing B would see C will see D will have seen /5

Total

/30

/4

/5

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Focus Assessment Package Test type Placement test Grammar quiz Vocabulary quiz Unit tests Vocabulary and Grammar (A/B) Dictation, Listening and Reading (A/B) Writing Review tests Vocabulary, Grammar and Use of English (A/B) Writing Speaking (A/B/Teacher’s notes) End-of-year test Listening, Use of English and Reading (A/B) Writing Speaking (A/B/Teacher’s notes) Progress (optional) Beginning, middle and end of course

Quantity

Total marks Timing

1 16 8

100 15 15

60 mins 10–20 mins 10–20 mins

8 8 8

40 30 30

25–35 mins 20–30 mins 30–45 mins

4 4 4

50 30 20

35–40 mins 30–45 mins 8–10 mins per pair

1 1 1 3

60 20 20 GSE score

40–55 mins 30–45 mins 12–15 mins per pair 60 mins

Overview of package

Versions of tests

The Focus Assessment Package provides a wide range of tests which can be used at different points in the course. Each level has:

Most tests have two versions: A and B. Versions A and B are designed to be at exactly the same level of difficulty and feature the same task types; however, the test items in each are different. For listening tests, the tasks are different but the audio is the same in both A and B versions, making it easy to administer.

• • • • • •

1 Placement test 16 A and B Grammar quizzes 8 A and B Vocabulary quizzes 8 A and B Unit tests 4 A and B Review tests 1 A and B End-of-year test

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

You can use the A/B tests in two ways: • give half of the class A versions and half of the class B versions – this helps to deter cheating. • give all students the A test and then use the B test either for students who missed the test or as a re-test or remedial work for students whose score shows they need a little more work on the unit objectives.

Exam preparation As your students are going to be working towards their exam, the tests also provide regular opportunities for them to try exam-style tasks in a low stakes test environment, which should help them feel more confident going into the final exam.

It is a combination of both types of assessment which can provide powerful tools for helping your students’ progress.

We would recommend using past papers or practice papers in addition as you get close to the date of the exam.

Marking Writing and Speaking tests

Expected outcomes

Writing and Speaking tests have detailed mark keys to help you mark consistently and give students meaningful feedback. If you have the mark scheme for the exam your students will ultimately take, you may prefer to refer to this.

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

Whichever mark scheme you use, it can be very useful to go through it with your students before they take the test so they know what they are going to be marked against. You can then refer back to these marking criteria in your feedback.

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

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Focus Assessment Package Tests on MyEnglishLab All of the Unit tests can be taken through the MyEnglishLab platform. On MyEnglishLab, all students take the A test. The B test becomes remediation for those students who need it. Most parts of the test are automatically scored, and students get instant detailed feedback showing them where they went wrong or how to improve if you have allowed a ‘try again’ option. The free writing and speaking parts need to be teacher-graded. You assign each part separately, so you can choose whether to add these or not.

Placement test The Focus Placement tests are designed to help the teacher to place students at the right level of the Focus series. Each test contains 100 multiple-choice questions and is designed to last for an hour. If students get less than 60 percent of the answers right, they should use the lower level indicated in the title, e.g. for the Focus 2/ Focus 3 test they should use Focus 2. If they get more than 70 percent of the answers right, they should use the higher level indicated in the title. 60–70 percent of right answers puts students in the middle of the two levels and your decision as to where to place these students should depend on the level of the rest of the class.

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

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

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

Review tests There are four Review tests (one every two units). These are cumulative achievement tests, and so test the learning objectives from all units so far:

Each test has three parts: Vocabulary, Grammar and Use of English; Writing; Speaking. The Vocabulary, Grammar and Use of English parts have A and B versions. There is only one version of the Writing task. Students do the Speaking tasks in pairs and there are separate materials for Students A and B, as well as notes for the teacher with questions, which are incorporated into the Answer key. As with the Unit tests, you can assign all or none of the parts of the test, depending on the time available.

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

Using Progress to track progress Progress is an optional addition to the Focus corpus. It is a standardised package of three tests that allows uniform testing and comparison of results to improve learning outcomes and accurately show learners’ progress. The tests can be conveniently taken either at school or at home, and results are delivered very quickly. Progress is scored on Global Scale of English and empirically aligned to the CEFR to accurately measure small amounts of progress within a CEFR band. The test reports overall scores and scores by skill, highlighting strengths and weaknesses to help students and teachers focus learning. For more information, see pearsonelt.com/progress.

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

Review test 1: Units 1–2 Review test 2: Units 1–4 Review test 3: Units 1–6 Review test 4: Units 1–8 Depending on your school year, you may wish to do all of these or just some of them.

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Assessment for learning Focus includes elements of Assessment for learning methodology. The aim is to enhance learning by supporting students in understanding what they know and what they need to do next, making them active in their own learning. At the same time, using assessment for learning helps teachers to understand where their students are in their learning and teachers to make decisions about how to help students improve. When we talk about assessment for learning, we’re really talking about assessing students formatively, watching and listening to our students to see how far they understand and using this to help decide what we need to do next. This can be during any activity in class or using a test from the Assessment Package. In Focus, a handful of assessment for learning techniques and activities have been integrated into each unit to give students an awareness of what and how they are learning and give you, the teacher, lots of opportunities to assess how each student is doing. Each unit starts with the unit objectives, to help students understand the goals. There is a thought-provoking quote linked to the topic of the unit to get students thinking about the theme as a whole, as well as help them remember any topic vocabulary that they already know. The SHOW WHAT YOU KNOW section at the start of the unit reinforces this and helps all students start from a confident beginning. The lesson objectives in the Students’ Book and the SHOW WHAT YOU KNOW sections in the Workbook serve a similar purpose at a lesson level. These are supported by SHOW WHAT YOU’VE LEARNT sections, which help students see how far they’ve come in one lesson. Throughout the unit, you can use class activities and/or the quizzes in the Assessment Package to check students’ learning and deal with any misunderstandings or areas of weakness during the cycle of learning. Consider using the quizzes and other tests in alternative ways: have students work on them together or mark each other’s papers. Ask them to highlight areas for revision or further work. Rather than marking papers right or wrong, indicate how many are wrong and ask students to work together to find the errors, using their classmates’ feedback, the Internet or reference books to help make the corrections. The Workbook units finish with a SELF-ASSESSMENT page, followed by a SELF-CHECK. The SELF-ASSESSMENT page asks students to reflect on their learning for each of the learning objectives in the unit and points them to where they can go to revise any point or get more help. Students also note down new vocabulary items they want to learn, which helps reinforce the intention and focus their attention on an achievable goal, and their out-of-class English experience during that unit, which will help them think about the wider opportunities for learning and using English. The SELF-CHECK pages are a traditional review of the grammar and vocabulary from the unit and will help students to confirm their self-assessment.

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Components Students’ Book and Word Store Focus 4 Students’ Book contains eight thematic units, each of which is twelve pages long and divided into the following sections: Vocabulary, Grammar, Listening, Reading, Speaking, Writing and Language in focus. Additionally, the Students’ Book opens with an Intro unit consisting of eight individual lessons that help students revise the material from the preceding level. Each main unit is followed by a two-page FOCUS REVIEW section, which revises the material covered in that unit. The majority of the task types in this section are exam oriented. The GRAMMAR FOCUS section at the back of the book contains grammar explanations for each grammar point, with additional practice exercises. The Students’ Book also comes with a twenty-fourpage WORD STORE booklet inserted at the back. By completing the exercises in the WORD STORE, students compile their own mini dictionaries of the most important words and phrases from the unit. The WORD STORE also contains a wealth of support material such as a list of phrasal verbs with example sentences, a list of prepositional phrases and additional Use of English activities focusing on language from the unit.

Class CDs The audio material is an important element of Focus. The class CDs include dialogues and listening activities from the Students’ Book, which include use of all the vocabulary from the WORD STORE.

Workbook The Workbook has been specifically developed to help students pass their exams. It activates all of the language introduced in the Students’ Book. It mirrors the organisation of the Students’ Book and its helpful features include: • Exam strategies: explanation of the different exam task types students will encounter, as well as coaching students in the best techniques to use in the actual exam. • Function phrase bank, writing: reference for the writing exercises in the Workbook. • Function phrase bank, speaking: a collection of phrases from the SPEAKING FOCUS boxes in the Students’ Book, providing reference for the speaking exercises in the Workbook. • Vocabulary and Grammar sections, as well as practice exercises, containing the following features: • SHOW WHAT YOU KNOW: catch-up exercises that ensure that all students start with the same input. • SHOW WHAT YOU’VE LEARNT: test-format exercises that help students assess whether they have mastered the material adequately. • VOCABULARY BANK: this section at the back of the book contains all the vocabulary from the course which is organised by topic and lexical set, followed by practice exercises. Students are advised to do the exercises from this section once they have completed the corresponding unit in the Students’ Book.

• Skills sections: each unit provides further exam oriented practice of Reading, Listening, Speaking, Writing and Use of English. The LISTENING LANGUAGE PRACTICE sections include exercises that further exploit the audio scripts from the Students’ Book Listening lessons. Both the READING and LISTENING LANGUAGE PRACTICE sections also contain exercises which practise the language items from the respective WORD STORE sections in the Students’ Book. Speaking exercises help students memorise and practise the functions introduced in the Students’ Book and in the interactive speaking videos. Writing sections include a model text which students use for their homework assignments and a SHOW THAT YOU’VE CHECKED box that helps students check their written assignments before handing them in. • SELF-CHECK sections: these sections in every unit help students prepare for the tests in the Assessment Package. And as the key to these sections is provided in the Workbook, students can assess their progress and decide if they need further practice.

MyEnglishLab This is an online Workbook which can be accessed by teachers and students at http://myenglishlab.com. It provides additional motivating material for self-study and allows teachers instant access to their students’ scores. MyEnglishLab: • contains the same material as the paper Workbook in an interactive format • contains all the video content of the course • has self-check and remediation functionality to save teachers time • allows students to monitor their own progress • is intuitive and easy to use • requires an Internet connection. You can also add Progress, an optional separate test component to help track students’ progress in a granular way (see full description on page 12).

Teacher’s Book The Teacher’s Book contains a wealth of additional material for teachers. The introductory pages provide information about the unique features of the Students’ Book as well as the other course components, including the video elements. They contain a Unit walkthrough (see pages 5–10) which gives a visual presentation of how the Students’ Book units work, ideas on how to use the Word Store at the back of the Students’ Book and what additional resources and material are available as part of the Students‘ Book. The Teacher’s Book contains slightly reduced reproductions of the Students’ Book pages, complete with answers, suggestions for extra activities and detailed information about the contents of all the other components that can be used with a given lesson.

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Components It also contains the Students’ Book audio script and the Workbook answer key. The Culture notes provide a wealth of information connected with the people, history and photos in the Students’ Book. The bank of photocopiable activities contains the following: •• vocabulary and grammar activities •• Test yourself pairwork activities •• activities providing support for the speaking and writing tasks from the Focus review sections •• Language in use activities, for additional practice and revision of functional language •• three mini-tests.

ActiveTeach The ActiveTeach is an Interactive Whiteboard Software which includes many innovative features and a wealth of materials. It contains the Students’ Book pages in electronic format, where all exercises have the in-built functionality for teachers to check and/or show answers. The majority of activities are interactive exercises in which students can fill in gaps, drag and drop, match items, as well as check their answers. Open-ended practice tasks also include sample answers students can follow when preparing their own dialogues, monologues or written assignments. Additional games are available to aid extra practice in the classroom and teachers can save their work and notes directly into the software. Included are instant links to all of the audio and video from the course, along with optional subtitles for the teacher to use if he or she wishes to. Most teacher’s resource materials are accessible on the ActiveTeach in downloadable formats, such as photocopiable activities and audio or video scripts. The Assessment Package can also be downloaded either in PDF or editable Word, with all documents clearly organized by unit.

Video Available either via MyLab, ActiveTeach or the Teacher’s multi-rom, the video element of Focus is particularly rich and varied. The three types of video available are:

•• Interactive speaking videos: these videos accompany most Speaking lessons and demonstrate a conversation that appears on the Students’ Book page in the Speaking sections. Each interactive speaking video is filmed with native speakers, who model the conversation in order for students to visualise the context. The same conversation is then repeated with optional subtitles, although only one actor speaks their half of the conversation and the other part remains silent and timed. This gap in the conversation allows students to take on a role of either Student A or Student B and act out the missing part of the conversation or work in pairs and perform both parts A and B. Students may like to repeat this exercise several times, either individually or as a group. This provides a simple but effective tool for improving speaking and pronunciation fluency, as well as helping students to focus on using functional language in everyday conversations (such as asking for directions, giving an opinion or buying food). We recommend using the interactive videos at the end of the Speaking lesson, once the speaking activities in the Students’ Book have been completed. •• Newsfeed service: this consists of current, authentic television news clips, which are delivered periodically throughout the school year and are accompanied by worksheets at Elementary (CEFR A2) and Intermediate (CEFR B2) levels. Designed for students to watch and work with at home, teachers can also choose to work with them in class if they wish. They provide a uniquely motivating source of authentic language input, selected for their immediacy and relevance to students’ lives. The authentic clips are selected for their interest level for the students, while the accompanying tasks and activities are provided at two levels: Elementary (CEFR A2) and Intermediate (CEFR B2).

Assessment Package The Assessment Package is more than just a collection of tests. It offers a coherent system of evaluation and grading which covers a wide range of test types which reflect common external exams. All tests can be used as assessment for learning or assessment of learning. (See pages 11–13 for more detail.)

•• Grammar animations: every Grammar lesson is illustrated through these lively animations. Key language is used in context in these videos, providing evidence for students of how the language is used in real-life situations. The animation is followed by teacher commentary on the grammar point, which provides a brief, simple resume of the language and serves as further back-up for the practice activities done in class. However, the animations can be played either at the beginning of the Grammar lesson, to show the grammar in context, after the teacher has explained the grammar point in detail or at the end of the class, as a tool for review. Students can also access the animation and the teacher’s commentary to analyse the grammar point at their own pace and as many times as they need.

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0

0.1

0.2 7.0

8.0

0.3 6.0

5.0

Grammar: 5 .Grammar: sesualc evitaler gninfieDp.:r4am marG 11 .Present p ladotenses M :ram–marGp.01 p dna tsrPast iF :rammarGp.96.pGrammar: erutuConditionals; F :rammarG 8wish .p kreview roW :yralubacoV noitagilbo roftenses sbrev – review slanoitidnoC dnand oceSif only smrof Vocabulary: Food noissimreVocabulary: p dna eSport cneicS :yralubVocabulary: acoV dna Family; skooB :People yralubacoV noitacudE :yralubacoV ygolonhcet dna smlfi

1 weiveR sucVocabulary oF arutaM Do your best 32–22 .pp

gnitGrammar irW gnikaeListening pS rammarG

gnibircseD M 02 .p gnibircseD M 91 .p tcefreP tneserP 81 .p pp. 12–13 Education; Collocations; nosp. 15a Memory re14 p aPresent and past otop. hp suounitnoC akytamarg i owtcinwołS Phrasal verbs; Synonyms – personality habits Exam Focus: Multiple matching evitcejda :yralubacoV yntorkoleiw róbyw ;igolaidinim adjectives :ewokyzęj ikdorŚ Pronunciation: Sounds and redro yntorkoleiwReading: róbyw :eWhat inatyzkind C of student are spelling – vowels ajcyou? artsul–i :questionnaire eineiwóM Vocabulary: Word families – verbs liam-e :einasiP ending in -ise

53–Family, 43 .pp celebrations evitarran A p.2328 .pPast Perfect g niksA p. 1329 .p A talk by snraeneuroscientist ttap breV 03 .p pp. 26–27 Simple 2 sreknil :yraluband acoContinuous V na gnivig dnExam a rof Focus: Sentence completion akytamand arg religious i owtcinwceremonies; ołS dna gnieerga ;noPronunciation: inipo Sounds and adz azarfarap ;ńadz yrap Compound :ewokyzęj iknouns; dorŚ Verb-noun It takes allńsorts gnieerg asid – consonants phrases spelling einarcollocations; eibod :einahCommon cułS M

wókwółgan einaReading: reibod :eComing-of-age inatyzC ceremonies ilor meinawyrgdo z awomzor :eineiwóM golb :einasiP

M

Vocabulary: Dependent prepositions

pp. 40–41 3443 .p Places dluowtodlive na ot desU 24 .p 74–Landscapes 64 .pp lanosrep A Mp.4442 .pFuture dnforms a rof gniksA M p. 3 liame ecivda gExam nivig Focus: Multiple choice akytamand arg cityscapes; i owtcinwoDependent łS prepositions; Adjective-noun Pronunciation: Sentence stress – yntorkoleiw róbyw ;ńadz wótnemgarf einezcamułt :ewokyzęj ikdorŚ A place to live collocations; Useful phrases to future question forms yntorkoleiw róbyw :einahcułS describe cities liam-e :The einaYouthful siP Reading: Cities Index ilor meinawyrgdo z awomzor ;anpętsw awomzor :eineiwóM

Vocabulary: Word families – adjectives ending in -able

pp. 54–55 Shopping and money; p. 56 Question tags and p. 57 Market trading Shops; Phrasal verbs; Money idioms; reply questions Exam Focus: Multiple choice Collocations – buying Pronunciation: 95–85 .pp and selling /lamroF M 65 .p tnaruatser a nI M 5 5 .p suounitnLong oC erand utuFshort 45 .p Reading: Cool places to hang eout vowel lyts lamrofni tceridni :ramm arG sounds tcefreP erutuF dna akytamarg i owtcinwołS in town Vocabulary: Collocations snoitseuq ńadz yrap ;igolaidinim :ewokyzęj ikdorŚ yntorkoleiw róbyw :einatyzC ajcartsuli ;anpętsw awomzor :eineiwóM m-e :eEmployment; inasiP pp.lia68–69 Job titles; p. 70 Reported speech p. 71 The future of work Phrasal verbs; Collocations; Word Exam Focus: Multiple matching families17–07 .pp pairs 76 .p gniWord nfied-n oN 6–6nouns .p dna rof‘ A M 86 .p dna gnisserpxE M Pronunciation: Reading: The return of the Best Word stress sesualc evitaler yasse ’tsniaga ;noinipo na gniyand fitsuverbs; j akytamarg i owtcinwołS Job in the World! Adjectives to describe dna gnibirVocabulary: csed owtsrówtowołs ;ńadz einainłepuzu :ewokyzęj ikdorŚ jobs s e r u t c i p g n i t s a r t n o c yntorkoleiw róbyw :einatyzC akwarpzor :einasiP p. 84 Conditional clauses p. 85 A street artist ycąjulumyts łaipp. reta82–83 m :eineTruth iwóMand falsehood; Adjectives to describe people; – alternatives to if Exam Focus: Sentence completion Phrases with take; Compound Pronunciation: Word stress 38–28 .pp lamrof A M 08 .p s’rotcod A M in 97four-syllable .p lanoitiwords dnoC drihT 87 .p adjectives gnisbelieve serpxe rettel/liame tnemtniVocabulary: oppa Word families akytamReading: arg i owtcWhy inwocan’t łS you yntorkoleiw róbyw ;ńadz yzarfarap everything :ewokyzęj you ikdosee rŚ in the media?noinipo na

4 The cost of living

5 The world at your feet 6 True or false?

yntorkoleiw róbyw :einatyzC anpętsw awomzor :eineiwóM ynlpp. amro96–97 f tsil :eUsing inasiPcomputers;

p. 98 Advanced passive p. 99 Problems with technology Collocations to do with Internet forms Exam Focus: Multiple choice use; Health 19 .p hceepSWord detrostress peR 0in 9 .p 59–4issues; 9 .pp Collocations elcitra in nA M 29 .p rof gniksA M Pronunciation: word tneve na gniweiver etilop ;noissim rep families dna snoitseuq – akytamset argphrases i owtcinwołS danger or Electronic sevitarepmi stseVocabulary: uqer kul einainłepuzu ;ńadz wótnemgarf einezcamułt Reading: :ewokyzęjTechnology: ikdorŚ useful tool? communication ikmar z imazaryw sevitcejda :yralubacoV srefiidom dna einareibod :einahcułS

7 Log on

łukytra :einasiP p. 112 Unreal past and p. 113 Intelligent animals ycąjulumyts łairetam ;anpętsw awpp. omz110–111 or :eineiwThe óM natural world; Pollution; Land and water; Hazards regrets – wish, if only, it’s Exam Focus: Multiple choice and pollutants; Vowel 01 .p gnihtem os evand aH 201 .p 701–601 .pCompound p noininouns po nA M 4time 01 .pand would :snrather oinipO M 3Pronunciation: consonant minimal pairs enod yasse tuoba gn iklat akytamReading: arg i owtcAinyoung wołS Collocations dna segatnVocabulary: avda kul einainłepuzu ;ńadz einainłepuzu environmentalist :ewokyzęj ikdorŚ segatnavdasid einareibod :einatyzC ycąjulumyts łairetam :eineiwóM akwarpzor :einasiP Focus review pp. 24–25 Unit 1 pp. 38–39 Unit 2 pp. 52–53 Unit 3 pp. 66–67 Unit 4 pp. 80–81 Unit 5 pp. 94–95 Unit 6

8 Around the globe

pp. 124–141 Grammar focus WORD STORE

pp. 2–17 Use of English practice and word stores pp. 18–21 Prepositions sbrev ralugerrI 52 .p slaremun dna snuonorP 42 .p

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p. 142 Irregular verbs pp. 20–21 Phrasal verbs sbrev lasarhP 32–22 .pp yrutam od einawotogyzrp = M

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0.5

0.6

0.7

0.8

Reading

Grammar

Speaking

Writing

Language in Focus

pp. 16–17 Experiments in education Exam Focus: Gapped text Vocabulary: Collocations

p. 18 Verb patterns

p. 19 Describing photos; Speculating

pp. 20–21 A report Language Focus: Describing someone’s qualities

p. 22 -ing forms

pp. 30–31 Two texts about mysterious events Exam Focus: Multiple choice Vocabulary: Word families

p. 32 Relative clauses

p. 33 Telling a personal anecdote

pp. 34–35 An article Language Focus: Semi-formal style

p. 36 Collocations

pp. 44–45 The International Space Station Vocabulary: Prepositions – at, on, in

p. 46 Quantifiers

p. 47 Organising a place to live; Suggesting, agreeing to and objecting to a course of action

pp. 48–49 A ‘for and against’ essay Language Focus: Expressing concession

p. 50 Determiners – special cases

pp. 58–59 Jeans Exam Focus: Multiple matching Vocabulary: Word families

p. 60 Present and past modal structures

p. 61 Making and justifying choices; Evaluating options

pp. 62–63 A formal email (describing an incident and making a complaint) Language Focus: Expressing cause and result

p. 64 Modality – alternative structures

pp. 72–73 A text about men and women’s roles Exam Focus: Multiple choice Vocabulary: Linking phrases

p. 74 Reporting verbs

p. 75 Problem solving; Expressing annoyance

pp. 76–77 An article Language Focus: Range of adjectives

p. 78 Phrasal verbs

pp. 86–87 An imposter Exam Focus: Gapped text Vocabulary: Phrasal verbs

p. 88 Mixed conditionals

p. 89 Ethical issues; Expressing tentative opinions and adding comments

pp. 90–91 An opinion essay Language Focus: Expressing contrast

p. 92 Word families – suffixes

pp. 100–101 Wearable technology Exam Focus: Multiple choice Vocabulary: What the body does

p. 102 Passive reporting structures

p. 103 Clarification

pp. 104–105 A ‘for and against’ essay Language Focus: Introducing reasons in formal writing

p. 106 Easily confused words

pp. 114–115 Summaries of films about amazing journeys Exam Focus: Multiple matching Vocabulary: Word families

p. 116 Emphasis – cleft sentences and inversion

p. 117 Giving a presentation

pp. 118–119 A review Language Focus: Describing the location of a place

p. 120 Word families – prefixes and suffixes

p. 7 Grammar: Modal verbs for speculation Vocabulary: Science

pp. 108–109 Unit 7

p. 8 Grammar: Reported Speech Vocabulary: Advertising

p. 9 Grammar: Articles Vocabulary: Culture; The arts

p. 10 Grammar: Comparative structures Vocabulary: Adjectives and adverbs

p. 11 Grammar: The Passive; have sth done Vocabulary: Politics; Society

pp. 122–123 Unit 8

pp. 23–24 Additional speaking tasks

p. 25 Key to phonetic symbols

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0.1 Diet

5 Read REMEMBER THIS. Then complete the cartoon caption with the correct form of the verbs in brackets. Use each tense once only.

Grammar: Present tenses – review Vocabulary: Food

REMEMBER T HIS

SHOW WHAT YOU KNOW 1 In pairs, list food and drinks that can be described using the adjectives in the box.

bitter dried fattening fresh ripe salty sour spicy stale

NOW • Present Simple = facts, habits, routines • Present Continuous = activities in progress TIME UP TO NOW

greasy sweet

raw

bitter = black coffee

• Present Perfect Simple = finished actions

or unfinished states • Present Perfect Continuous = unfinished

or ‘just finished’ actions

2 Tell your partner which items on your list you like and how often you eat or drink them.

3

CD•1.2 MP3•2

Read the comments about three cult diets and choose the correct options. Then listen and check.

THE HONEY DIET

I try / I’m trying the Honey Diet at the moment. Basically, 2you use / you’re using honey instead of sugar. Also, 3you avoid / you’re avoiding junk food, 4you’re always having / you always have breakfast and 5you drink / you’re drinking lots of water and full-fat milk. Since I started the diet, 6I’ve been having / I’ve had so much more energy! 7I’ve lost / I’ve been losing a kilo this week.

1

Winnie19 20 Jan, 8.15 a.m.

THE PALEO DIET

Exercise 7 1 Have you ever tried spicy Thai food? 2 Are food prices going up at the moment? 3 Have you ever cut your finger preparing food? 4 How often do you cook a meal for the family? 5 How long have you been having school lunches? 6 How long have you had the same dining table?

I’ve done / I’m doing the Paleo Diet. I eat like the cavemen! My diet 9consists / is consisting of meat, fish, fresh fruit and vegetables, eggs, nuts and seeds. 10I give up / I’ve given up wheat and dairy. 11I think / I’m thinking it’s a very natural way to eat. 12I’m following / I’ve been following the Paleo Diet 13for / since two months but 14I don’t lose / I haven’t lost any weight yet.

8

Flintstone# 21 Jan, 9.40 p.m.

THE 5:2 DIET

I’m doing / I’ve been doing the 5:2 Diet for / since 1 January. It’s simple: 17you eat / you’re eating normally on five days of the week, but on two days 18you’re only eating / you only eat 500 calories. I’m on a 500-calorie day today and 19I have / I’m having my breakfast – scrambled egg and some smoked salmon. That’s the kind of diet 20I like / I’m liking!

15 16

C@lorieCounter 22 Jan, 7.14 a.m.

4

Read the comments again. Which diet do you think would be the easiest to do?

Have

Amy: Wow, you look great! 1you lost (you/lose) weight? ’ve been

Mia: Yes, I have. For the past two weeks I 2 following (follow) the 5:2 Diet. Amy: Well, I 3 eat (eat) all the time! I just tell people that, at the moment, I 4 ’m doing (do) the 24:7 Diet.


6 Complete the sentences with the correct present form of the verbs in brackets. Explain your choice of tense. Then tick the sentences that are true for you. 1 I think (think) coffee tastes (taste) bitter. Idon’t like (not like) it. probably 2 My grandma bakes (bake) a lot. She making (probably/make) a cake right now. doesn’t 3 My dad see (not see) why young people love (love) fast food so much. ’ve never 4 I been (never/be) on a diet in my life. ’m 5 Ithinking (think) of giving up chocolate. ’ve been 6 I doing (do) some cooking. That’s why I smell (smell) of onions!

7 Use the prompts to write questions in the correct present tense. Then, in pairs, ask and answer the questions. 1 2 3 4

you / ever / try / spicy Thai food? food prices / go up / at the moment? you / ever / cut / your finger / preparing food? how often / you / cook / a meal / for the family? 5 how long / you / have / school lunches? 6 how long / you / have / the same dining table?

4

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0.2 Fun and games Grammar: Past tenses – review Vocabulary: Sport SHOW WHAT YOU KNOW 1 In pairs, match the verbs in box A with the nouns in box B to make collocations. A

+

B a ball

fit

cycling first a goal an opponent a prize a record

CD•1.4 MP3•4 Complete two more jokes with the correct past form of the verbs in brackets. Then listen and check.

A I’ve got a good joke about football. The FA Cup was Final dinner and dance 1 taking (take) place in had already London. The party 2 started (already/start) when had three men 3 arrived (arrive). They 4forgotten(forget) their tickets, but they told the bouncer, ‘It’s all right, we’re friends of the referee.’ So the bouncer said, ‘I’ve never heard of a referee with three friends,’ and 5 threw (throw) them out.

beat an opponent 2 Choose three collocations and write three true sentences. The opponent I like beating most is my brother! 3

CD•1.3 MP3•3 Read the joke and choose the correct options. Then listen and check. Do you like the joke? Why?/Why not?

The other day I 1was speeding / had sped down a narrow, twisting mountain road on my bicycle. A man 2had driven / was driving very slowly uphill towards me. As I 3passed / had passed him, he 4was honking / honked his horn and he 5 had shouted / shouted at me. ‘COW!’ he yelled.

?

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beat break come go keep score throw win

5

I was surprised because I 6didn’t do / hadn’t done anything wrong. But it wasn’t / hadn’t been the first time a driver 8was shouting / had shouted names at me, so I 9ignored / was ignoring him and I 10carried on / was carrying on. 7

I turned the corner and promptly crashed into a cow. 4

Read REMEMBER THIS. Then complete the cartoon caption with the correct form of the verbs in brackets. Use each tense once only.

RE M E M B E R TH I S • Past Simple = describing the main events of a story:

completed past actions • Past Continuous = setting the scene: an activity in progress

around a time in the past • Past Perfect = clarifying, if necessary, that one past event

happened before another

was

B A man 1 riding (ride) a tandem when a police officer 2stopped (stop) him. ‘What’s the matter, officer?’ asked the rider. ‘You clearly haven’t noticed, sir, but your wife off (fall off) your tandem a couple of kilometres back …’

‘Oh, that’s a relief,’ said the rider. ‘I 4 thought (think) I 5 ’d gone (go) deaf!’

6 Complete the sentences with the correct past form of the verbs in the box.

break never beat skate train

not bring

score

1 Tom slipped on the ice and broke his leg was when he skating . 2 It was 2–2. Then Joe scored the winning goal in injury time. hadn’t 3 Beth couldn’t do PE because she broughther PE kit. had never 4 Jack was ecstatic. He beaten his brother before. had 5 Tess couldn’t believe she broken the school record! was 6 Lucy training for a triathlon when she twisted her ankle. the Past Perfect. Discuss how this changes the meaning. Then tick the sentences that are true for you. 1 I started walking when I was eighteen months old.

I had started walking when I was eighteen months old. was

had

games when he said, ‘Let’s find a way of making this game more interesting.’ So we 3stopped(stop) playing chess. Grammar Focus page 124

break a record come first go cycling keep fit score a goal throw a ball win a prize

3 fell

7 In pairs, put the underlined verb into

I 1playing (play) chess with my friend. We 2 played (play) several

Exercise 1

Exercise 7 2 had learnt/had learned 3 had had 4 hadn’t won 5 had left 6 had started

2 When I was four, I learned how to ride a bike. 3 I had swimming lessons when I started primary school. 4 When I started playing for the school, they didn’t win a game. 5 At 7 o’clock this morning I left my house. 6 This lesson started when I arrived in class.

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0.3 Teenage types Grammar: Conditionals • wish and if only Vocabulary: Family • People SHOW WHAT YOU KNOW 1 In pairs, decide whether these adjectives are positive (+) or negative (–) ways of describing personality. Put (?) if they can be both.

Exercise 5 Reasons for circled answers: 1 It’s likely. 2 It’s unlikely. 3 It’s likely. 4 It’s unlikely. 5 The situation is different. 6 an imaginary past event 7 a probable future situation 8 an imaginary past situation

assertive + caring + charming + cheeky ? fussy – immature – selfish – spoilt – thoughtful +

2 Choose three adjectives and give examples of typical behaviour for each one.

If you are selfish, you only think about yourself and don’ t care about other people. For example, when … 3 Complete the questionnaire with the correct form of the verbs in brackets. Then do the questionnaire and compare with a partner.

GOODY-GOODY OR 1

SPOILT BRAT

and Third Conditional in the questionnaire.

REMEMBER T HIS I • First Conditional = the probable future result of an action 1A, 1B • Second Conditional = the present or future result of an imaginary action 2, 3 • Third Conditional = the imaginary past result of an imaginary past event 4A, 4B

5 Choose the most appropriate verb form and explain the reasons for your choices. Then complete the conditional sentences. 1 2 3 4 5 6 7 8

If your parents asked (ask) you to look after a younger sibling, would you … A refuse and tell them you’re not their slave? B accept and do it willingly?

3

If you were (be) at a restaurant and your parents ordered (order) something you hated, would you … A make a big fuss? B eat it and say nothing? What are your parents most likely to say about you? hadn’t A If we done (not do) so much for him/her, he/she wouldn’t have turned into a spoilt brat. hadn’t B If he/she been (not be) such a goody-goody at the summer camp last year he/she would have had more fun.

Mostly As: You’re spoilt! Somebody needs to challenge your selfish behaviour before it’s too late! Mostly Bs: You’re a thoughtful person and a bit of a goodygoody. You need to be more assertive.

6

If I live / lived to be seventy, … If I live / lived to be 170, … If I go / went out tonight, … If I go / went out every night, … If it was / had been sunny at the moment, … If it was / had been sunny yesterday, … If I forget / had forgotten my mum’s next birthday, … If I forget / had forgotten my mum’s last birthday, …

6 Read REMEMBER THIS II and the cartoon. Who is unhappy with the situation? Who is unhappy with someone’s behaviour?

The boy is unhappy with the situation. The father is unhappy with the boy’s behaviour.

REMEMBER T HIS II

• wish/if only + Past Simple = you want a present situation to

be different • wish/if only + would + verb = you want someone’s present

behaviour to change I wish you would show more enthusiasm.

What are your parents most likely to say before your birthday? A If you want (want) a new car, we’ll get you one. B If you continue(continue) to do well at school, we’ll pay for a few driving lessons.

2

4

4 Read REMEMBER THIS I and find examples of the First, Second

If only the car were red.


7 Write sentences with wish or if only to show that you would like the situation (S) or behaviour (B) to be different. Then tick the wishes that are true for you. 1 I don’t live abroad. (S)

I wish/If only I lived abroad. 2 3 4 5 6 7 8

I can’t read music. (S) I wish/If only I could read music. My sister doesn’t help around the house. (B) I wish/If only my sister would help around the house. My dad has to work very long hours (S) I wish/If only my dad didn’t have to work long hours. My sister doesn’t let me use her laptop. (B) I wish/If only my sister would let me use her laptop. My brother is very annoying. (S) I wish/If only my brother weren’t/wasn’t so annoying. My mum always embarrasses me in front of visitors. (B) I wish/If only my mum wouldn’t embarrass me in front of strangers. Our neighbours play loud music at night. (B) I wish/If only our neighbours wouldn’t play loud music at night.

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0.4 Visitors from space Grammar: Modal verbs for speculation Vocabulary: Science SHOW WHAT YOU KNOW 1 In pairs, write the noun forms of the verbs in the box. Include nouns for people if appropriate. Then underline the stressed syllables.

analyse conclude destroy evolve explore investigate observe preserve research

analyse = analysis, analyst 2 In pairs, discuss which of these three things governments should spend most money on. a preservation of planet Earth b space exploration c medical research

3 Read REMEMBER THIS and choose the correct options in the cartoon caption. Then tell your partner which opinion is closest to your own.

REM E M B E R TH I S • must + infinitive/perfect infinitive* = you’re sure

something is/was true

4 Replace the underlined verb structures with alternatives using can’t, could, may, might and must and an infinitive or perfect infinitive. Use each modal verb once only.

IS ANYBODY OUT THERE? A

ccording to a recent UK survey, many people still believe that aliens 1have possibly visited Earth. When people report sightings of Unidentified Flying Objects (UFOs), they usually describe strange lights and shapes. Other people say aliens 2definitely haven’t approached our planet because otherwise there would be some proof. They believe that all ‘sightings’ of UFOs 3are definitely either natural weather events or man-made, i.e. aircraft, Chinese lanterns or even hoaxes. But certain government officials think that aliens 4 have possibly been to Earth for military reconnaissance, scientific research or tourism and 5will possibly continue to do so in future.

• might/may/could + infinitive/perfect infinitive = you

think it’s possible something is/was true • might not/may not + infinitive/perfect infinitive =

you think it’s possible something isn’t/wasn’t true • can’t + infinitive/perfect infinitive = you’re sure something isn’t/wasn’t true *perfect infinitive = have + past participle We 1must / can’t be alone in the universe – it’s too big. There 2must / can’t be other life somewhere. There 3must / can’t be – there’s no evidence to prove it.

There 4might / might not be life on other planets, but they 5may / may not be as advanced as we are.

5 In pairs, discuss your views on space exploration and

Exercise 1 conclusion destruction evolution exploration, explorer investigation, investigator observation, observer preservation research, researcher

Exercise 4 1 may/might/ could have visited 2 can’t have approached 3 must be 4 may/might/ could have been to 5 may/might/ could continue

whether you think there is ‘anybody out there’.

6 Choose the correct meaning, A or B, for the underlined phrases. 1 Space exploration might lead to the discovery of other life forms. A It’s possible. B It’s certain. 2 So you’re a scientist. You must be very intelligent. A It’s compulsory. B It’s my opinion. 3 Many explorers may not have understood the significance of their discoveries. A I don’t know if they understood or not. B They didn’t understand. 4 Early computer analysts can’t have imagined how important the Internet would become. A I’m sure about this. B I’m not sure about this. 5 It must have been a very interesting documentary. A I watched it. B I didn’t watch it.

7 Rewrite the comments using the modal verb in capitals. Then think about situations when you might make such comments.

Aliens 6could / must be watching us right now; or they 7may / may not have observed us and decided not to get in touch! Grammar Focus page 125

1 2 3 4 5 6 7 8

I’m sure you’re very pleased. MUST You must be pleased. It’s possible that she is sleeping. MIGHT She might be sleeping. What? I’m sure she isn’t that old! CAN’T She can’t be that old. It’s possible that he hasn’t received it yet. MAY NOT He may not have received it yet. I’m certain you left it at home. MUST You must have left it at home. I’m sure you’re not serious. CAN’T You can’t be serious. It’s possible that you don’t want to hear this. MIGHT NOT You might not want to hear this. It’s possible that they overheard what we said. COULD They could have overheard what we said.

7

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Exercise 5 Reporting statements: she’d started using, it would require, her Grammar: Reported Speech children loved, she Vocabulary: Advertising had hidden, it was impossible Reporting questions: SHOW WHAT YOU KNOW if they ever bought, 1 Match the words in box A with the words in box B to whether they make a shopping list. believed, when they were going to invent A a bottle of a box of a bunch of a can of Reporting a jar of a packet of a pair of a tube of imperatives: not to believe B anti-ageing cream crisps energy drink Other changes: flowers trainers matches mouthwash you – they, me – her, toothpaste my – her, a few a box of matches, a bunch of flowers, a bottle of mouthwash a can of energy drink, a jar of antimonths ago – a few ageing cream, a packet of crisps, a pair of trainers, a tube of toothpaste months before 2 In pairs, choose four products from Exercise 1 and decide why a consumer might complain about them.

0.5 Advertising

Exercise 6

5 Read REMEMBER THIS. Find at least one example for each rule in Exercises 3 and 4.

REMEMBER T HIS • Reporting statements = after he said/he told me.

move ‘one tense back’ • Reporting questions = after she asked me put the

subject before the verb; don’t use do/does/did; use if or whether for yes/no questions • Reporting imperatives = use I asked/told him (not) to move/to sing/to go, etc. • Other changes depending on the context = time and place words, pronouns and possessive adjectives

GRAMMAR FOCUS page 126

6 Look at the cartoon. Why is the customer dissatisfied? Rewrite the sentences to report the situation.

This bottle of mouthwash is past its sell-by date.

1 … (that) she’d bought some 3 Read the slogans in blue below and, in pairs, discuss trainers there the whether you think they are believable. Then read the previous month. report and find out what other people thought. 2 She said (that) they weren’t working. She asked if/whether she looked any thinner and said (that) she wasn’t. She said I asked three people if they ever bought these products and (that) she was the whether they believed their claims. Here are their reactions. same weight then as she had been four 1 This cream will make you look ten years younger! weeks before. One woman said that she’d started using anti-ageing cream a few months before, but she knew that it would 3 She said (that) require more than a cream to keep her young. he had made false claims about the 2 This chocolate spread is a healthy breakfast for children. trainers. She told A mother said that her children loved chocolate him not to offer her spread. She said that she had hidden the jar away a replacement. She because it was full of sugar and fat. She asked me told him (that) she when they were going to invent healthy chocolate! wanted a refund. 3 You can avoid colds and flu if you use our 4 He told her mouthwash every day. (that) he couldn’t One man I spoke to was a doctor. He told me that it was refund her that day impossible for a mouthwash to prevent illness. He told because he needed me not to believe everything I read in adverts. his manager’s permission. He asked her if/whether she could come back 4 CD•1.5 MP3•5 Look at the underlined words in the the next/following report. Complete these sentences from the reporter’s day. notes with one word in each gap. Then listen 5 She asked the and check. manager how she 1 Questions: Do you ever buy these products? Do you could get a refund. She said that the believe their claims? trainers hadn’t made 2 Woman: I started using anti-ageing cream a few months her lose weight. ago but I know that it will require more than a cream 6 The manager said to keep me young. (that) she was sorry. 3 Mother: My children love chocolate spread. I ’ve She told her (that) hidden it away because it is full of sugar and fat. she had twentyWhen are they going to invent healthy chocolate? eight days to return purchases. From that 4 Doctor: It’ s impossible for a mouthwash to prevent day, it was twentyillness. Don’t believe everything you read in adverts. nine days since she had bought them. 8

Do products live up to their advertising claims?

You’ll use more calories when you wear them. That’s why they’re so expensive.

These trainers aren’t working. I haven’t lost any weight. The shop assistant told me that I’d use more calories when I wore them. He said that was why they were so expensive. 1 Customer: Do you remember me? I bought some trainers here last month.

She asked him if she remembered her. She said … 2 Customer: They’re not working. Do I look any thinner? I’m not! I’m the same weight now as I was four weeks ago. 3 Customer: You made false claims about the trainers. Don’t offer me a replacement. I want a refund. 4 Shop assistant: I can’t refund you today because I need my manager’s permission. Can you come back tomorrow? The next day: 5 Customer: How can I get a refund? These trainers haven’t made me lose weight. 6 Manager: Oh, I’m sorry. You have twenty-eight days to return purchases. From today, it’s twenty-nine days since you bought them.

7 Think about things you have said to other people today. Write three sentences using said, told and asked.

I got up late so, I asked my mum if she could drive me to school.

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0.6 Performers

5 Read REMEMBER THIS. Complete the cartoon caption with a/an, the or Ø (no article). Then find examples for the rules in the text in Exercise 3.

Grammar: Articles Vocabulary: Culture • The arts

REMEMBER T HIS

SHOW WHAT YOU KNOW 1 In pairs, list as many types, genres or styles as you can for each category in sixty seconds. 1 Art: watercolours , 4 Dance: 2 Books/Literature: 5 Music: 3 Cinema: 6 Theatre:

have a massage

Definite article the • known information when the listener knows ‘which one(s)’ the fact that, the script, the things that, the world • places in a town – the park the theatre • superlatives – the best the biggest challenge, the worst comedian • some countries – the USA, the UK

2 Choose three subjects from Exercise 1 and tell your partner how you feel about them.

Art is really important to me. I enjoy painting with watercolours but not so much with … 3

Indefinite article a/an • new information when it means ‘one of many’ an athlete, a big event, a great motivating factor, a boyfriend who you love • jobs – an artist a singer, an actor, a comedian • frequency – twice a day eight times a week • actions with have – have a chat

CD•1.6 MP3•6 Read the article and choose a/an, the or Ø (no article) to complete it. Then listen and check.

No article • things in general when it means ‘all this or all these things’ positive things • meals – have lunch have dinner • most countries, continents and cities – Germany London

Pre-show rituals In theatres all over 1the / Ø London, artists are getting ready to perform. Most of them are too nervous to have 2Ø / a dinner before the show, so how do they spend the few hours before the show begins? Here, three performers talk about their pre-show rituals.

Stephen Mangan

Tinie Tempah

TINIE TEMPAH is 3a / Ø singer. He prepares for a gig in the same way 4 an / the athlete gets ready for 5the / a big event. About an hour before the gig, he does a lot of stretching. Sometimes he has 6 a / Ø massage.

STEPHEN MANGAN is 7a / an actor. After six months of doing the same show eight times 8the / a week, 9the / a biggest challenge is getting himself into exactly the same mental state every night. He comes to 10 a / the theatre, and sometimes he doesn’t want to be there. But 11a / the fact that people are waiting to see him is 12a / Ø great motivating factor.

Sara Pascoe

SARA PASCOE is a comedian. She always gets nervous before a gig. She looks at 13a / the script and tries not to think about 14 Ø / the things that could go horribly wrong. She tells herself 15Ø / the positive things like ‘Who cares? Even if you’re 16the / a worst comedian in 17a / the world, you’ve got 18Ø / a boyfriend who you love.’

Reporter: What’s your pre-show ritual? Singer: Oh, I’m 1 a singer, not 2 a diva! I just need 3 ø cheese, 4 a bowl of sweets and some water. 5 The cheese must be from 6 ø France, 7 the sweets should be blue and 8 the water has to be 9 ø Swiss spring water served in 10 a Viennese glass. I’m 11 the least demanding singer in 12 the world! Grammar Focus page 127

6 In pairs, look at the sentence pairs and explain how the use of different articles changes the meaning. 1 a b 2 a b 3 a b

I love listening to music on my phone. a general statement I love listening to the music on my phone. the music I have downloaded on my phone I’d like to go to an art exhibition. any art exhibition I’d like to go to the art exhibition. a specific exhibition I prefer reading books to watching films. in general I prefer reading the book to watching the film. a particular book that was filmed

7 In pairs, complete the question in eight different ways using the words in the box. Use a where necessary. Then ask and answer the questions. When was the last time you had … ?

4 Read the article again and match the performers with their main worry a, b or c. a making mistakes b getting into character c feeling fit

Sara Pascoe

Stephen Mangan

Tinie Tempah

bad day breakfast in bed dream fun lunch at home nap row

flu

When was the last time you had a bad day?

9

Exercise 7 When was the last time you had: breakfast in bed? a dream? flu? fun? lunch at home? a nap? a row?

REFERENCES CULTURE NOTES ››› p. 157


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0.7 UK vs USA Grammar: Comparative structures Vocabulary: Adjectives and adverbs

3 Read REMEMBER THIS. Then complete the cartoon caption with as, less, much, quite, than or the.

REMEMBER T HIS •

SHOW WHAT YOU KNOW

Exercise 1 closet (US) = wardrobe (UK) elevator (US) = lift (UK) garbage (US) = rubbish (UK) sidewalk (US) = pavement (UK) subway (US) = underground (UK) vacation (US) = holiday (UK)

1 Find pairs of words that describe the same thing in American and British English. Use a dictionary if necessary.

biscuit closet cookie elevator garbage holiday lift pavement rubbish sidewalk subway underground vacation wardrobe

•

• •

Adjective forms = add -er/the -est to short adjectives, more/ the most to long adjectives; irregular adjectives: good, bad, far Adverb forms = add more/the most or less/the least to adverbs; exceptions include early/earlier, fast/faster, well/better Modifying comparisons = far/much/a lot/quite a bit/ a bit/a little/slightly + comparative adjective/adverb Other structures = as … as, not as/so … as, the … the

biscuit (UK) = cookie (US) 2

CD•1.7 MP3•7

In pairs, read the blog entry and discuss which option you think is correct. Then listen to Jess talking to a friend and check your ideas with hers.

An American in London

Exercise 4

more extreme/ the most extreme fitter/the fittest I’ve been chatting to a British friend, comparing later/the latest life in the USA with life healthier/ here in the UK. Here are some the healthiest of my conclusions. sooner/ the soonest In the UK … better-dressed/ 1 the best-dressed • the cost of living is a lot higher / lower than

• salaries are 2quite a bit / a little lower than • food portions are a lot 3smaller / bigger than • most people live in 4slightly / much smaller houses than • housework is a lot 5harder / easier because there are Exercise 6 6 more / fewer appliances than 1 Football 7 players are much • health care is more expensive than / isn’t as expensive as better-paid than • employees get 8a lot / slightly more time off than American football • people visit museums far 9more / less frequently than players. 2 Big Ben is a bit higher than the Statue of Liberty. 3 US life expectancy is a little shorter than UK life expectancy. 4 US military expenditure is far greater than UK military expenditure.

… in the USA.

A: Wow that coffee cup is as big 1 as my head! Is everything 2 much larger in the USA than in the UK? B: Yes, except one thing: bathtubs are 3 quite a bit smaller. A: Why? There’s far more space in American houses 4 than British ones. B: Americans take baths 5 less regularly than British people. They prefer showers. But their shower rooms are 6 the biggest in the world! Grammar Focus page 128

4 Form the comparative and superlative forms of the adjectives and adverbs in the box.

badly-paid (adj) extreme (adj) fit (adj) late (adv) healthy (adj) soon (adv) well-dressed (adj)

badly-paid/worse-paid/the worst-paid 5 Complete the second sentence so that it has a similar meaning to the first. Use the words in capitals. 1 British comedies aren’t as funny as American comedies. THAN funnier American comedies are than British ones. 2 Andy Roddick’s serve is faster than Andy Murray’s. AS isn’t as Andy Murray’s serve fast as Andy Roddick’s. 3 One World Trade Center in New York is much taller than the Shard in London. LESS less tall The Shard in London is than the One World Trade Center in New York. 4 If you live in Boston, you grow to love it more each day. MORE the The longer you live in Boston, more you love it. 5 English rock music is better than any other. BEST the best English rock music is in the world.

6 Use the prompts and the words in brackets to write comparative sentences. Which facts did you already know?

where I lived in the USA

10

where I live now in the UK

1 2 3 4

football players / well-paid / American Football players (much) Big Ben / high / Statue of Liberty (a bit) US life expectancy / short / UK life expectancy (a little) US military expenditure / great / UK military expenditure (far)

REFERENCES CULTURE NOTES ››› p. 157 10 A03_FOCUS_SB_04GLB_8310_U00.indd AUDIO SCRIPT ››› p. 167

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0.8 USA vs UK

5

Grammar: The Passive • have something done Vocabulary: Politics • Society

Read REMEMBER THIS. Then complete the cartoon caption with the correct auxiliary verbs.

REMEMBER T HIS • •

SHOW WHAT YOU KNOW 1 Complete the table. Put words and phrases with similar meanings side by side under The USA or The UK.

•

The Passive = it isn’t important or you don’t know who performed an action Passive sentence + by + agent = a way to mention who (or what) performed an action have something done = you don’t perform an action yourself (somebody does it for you)

Congress Conservatives 50 States Pound Constitutional Monarchy 98 Counties Dollar Democrats Houses of Parliament Labour President Prime Minister Republic Republicans The USA

Congress 2

The UK

Your country

Add equivalent words to describe the institutions in your country. Then, in pairs, discuss similarities and differences between all three countries.

3 Read the quiz and choose the correct options.

4

1

This country hasn’t been / hasn’t invaded since 1066, when King Harold was / has defeated by William the Conqueror.

2

Until 1913 it was legal to have / be children sent to other parts of this country by parcel post.

3

One in eight workers in this country has had / has been employed by McDonald’s at one time or another.

4

Eighty percent of everything on sale in this country is / has bought by women.

5

When Abraham Lincoln became President of this country in 1861, slaves were still being / had still imported from Africa. During his presidency, Lincoln had / was slavery abolished.

6

In 1918 women over thirty were / have allowed to vote in elections in this country. Women over twenty-one weren’t / haven’t allowed to vote until 1928.

7

Eight billion chickens are / have consumed in this country each year.

8

This country’s king, Henry VIII, had been / had had married six times and had been / had two of his wives executed by the time he died in 1547.

CD•1.8 MP3•8

Replace this country with the USA or the UK in Exercise 3. Then listen and check. Which facts did you find surprising?

REFERENCES CULTURE NOTES ››› p. 158 A03_FOCUS_SB_04GLB_8310_U00.indd 11 AUDIO SCRIPT ››› p. 167

The USA 50 States Dollar Democrats President Republic Republicans The UK Conservatives Pound Constitutional Monarchy 98 counties Labour Prime Minister

Houses of Parliament

QUIZ

Exercise 1

American: I love your royal family, especially William and Kate. Their wedding in 2011 1 was shown by the biggest American TV stations. I 2 had my hair done like Kate’s for the occasion! Do you think George 3 will be crowned King one day? Brit: Um, maybe, but he’s just a child now, so he’s only interested in 4 having his meals served and the TV tuned into his favourite cartoons. Grammar Focus page 129

6 Read some more trivia facts about the USA and the UK. Rewrite the sentences in the passive, using by + agent only if it is necessary. 1 Most people think that Christopher Columbus discovered America.

Most people think that America was discovered by Christopher Columbus. 2 Every year in the USA judges sentence around 100 criminals to death. 3 In 1811 in Britain, parents named nearly a quarter of all girls Mary. 4 People in the UK drink more tea than in any other country. 5 French people built the Statue of Liberty in France.

7 Use the prompts to write questions with have something done. Then, in pairs, ask and answer the questions. 1 2 3 4 5 6

have you ever / repair / a bicycle? when did you last / test / your eyes? When did you last have your eyes tested? will you ever / colour / your hair? Will you ever have your hair coloured? are you going to / redecorate / your bedroom? Are you going to have your bedroom redecorated? have you / pierce / your ears? Have you had your ears pierced? when did you last / take / a passport photo?

Exercise 6 2 Every year in the USA around 100 criminals are sentenced to death. 3 In 1811 in Britain, nearly a quarter of all girls were named Mary. 4 More tea is drunk by people in the UK than in any other country. 5 The Statue of Liberty was built in France.

Have you ever had a bicycle repaired?

When did you last have a passport photo taken?

11

NEXT CLASS Ask students to do Show what you know 1.1 in the WB, p. 8.

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1

Exercise 1

Education • Phrasal verbs • Collocations • Personality adjectives I can talk about education and different kinds of student.

SHOW WHAT YOU KNOW

DO YOUR BEST

1 In pairs, make as many verb-noun collocations as you can in sixty seconds. verbs attend drop pass pursue study take

fail skip

nouns a career + an exam a subject

a course a lesson university

attend a course/attend a lesson/attend university 2 Write three questions with different collocations from Exercise 1. Then, in pairs, ask and answer your questions.

If you think education is expensive, try ignorance.

Which university would you most like to attend? Why? 3 Look at the photos and read about four kinds of student. Which one

Vocabulary: Show what you know – verb-noun collocations • phrasal verbs – education • collocations • synonyms – personality adjectives • word families – verbs ending in -ise • collocations • Word in focus – do

AB

M S OT E IV LFAT ED


LE

describes you best? Compare with a partner.

DEREK BOK (B. 1930), FORMER PRESIDENT OF HARVARD UNIVERSITY

SO CI

drop a course/ a subject fail an exam/ a subject/ a course pass an exam pursue a career skip an exam/ a lesson/a subject study a subject take a course/an exam/a lesson/ a subject

1.1 Vocabulary

•

• verb

and past habits patterns

Listening: •

people talking about memory multiple matching

Reading: • •

an article about experiments in education gapped text

SP OR TY

•

Y

• present

You’re gregarious and fun to be with. You sometimes get into trouble in class because you can’t stop talking. You particularly like interaction with other people at school. You have a gift for languages and you enjoy taking part in interactive activities. You’re a team-player and a communicator.

BR AI N

Grammar:

You’re very well-organised and you usually remember to bring the right books to your lessons. You want to do well and you try not to fall behind with your homework. You’re studious, and eager to learn. You get good marks because you pay attention in class. You’re an enthusiastic learner.

Speaking: •

describing and speculating about photos

Writing: •

a report

FOCUS EXTRA Grammar Focus pp. 130–131 WORD STORE booklet pp. 2–3 • Workbook pp. 8–21 or MyEnglishLab • MP3s – www.english.com/focus • •

12

26

You’re a popular member of the class with a good circle of friends. You particularly enjoy teamwork and learning in an active way. However, you’d prefer to be outside on the sports field than in the classroom. You’re competitive and single-minded, but you’re also a cooperative learner who likes motivating other people.

EXTRA ACTIVITIES

WORKBOOK

• Photocopiable resource 1 (education M01_FOCUS_SB_04GLB_8310_U01.indd 12 and character – 10 mins) p. 192, 211 • Photocopiable resource 2 (Test yourself pairwork activities – 10 mins), p. 192, 212

p. 8–9

M01_FOCUS_TB_04GLB_BR_8372_U01.indd 26

You’re lucky – you’re naturally bright. You’re curious about the world and you soak up knowledge like a sponge. You have a thirst for knowledge and you excel at subjects that many other students struggle with, such as Maths and Sciences. You’re a deep thinker and an analytic learner.

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4 Do the questionnaire and check your score. Do you get the same answer as in Exercise 3?

WHAT KIND OF STUDENT ARE YOU?

WORD STORE 1A 6

Then, in pairs, ask and answer the questions. to ? 1 At the start of term, what do you look forward 2 Do you get on with your homework as soon as you get off ? home or do you put it 3 Have you ever finished an assignment and then forgotten in ? to hand it on ? 4 When you go online, what’s the first thing you catch up to ? 5 Is there a particular university you want to go on behind ? 6 Are there any subjects where you are falling

1

The summer holidays are over and term begins on Monday. What are your thoughts?

A

I’m looking forward to reaching my goals.

B

I can’t wait to see old classmates again.

C

I’m going to train really hard this term.

D

I can’t wait to tackle some advanced Maths.

WORD STORE 1B 8

2

CD•1.9 MP3•9 Complete WORD STORE 1A with the base form of the phrasal verbs in red in the texts. Then listen, check and repeat.

7 Complete the questions with prepositions or particles.

Do our questionnaire and find out.

Teachers are most likely to say to you:

CD•1.10 MP3•10 Complete WORD STORE 1B with the underlined phrases in the texts. Then listen, check and repeat. Add a translation.

‘Thank you for handing in your assignment on time.’

B

‘Yes, very funny. Now get on with your work.’

do you agree with?

C

‘Can you keep still for a moment, please?’

D

‘Well done, you’ve got top marks again.’

1 2 3 4

3

A

Go to the library and do some research for your school project.

B

Hang out with your friends in the canteen and chat.

C

Get two teams together and have a game of basketball.

D

Go to the IT room and catch up on the latest science news.

4

9 In pairs, match the sentence halves. Which statements

You have a free period. What do you do?

A

a b c d e f g

You have an exam tomorrow. What do you do? Your revision timetable tells you to take the night off. You go out – it’s Thursday night!

WORD STORE 1C

C

You go to the gym and put off thinking about the exam.

10

D

You’ve always done well in exams, so you watch a film.

A

you want to go on to further studies and a great career.

B

it’s where your friends are.

C

it has the best football team in the region.

D

it has a great science lab.

WHAT DOES IT MEAN? Mainly As = You’re self-motivated. Mainly Bs = You’re sociable. Mainly Cs = You’re sporty. Mainly Ds = You’re brainy.

5 In pairs, discuss how you would describe the worst

g a e

5 Children soak up 6 It’s important to have a supportive circle 7 Most teenagers aren’t very eager

c b f

your educational goals, it doesn’t matter. of friends at school. knowledge like a sponge. It’s easy for them. thinker you need a thirst for knowledge. for drama should attend special drama schools. to learn. They find lessons boring. attention in class just before lunch.

B

Your number one reason for liking school is because ...

d

To become a deep It’s difficult to pay If you don’t reach Students who have a gift

A

5

u


CD•1.11 MP3•11 Complete WORD STORE 1C with the highlighted adjectives in the texts. Then listen, check and repeat.

11 Replace the underlined adjective with a synonym from WORD STORE 1C. 1 2 3 4 5 6

studious

Hannah is very hard-working. She’s always in the library. analytic Dan has a logical way of thinking. He likes problem-solving. gregarious Jim is a sociable person. He loves a good party! single-minded Eva is very determined. She never gives up. curious Tom likes to discover new things. He’s always interested. bright Rosa is really intelligent. She gets everything right.

12 Replace the names in Exercise 11 to describe students in your school. Does your partner agree with you?

WORD STORE 1D 13

CD•1.12 MP3•12 Complete WORD STORE 1D with more synonyms for personality adjectives. Then listen, check and repeat. Write example sentences.

student in the world.

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THE RIGHT EDUCATION

1.2 Grammar

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

Present and past habits I can talk about present and past habits. 1 Read Gillian Lynne’s story. What do you think she did when her mum and the psychologist left the room? She got up and started dancing.

2

CD•1.13 MP3•13 Listen to two friends talking about Gillian’s story and check your ideas in Exercise 1. In pairs, discuss what lessons this story teaches us about educating children.

5

10

3 Complete the GRAMMAR FOCUS with the phrases in blue in the text.

GRAMMAR FOCUS Present and past habits

15

• You can use the Present Simple and the Past

Simple to talk about habits. • You can use used to to talk about regular past

actions that don’t happen any more or past states that are no longer true. She 1used to fail all her exams. didn’t use Life 2 to be so good.

20

• You can use will (present) or would (past) to talk

about characteristic, repeated or predictable actions. You don’t use them to talk about states. ’ll get up and move around instead of She 3 listening to the teacher. would Her teachers 4 complain about her disruptive behaviour. Note: You don’t usually ask questions with this

25

G

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

6 Write sentences comparing your routine in primary school and now. Then compare with a partner. Who has changed the most?

use of will and would.

Primary school

• You can use the Present or Past Continuous

with always to stress the repetitiveness of an action and sometimes to show your annoyance. ’s always disturbing people. She 5 was always She 6 fidgeting and handing in her homework late.

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

Exercise 5 2 Did your mum use to take you to school every day? 3 Did you use to like going to school? 4 Did you use to hate having school lunches? 5 Did you use to go swimming every week? 6 Did you go on a school trip to England?

1 This school used to be (be) smaller than it is now. would take (take) me to school every day. 2 Mum didn’t use to like (not like) going to school. 3 I to hate(hate) having school lunches. 4 Iused would go (go) swimming every week. 5 I went (go) on a school trip to England. 6 I

5 Write yes/no questions for the sentences in Exercise 4. Use used to or the Past Simple. Then, in pairs, ask and answer your questions.

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

1 For breakfast 2 Before setting off for school 3 At break time 4 At lunchtime 5 After school 6 Before going to bed

I’d … I’d … I’d … I’d … I’d … I’d …

Now I’ll … I’ll … I’ll … I’ll … I’ll … I’ll …

For breakfast I’d have cereal with milk in primary school, but now I’ll just have a piece of toast. 7 Complete the sentences about annoying habits with the correct form of the verbs in the box.

check

chew

lose

talk

tell

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

8 In pairs, list the habits in Exercise 7 from least to most annoying. Do you know people who had or have any of these habits? Grammar Focus page 130

14

REFERENCES CULTURE NOTES ››› p. 159 M01_FOCUS_SB_04GLB_8310_U01.indd AUDIO SCRIPT ››› p. 167

EXTRA ACTIVITIES 14

Photocopiable resource 2 (Test yourself pairwork activities – 10 mins), p. 192, 212

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1.3 Listening Multiple matching

EXAM FOCUS Multiple matching

I can understand the main points in short monologues.

4

1 In pairs, discuss how good you are at remembering the different things in the box.

dates and times English words items on a shopping list names

2

Speaker 1: B Speaker 2: C

faces song lyrics

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

5

10

15

20

1

2

C

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

good

losing

slip

vividly

2 What is the first birthday party Speaker 1 can remember vividly ? third losing his memory or 3 Is Speaker 2’s grandfather detail ? He manages to recall does he manage to recall things in things in detail. good 4 Does Speaker 3 have a memory for names or faces or both? good for faces but bad for names slip 5 Do key facts in TV programmes sometimes Speaker 4’s mind? yes

6 In pairs, ask and answer the questions in Exercise 5. Give details wherever possible.

1 What is your earliest memory?

PRONUNCIATION FOCUS 7

CD•1.16 MP3•16 Listen and repeat the words in the box. Do any of the words have the same vowel sound?

No, all six are different.

bread

8

• Make a shopping list of eight items and give it to

clear

learn

mean

steak

wear

CD•1.17 MP3•17 Add the words from Exercise 7 to the table. Then listen, check and repeat.

Sound Typical spelling

Occasional spelling

/iː/

piece

/ɪə/ /ɜː/ /e/ /eɪ/ /eə/

3 In pairs, test your memory. Follow the instructions. your partner. • Study your partner’s list for sixty seconds using one of the methods in the text. • After sixty seconds, take it in turns to recall your list. Did the memory tip help?

earliest

before earliest memory? Christmas 1 What is Speaker 1’s he was three

B

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

CD•1.15 MP3•15 Complete the questions with the words in the box. Then listen again and answer the questions.

detail

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

5

Speaker 3: E Speaker 4: A

The speaker: A refers to someone who is incapable of forgetting anything. B wanted a family member to confirm whether his/her memory was correct. C disagrees with someone about how they keep a good memory. D wishes they could forget a memory of witnessing a crime. E has problems remembering the names of things well. F can describe someone accurately after seeing them for only a few seconds.

CD•1.14 MP3•14 Read about two methods of memorising a shopping list. Choose the best heading A–E for each method. Then listen and check.

Memory tips

CD•1.15 MP3•15 Listen to four people talking about memory. Choose from the list (A–F) what each speaker says. Use the letters only once. There are two extra letters.

need, detail, 1mean clear here, career, 2

learn

reserved, squirt, turn

3

egg

4

made, detail, pay

5

pair, rare

6

bread steak wear

WORD STORE 1E 9

CD•1.18 MP3•18 Complete WORD STORE 1E. Add nouns, adjectives or verbs to the table. Mark the stress. Then listen, check and repeat.

15

REFERENCES AUDIO SCRIPT ››› p. 168


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1.4 Reading Gapped text I can understand the structure of a text. 1 In pairs, discuss how you use technology to help you learn. Think about in school and out of school.

Exercise 2 1 Hole-in-theWall experiment and Skype Grannies. To help students in poor and remote areas and to test his theories. 2 In the Holein-the-Wall experiment, technology provided an environment for students to learn on their own, using their natural curiosity. In the Skype Grannies experiment, technology allowed children from remote and poor places to listen to English teachers.

CD•1.19 MP3•19

2 Read the article and answer the questions. 1 What two experiments did Dr Sugata Mitra set up in India? Why? 2 How did technology help Indian children learn? 5

EXAM FOCUS Gapped text 3 Read the article again. Choose from the sentences (A–E) the one which fits each gap. There is one extra sentence. A ‘The children are forming relationships with them and the teachers, many of whom were upset at the thought of having finished their careers, have realised they’re more important than ever,’ he says.

10

Dr Sugata Mitra, Professor of Educational Technology at Newcastle University, England, thinks it’s time for a radical shake-up of education. He believes that the present education system is outdated because it doesn’t prepare children for the jobs of the future, B which have changed, thanks to technology. 1____ Dr Mitra calls this methodology ‘Minimally Invasive Education’ and explains that it is based on the idea of using children’s natural curiosity and then providing an environment where they can learn on their own.

B For many years he has been interested in a form of learning in which children are unsupervised and involved in self-learning and peer-teaching. C Traditional education models assume that children are empty vessels who need to be filled with content, but Dr Mitra’s experiments prove that wrong. D ‘Computers cannot replace good teachers, but they can get a high standard of education into the schools where they are needed most,’ he says. E He then left them to use it unsupervised and found that after only a month, the children had taught themselves how to use the computer and go online.

Dr Sugata Mitra

In

4 Complete the sentences with the correct form of the words in capitals. Then check your answers in the article. 1 Dr Sugata Mitra thinks the current education system is outdated and not fit for purpose. DATE curiosity is at the heart of Mitra’s 2 Using a child’s natural ideas. CURIOUS 3 He put a computer in a hole in the wall between his adjoining slum. JOIN work premises and an inspiration for a very 4 The experiment became the successful film. INSPIRE initiated a new project for Indian children 5 In 2010 Mitra involving Skype. INITIAL 6 Surprisingly , the children wanted to listen to British grandmothers reading them fairy tales. SURPRISE volunteers reading to Indian children 7 There are now 200 via Skype. VOLUNTARY Minimally 8 Mitra has won a prize for the project he calls ‘ Invasive Education’. MINIMUM

15

20

1999 he decided to test his ideas and set up an experiment, now known as the Hole-in-the-Wall Experiment, with children living in slums who didn’t have access to good teachers. At the time he was working in New Delhi and his place of work shared a wall with a slum. He cut a hole in the wall between his work premises and the adjoining slum and placed a computer with Internet access E He then in a kiosk where children could use it freely. 2____ repeated the Hole-in-the-Wall experiment in a village with no Internet access. This time he left the computer in a kiosk with just a few CDs in English and when he went back after

5 Do you think these things will be more, less or equally important in the schools of 2025? Discuss with a partner.

books blackboards computer rooms desks exams and tests group-work homework hand-held computers language laboratories paper teachers whiteboards wi-fi

WORD STORE 1F 6

CD•1.20 MP3•20 Complete WORD STORE 1F. Replace the underlined word with a word in the box to make another collocation with a similar meaning. Then listen, check and repeat.

16

REFERENCES CULTURE NOTES ››› p. 159 M01_FOCUS_SB_04GLB_8310_U01.indd

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WORKBOOK 16

p. 12–13

EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 3 (word formation: adverbs – 8 mins) p. 192, 213

Ask students to do Show what you know 1.5 in the WB, p. 14.


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children from India learning from a ‘Skype Granny’

25

30

two months, the children surprised him by asking, in English, for a faster processor and a better mouse! When he asked how they knew all this, they said that they taught themselves some English so that they could understand the machine that only talked in English. The project was so successful that it became the inspiration for the hugely successful film Slumdog Millionaire. The film was based on a book entitled Q&A by Vikas Swarup. Swarup said that his book was inspired by the Hole-in-the-Wall experiment. He said, ‘I realised that there’s an innate ability in everyone to do something extraordinary, provided they are given an opportunity.’

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40

45

50

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In 2010 Dr Mitra initiated another project for children in India – this time using a Skype connection. Mitra explains: ‘When I last visited India, I asked the children what they would like to use Skype for most and, surprisingly, they said they wanted British grandmothers to read them fairytales.’ Dr Mitra recruited a British woman to spend a few hours a week reading to the children and set up webcams so that a life-size image of the storyteller is projected onto a wall in India. He now has 200 volunteers reading to the children via Skype. He also has retired teachers and educators regularly teaching slum children in India by A Hundreds of children in India are now learning Skype. 3____ from ‘Skype Grannies’, but Dr Mitra’s plan is to create a School in the Cloud using retired teachers as a resource for children all around the world to tap into. In 2013 Dr Sugata Mitra was the winner of the $1 million TED* prize for his revolutionary work with Indian children and for showing the power of ‘Minimally Invasive Education’. Dr Mitra believes that technology should be D seen not as a threat to teachers, but as an asset. 4____ With the prize money he will continue to fulfil his wish of building a School in the Cloud, where children can find information and learn from one another. *TED (Technology, Entertainment, Design) is a global set of conferences under the slogan ‘Ideas Worth Spreading’.

children learning from a computer in a wall, India


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1.5 Grammar Verb patterns

6 Read GRAMMAR FOCUS II. Find examples of verb patterns with remember, stop, hear and see in the text. Explain the changes in meaning.

I can use a wide range of verb patterns. 1

CD•1.21 MP3•21 Listen to Part 1 of a podcast about being left-handed. What jobs seem to be more suited to ‘lefties’?

GRAMMAR FOCUS II

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

• You can use remember, forget, stop and try with the -ing

jobs that are creative/visual – in music, the arts and media; architects; sports people

2

CD•1.21 MP3•21

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

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

F T F F

3 Read and complete GRAMMAR FOCUS I with the verb patterns in blue in Exercise 2.

• You use feel, hear, see, watch + object + -ing to

describe ongoing actions or the same verbs + object + infinitive without to to describe finished actions. I watched Dan playing football and saw him score the winning goal.

GRAMMAR FOCUS I Verb patterns 1 2 3 4

verb + to-infinitive: tend to choose left-handers to be verb + object + to-infinitive: enables someone use verb + object + infinitive without to: makes keeps winning verb + -ing:

7 Complete the sentences with the correct form of

4 Match the verbs in the box with verb patterns 1–4 in GRAMMAR FOCUS I. Check the lists in Grammar Focus page 130 if you are not sure.

advise 2 allow 2 arrange 1 avoid 4 cause 2 can’t afford 1 can’t help 4 can’t stand 4 decide 1 expect 1,2 encourage 2 fancy 4 force 2 imagine 4 intend 1 let 3 seem 1 offer 1 refuse 1 remind 2 manage 1 spend/waste time 4 urge 2 warn (not) 2

5

CD•1.22 MP3•22 Complete Part 2 of the podcast with the correct form of the verbs in brackets. Then listen and check. How many left-handed people do you know?

the verbs in brackets. Then tick the sentences that are true for you. 1 2 3 4 5 6 7 8 9

to bring (bring) my pens to school. I often forget meeting (meet) my best friend. I’ll never forget learning (learn) how to swim. I don’t remember to switch (switch) my phone off I always remember in lessons. taking (take) piano lessons a while ago. I stopped to buy (buy) sweets on my way home. I usually stop restarting (restart) it. If my laptop freezes, I try lose I’ve never seen my dad (lose) his temper. driving (drive) to work. I often see my neighbour


S

o that’s the good news about stop writing with my left hand. Why waste time 5 trying _______ (waste/time/try) to change being left-handed. The bad news is that manufacturers 20 someone’s natural handedness? let them (let/them/use) the Just 6_______ don’t remember to make tools use 5 and machinery for left-handers. hand they feel comfortable with – expect people forces us to do (expect/people/ to use (force/us/use) you can’t 7_______ Society 1_______ objects that are designed for rightdo) what isn’t natural to them! makes us look 25 I once heard someone say that handed people and this 2_______ (make/us/look) clumsy. left-handed people were strange. 10 As a child, I don’t remember But when you stop to think about deciding that I was left-handed. But famous historical figures who were avoid _______ when my primary school teacher left-handed, you can’t 8concluding saw me using my left hand for 30 (avoid/conclude) that they were encouraged me to swap brilliant! I’m sure Leonardo writing and drawing, she 3_______ 15 (encourage/me/swap) hands. She Da Vinci, Mahatma Gandhi, Albert manage to change (manage/change) didn’t 4_______ Einstein, Winston Churchill and my natural inclination and I didn’t Marie Curie would agree!

President Obama writing with his left hand

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EXTRA ACTIVITIES 18

Photocopiable resource 4 (verb patterns – 12 mins) p. 192, 214

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WORKBOOK

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1.6 Speaking Describing a photo

4

I can speculate about photos and answer a related question.

These are both photos of people learning new things. In the first photo a girl is in a car. It’s 1hard to tell whether she’s having a driving lesson or taking her driving test. The man in the passenger seat has got a pen, so the 2 chances are he’s an examiner. 3 Based on his body about to crash! language, I’d say they might be 4 5 Clearly , something is wrong. In the second photo a boy is learning to play the guitar. might be learning from a teacher or a friend. It’s He 6 easy not 7 to say whether he’s a beginner or not, but appears to be enjoying himself. The girl in the car, he 8 judging by the expression on her face, isn’t however, 9 enjoying the situation much at all!

1 Look at the adjectives in the box. In pairs, talk about the last time you experienced these feelings while you were learning something.

confused frustrated

determined enthusiastic relieved terrified thrilled

The last time I felt really confused was when I was trying to understand when to use the Present Perfect tense in English! But, fortunately, I understand it now. 2 Describe photos A and B. • Say what the photos show. • Speculate about the people and their feelings.

A

CD•1.23 MP3•23 Read the SPEAKING FOCUS and complete the description of photos A and B with one word in each gap. Then listen again and check.

SPEAKING FOCUS Speculating about people Based on … , I’d say he’s/she’s/it‘s … Judging by … , I (don’t) think … It looks/seems as if/as though … He/She/It appears/doesn’t appear to be … The chances are (that) he’s/she’s/it’s … Showing certainty Clearly, (there’s a problem/something is wrong). It’s obvious/clear (from the expression on his/her face) that … He/She/It is definitely/certainly (not) … Showing uncertainty It’s hard to be sure (whether/if) … It’s not easy to say (whether/if) … I can’t really tell (whether/if) …

B

Speculating about the situation He/She could/might have (’ve) just + past participle (recent past) He/She could/might be + -ing (present) He/She could/might be about to + infinitive (near future)

5 Work in pairs. Go to WORD STORE page 23 and take it in turns to describe and speculate about the photos.

6

CD•1.24 MP3•24 Listen to a teenager answering a question. Which of these questions has he been asked?

1 2 3 4

7

Which school subject do you feel is the most useful? Why? Is it important for you to learn to drive? Why?/Why not? What qualities should a good teacher or instructor have? Given the choice, which new subjects or skills would you like to learn and why?

CD•1.24 MP3•24

Listen again and tick the phrases you hear.

• Personally, I think …

✓

• In my opinion, … • Actually, …

3

Listen to someone describing photos A and B. Does the speaker have the same ideas about the situations as you? CD•1.23 MP3•23

• I intend to … • For this reason, I feel …

✓

✓ ✓

• That’s why I think …

• To be honest, …

8 In pairs, ask and answer the questions in Exercise 6. Use the phrases in Exercise 7 to help you.

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WORKBOOK p. 15


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1.7 Writing A report I can write a report that summarises information from a meeting. 1 Read Mandy’s post on the school website. Then, in pairs, discuss 1 What is the next school meeting about? 2 What does Mandy want students in her year to do? 3 What does a student representative do?

2 Now read Mandy’s report and choose the best answer. When writing a report of a meeting, the writer needs to A write down exactly what people said. B summarise the main points to inform the readers.

1 2 3 4 5

D

Summer charity event Conclusion End-of-year parties Introduction Summer barbecue

E B A C

5 Complete the WRITING FOCUS with the examples in purple in Mandy’s report.

3 Read the report again and answer the questions. 1 2 3 4

4 A report is usually divided into sections with headings. Match these headings with the paragraphs in Mandy’s report.

the questions.

What are the three types of event that Mandy writes about? Which two of these events also happened last year? barbecue, charity event What was Mandy’s impression of the meeting? It was informative. What action do students need to take? end-of-year parties, summer barbecue, charity event

post suggestions for the charity event on the website

Stoneberry

S

Secondary School

About

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Contact

Posted on 9 January at 9:03 AM

Student representatives meeting

Hi everyone, As you know, I’m your Student Representative for this year and I’m going to a big meeting on Thursday, where we’ll be discussing school social events for the summer term. One of these will be an important charity event to raise money for the local children’s hospital. If you’ve got anything you’d like me to say at the meeting, please email me and I’ll try to mention it on Thursday. I’ll upload my report of the meeting next week. Remember: my job is to represent you, so let me know what ideas you’ve got! Mandy

School meeting about summer social and charity events Report by Mandy Collins, Year 10 Student Representative A The aim of this report is to inform Year 10 students of the summer social events that were discussed at the recent school meeting and to recommend action that needs to be taken. B The school will fund end-of-year parties for each year group. These will be organised by students in those classes. The parties should be held at school in the week before the end of term and could take place at lunchtime, after school or in the evening. C We have decided to hold another summer barbecue near the river. Any ideas for a theme for the barbecue from students would be welcome. D There will be another charity event in June to raise money for Belford Hospital. It is hoped that this year the school can raise even more money than last year. Each year group is asked to put forward an idea that they can organise for the day. E The meeting was very informative and several of Year 10 students’ ideas were considered. Students should now think about what we can do for the charity event. Any suggestions should be posted on the website.

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WORKBOOK p. 16–17 M01_FOCUS_SB_04GLB_8310_U01.indd

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WRITING FOCUS A report Overall structure • Organise your report clearly. Divide it into different sections, each with a heading. • Include an introduction, sections giving different information and a conclusion with suggestions or recommendations. • Use a semi-formal style. Introduction In your introduction, explain the purpose of your report. It doesn’t need to be long or detailed. The purpose of this report is to describe … 1 The

aim of this report is to inform

Main sections • Divide your report into different sections relating to different types of information. Give each section a heading. • Give factual statements using simple active and passive verb forms. The school will fund … 2

We have decided to

It is hoped/advised that … 3

These will be organised by

Conclusion In your conclusion, summarise your findings in a summary sentence. 4 The

meeting was very informative

A lot of points were discussed. There are still a number of decisions to be made. Make recommendations/suggestions. I would recommend/suggest that … We hope that students will … One suggestion/idea would be to … We should consider … It would benefit everyone if … 5 Students

should now think about

Use a semi-formal style. • Use full forms, not contractions: it is, not it’s. • Don’t leave out words or have one word sentences: I shall write a new report later, not new report later. • Don’t use exclamation marks: It was very informative, not It was very informative. • Don’t use idiomatic expressions: They appreciated our ideas, not They loved our ideas.

6 Rewrite the sentences using language from the WRITING FOCUS. 1 In this report I want to describe some changes to the school timetable. 2 I learned a lot from the lecture. 3 Let’s think about some alternatives. 4 It would be a good idea to go on the website and look at the plans. 5 Some of the ideas were absolutely brilliant!

7 Read the LANGUAGE FOCUS and choose the correct options. 1 The students suggested to have / having a big end-of-term party. 2 The people at the meeting recommended to reconsider / that we reconsider the proposals. 3 We intend to discuss / discuss the subject again next month. 4 The suggestions caused us to have / that we had some concerns. 5 It was decided to have / having a fashion show. 6 Everyone is advised to wear / wearing warm clothes.

LANGUAGE FOCUS Verb patterns You can use these verbs in reports to make recommendations and suggestions. Note the verb patterns. • advise + person + to-infinitive You are advised to check the website. • intend + to-infinitive The committee intends to contact all members. • cause + noun/pronoun + to-infinitive Poor weather caused us to reconsider our plans for a barbecue. • suggest + that + a person + to-infinitive/-ing The head teacher suggests that we donate the money to charity. The head teacher suggests donating the money to charity. • recommend + that + noun + infinitive without to We recommend that the barbecue takes place in August. • decide + to-infinitive It was decided to delay the plans until next term.

8 Read Jack’s email about a meeting he attended. Note down points for his report under these headings. 1 Introduction 2 Where and when

3 4

Facilities Conclusion and recommedations

Hi Ella, Just got back from my student rep meeting – all about the new school sports building. It’s going to be at the back of the school where the old car park used to be. The builders say that they’ll start work in the summer holidays. So, who knows – it might be ready for the new term! The facilities are going to be great. There’s going to be a new

6 indoor Rewrite these sentences using language fromtothe WRITING swimming pool with changing rooms. Next that, they

FOCUS. hope to have a big room for indoor games like table tennis and 1 In this report I want to describe some changes to the school badminton. Brilliant! timetable. The school’s got the money for the building, but they need us to 2 I some learned a lot from the lecture. raise money for equipment. We talked about having a talent 3 Let’s think about some alternatives. competition and maybe a sponsored walk. We’re hoping students 4 give It would be a more goodideas idea to on the website and will us some forgo fundraising and we canlook talkat the plans. about those at the next meeting. 5 Some of the ideas were absolutely brilliant! Must write up my report now, Jack

9 Write Jack’s report for the school website in 140–190 words. Use the WRITING FOCUS and the LANGUAGE FOCUS to help you.

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Exercise 6 (Example answers) 1 The aim of this report is to describe some changes to the school timetable. 2 The lecture was very informative. 3 We should consider some alternatives. 4 One idea would be to go on the website and look at the plans. 5 Some very 13:38 good ideas were put forward.

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1.8 Language in focus -ing forms 1 Read the information about -ing forms and match uses 1–6 with examples a–f from this unit. All -ing forms express some sense of ‘ongoing activity’. -ing forms can be used as verbs (I’m learning Spanish.); as adjectives (The lessons are boring); or as nouns (Reading is easier than listening). Use -ing forms in continuous tenses. Use -ing forms after certain verbs. Use -ing forms in certain adjective/noun constructions. Use -ing forms after prepositions. Use -ing forms to describe people or things. Use -ing forms as the subject or object of a sentence. a Learning is remembering. 6 d ideas worth spreading 3 2 e She’s always disturbing people. 1 b Nadal keeps winning. c a shocking piece of news 5 f I’d be good at recognising 4 criminals.

2 Translate examples a–f in Exercise 1. What are the differences between your language and English?

Exercise 3 2 Taking exams is very stressful. 3 Watching TV is a waste of time. 4 Copying your friend’s homework is cheating. 5 Always being late is an annoying habit. 6 Not having breakfast is bad for you.

3 Use the prompts to write sentences with the -ing form. Which sentences do you agree with? 1 know how to type / useful skill

Knowing how to type is a useful skill. 2 3 4 5 6

take exams / very stressful watch TV / waste of time copy your friend’s homework / cheat always be late / annoy habit not have breakfast / bad for you

words in brackets. Add but and any other words necessary.

R E M E M B E R TH I S

no good

1 It’s talking (no/good/talk) to her – she never listens. worth 2 Is it buying (worth/buy) that textbook? All the information is online. no use 3 It’s complaining (no/use/complain) about your exam results. You didn’t revise! no point 4 There’s discussing (no/point/discuss) this any more. I’ve made up my mind.

5 Complete the questions with the correct form of the words in the box. There are two extra words. Then answer the questions.

1 2 3 4

forget

pass

cheat /tʃiːt/ oszukiwać, ściągać complain about sth /kəmˈpleɪn əˌbaʊt ˌsʌmθɪŋ/ skarżyć się na coś disruptive behaviour /dɪsˌrʌptɪv bɪˈheɪvjə/ disturb /dɪˈstɜːb/ przeszkadzać fidget /ˈfɪdʒət/ wiercić się get into trouble /ˌɡet ˌɪntə ˈtrʌbəl/ popadać w kłopoty keep still /ˌkiːp ˈstɪl/ siedzieć spokojnie pay attention in class /ˌpeɪ ˌətenʃən ɪn ˈklɑːs/ uważać na lekcji unsupervised /ˌʌnˈsuːpəvaɪzd/ bez nadzoru

Abilities and learning styles

Certain adjective/noun constructions begin with it or there. It’s nice being here. Is there any use trying to explain?

fail

attend university/a lesson /əˌtend ˌjuːnɪˈvɜːsəti/ə ˈlesən/ do research (into sth) /ˌduː rɪˈsɜːtʃ (ˌɪntə ˌsʌmθɪŋ)/ do well (in exams) /ˌduː ˌwel (ɪn ɪɡˈzæmz)/ drama school /ˈdrɑːmə skuːl/ szkoła aktorska drop a course/a subject /ˌdrɒp ə ˈkɔːs/ə ˈsʌbdʒɪkt/ education model /ˌedjʊˈkeɪʃən ˌmɒdl/ model edukacji educator /ˈedjʊkeɪtə/ pedagog, nauczyciel fail an exam/a subject /ˌfeɪl ən ɪɡˈzæm/ə ˈsʌbdʒɪkt/ get good/top marks /ˌɡet ɡʊd/tɒp ˈmɑːks/ handwriting /ˈhændˌraɪtɪŋ/ charakter pisma have/pursue a career /ˌhæv/pəˌsjuː ə kəˈrɪə/ (high) standard of education /(haɪ) ˌstændəd əv ˌedjʊˈkeɪʃən/ learn in an active way /ˌlɜːn ɪn ən ˌæktɪv ˈweɪ/ uczyć się aktywnie learner /ˈlɜːnə/ osoba ucząca się learning disorders /ˈlɜːnɪŋ dɪsˌɔːdəz/ trudności w uczeniu się mentor (n, v) /ˈmentɔː/ mentor; być dla kogoś mentorem pass an exam /ˌpɑːs ən ɪɡˈzæm/ zdać egzamin peer-teaching /ˌpɪə ˈtiːtʃɪŋ/ period /ˈpɪəriəd/ lekcja problem-solving /ˈprɒbləm ˌsɒlvɪŋ/ rozwiązywanie problemów revise for exams /rɪˌvaɪz fər ɪɡˈzæmz/ uczyć się do egzaminów revision timetable /rɪˈvɪʒən ˌtaɪmˌteɪbəl/ school management /ˌskuːl ˈmænɪdʒmənt/ dyrekcja szkoły skip an exam/a lesson/a subject /ˌskɪp ən ɪɡˈzæm/ə ˈlesən/ə ˈsʌbdʒɪkt/ spokesperson (for a class) /ˈspəʊksˌpɜːsən (fər ə ˈklɑːs)/ spread ideas /ˌspred aɪˈdɪəz/ rozpowszechniać idee student representative /ˌstjuːdənt ˌreprɪˈzentətɪv/ take a course/an exam/a lesson/a subject /ˌteɪk ə ˈkɔːs/ən ɪɡˈzæm/ə ˈlesən/ə ˈsʌbdʒɪkt/ take part in interactive activities /teɪk ˌpɑːt ɪn ˌɪntərˌæktɪv ækˈtɪvətiz/ brać udział w ćwiczeniach (interaktywnych) tap into a resource /ˌtæp ˌɪntə ə rɪˈzɔːs/ wykorzystywać źródło wiedzy teach yourself sth /ˈtiːtʃ jəˌself ˌsʌmθɪŋ/ nauczyć się czegoś samemu teamwork /ˈtiːmwɜːk/ praca zespołowa train hard /ˌtreɪn ˈhɑːd/ intensywnie się uczyć volunteer /ˌvɒlənˈtɪə/ wolontariusz/wolontariuszka

School discipline

4 Read REMEMBER THIS. Then complete the sentences using the

do

WORD LIST

Education and schoolwork

I can use -ing forms in a range of different contexts.

1 2 3 4 5 6

01

speak

write

doing much exam revision recently? Have you been speaking English? Have you ever listened to yourself writing ? Do you think speaking is more difficult than failing your English exams ever entered Has the thought of your head?

3D perception /ˌθriːˌdiː pəˈsepʃən/ postrzeganie przestrzenne analytic /ˌænəˈlɪtɪk/ z podejściem analitycznym brainy/bright/sharp/intelligent /ˈbreɪni/braɪt/ʃɑːp/ɪnˈtelədʒənt/ competitive /kəmˈpetətɪv/ ambitny, lubiący rywalizację curiosity /ˌkjʊəriˈɒsəti/ ciekawość curious/interested /ˈkjʊəriəs/ˈɪntrəstəd/ zaciekawiony deep thinker /ˌdiːp ˈθɪŋkə/ intelektualista determined/single-minded /dɪˈtɜːmənd/ˌsɪŋɡəl ˈmaɪndɪd/ diligent /ˈdɪlədʒənt/ pilny, staranny do your best /ˌduː jə ˈbest/ dawać z siebie wszystko dominance (of the left hemisphere) /ˈdɒmənəns (əv ðə ˌleft ˈheməsfɪə)/ dominacja (lewej półkuli mózgu) eager to learn /ˌiːɡə tə ˈlɜːn/ żądny wiedzy enthusiastic /ɪnˌθjuːziˈæstɪk/ pełen entuzjazmu excel at /ɪkˈsel ət/ wyróżniać się w czymś gift for /ˈɡɪft fə/ talent do czegoś hard-working /ˌhɑːd ˈwɜːkɪŋ/ pracowity incapable of doing sth /ɪnˌkeɪpəbəl əv ˈduːɪŋ ˌsʌmθɪŋ/ inquisitive /ɪnˈkwɪzətɪv/ dociekliwy (innate) ability to do sth /(ɪˌneɪt) əˌbɪləti tə ˈduː ˌsʌmθɪŋ/ logical way of thinking /ˌlɒdʒəkəl ˌweɪ əv ˈθɪŋkɪŋ/ motivate /ˈməʊtəveɪt/ motywować natural inclination /ˌnætʃərəl ˌɪŋkləˈneɪʃən/ naturalna skłonność self-motivated /ˌself ˈməʊtəveɪtəd/ z silną wewnętrzną motywacją struggle with (Maths) /ˌstrʌɡəl wɪð (ˈmæθs)/ studious /ˈstjuːdiəs/ pilny, sumienny

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EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 5 (-ing22 forms – M01_FOCUS_SB_04GLB_8310_U01.indd 15 mins) p. 193, 215

• Ask students to study the Word list on p. 22–23. • Ask students to revise for Focus review 1.

WORKBOOK

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zy mu

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DO YOUR BEST Personality communicator /kəˈmjuːnəkeɪtə/ osoba elokwentna cooperative /kəʊˈɒpərətɪv/ lubiący współpracę fair-minded /ˌfeə ˈmaɪndɪd/ bezstronny fun to be with /ˌfʌn tə ˈbi wɪð/ fajny, wesoły fun-loving /ˈfʌn ˌlʌvɪŋ/ lubiący zabawę gregarious/sociable /ɡrɪˈɡeəriəs/ˈsəʊʃəbəl/ level-headed /ˌlevəl ˈhedɪd/ zrównoważony persistent /pəˈsɪstənt/ uparty, wytrwały popular /ˈpɒpjələ/ lubiany self-confident /ˌself ˈkɒnfədənt/ pewny siebie sensible/rational /ˈsensəbəl/ˈræʃənəl/ rozsądny sporty /ˈspɔːti/ lubiący sport tactful /ˈtæktfəl/ taktowny team-player /ˌtiːm ˈpleɪə/ well-organised /ˌwel ˈɔːɡənaɪzd/ zorganizowany

Feelings and emotions be relieved /ˌbi rɪˈliːvd/ odczuć ulgę confused /kənˈfjuːzd/ zdezorientowany frustrated /frʌˈstreɪtəd/ sfrustrowany lose one’s temper /ˌluːz wʌnz ˈtempə/ scared /skeəd/ przestraszony terrified /ˈterəfaɪd/ przerażony thrilled /θrɪld/ podekscytowany trust /trʌst/ ufać upset (at the thought of doing sth) /ˌʌpˈset (ət ðə ˌθɔːt əv ˈduːɪŋ ˌsʌmθɪŋ)/

Social life be supportive /ˌbi səˈpɔːtɪv/ wspierać charity/social/environmental event /ˈtʃærəti/ˈsəʊʃəl/ɪnˌvaɪrənˈmentl ɪˌvent/ chat /tʃæt/ rozmawiać, gawędzić circle of friends /ˌsɜːkəl əv ˈfrendz/ form relationships /ˌfɔːm riˈleɪʃənʃɪps/ interaction with other people /ˌɪntərˌækʃən wɪð ˌʌðə ˈpiːpəl/i

Memory (earliest) memory /(ˌɜːliəst) ˈmeməri/ keep a good memory /ˌkiːp ə ɡʊd ˈmeməri/ lose your memory /ˌluːz jə ˈmeməri/ stracić pamięć memorable /ˈmemərəbəl/ pamiętny memorise /ˈmeməraɪz/ nauczyć się na pamięć recall/remember sth vividly/in detail /rɪˌkɔːl/rɪˌmembə ˌsʌmθɪŋ ˈvɪvɪdli/ɪn ˈdiːteɪl/ remember/forget doing sth /rɪˌmembə/fəˌɡet ˈduːɪŋ ˌsʌmθɪŋ/ remember/forget to do sth /rɪˌmembə/fəˌɡet tə ˈduː ˌsʌmθɪŋ/ slip one’s mind /ˌslɪp wʌnz ˈmaɪnd/ Speculating and recommending admire /ədˈmaɪə/ podziwiać appear to be /əˈpɪə tə bi/ wydawać się być… assume /əˈsjuːm/ zakładać based on/judging by /ˈbeɪst ɒn/ˈdʒʌdʒɪŋ baɪ/ be regarded as /ˌbi riˈɡɑːdɪd əz/ być uważanym za clear/obvious /klɪə/ˈɒbviəs/ oczywisty clearly /ˈklɪəli/ ewidentnie, najwyraźniej conclude /kənˈkluːd/ wywnioskować conclusion /kənˈkluːʒən/ wniosek confirm /kənˈfɜːm/ potwierdzić considering /kənˈsɪdərɪŋ/ biorąc pod uwagę contribute to a discussion /kənˈtrɪbjuːt tə ə dɪˈskʌʃən/ (dis)agree /(ˌdɪs)əˈɡriː/ (nie) zgadzać się hesitate /ˈhezɪteɪt/ wahać się it looks/seems as if/as though … /ɪt ˈlʊks/ˈsiːmz əz ɪf/əz ðəʊ/ nominate /ˈnɒməneɪt/ nominować nominee /ˌnɒməˈniː/ osoba nominowana notice /ˈnəʊtɪs/ zauważać point of view /ˌpɔɪnt əv ˈvjuː/ punkt widzenia prove /pruːv/ udowodnić realise /ˈrɪəlaɪz/ zdać sobie sprawę suggest /səˈdʒest/ sugerować the chances are that … /ðə ˈtʃɑːnsɪz ɑː ðæt/

Phrasal verbs catch up /ˌkætʃ ˈʌp/ do away with /ˌduː əˈweɪ wɪð/ zlikwidować coś do up /ˌduː ˈʌp/ wyremontować coś fall behind with (your homework) /ˌfɔːl bɪˈhaɪnd wɪð/ get on with (your homework) /ˌɡet ˈɒn wɪð/ go on to (further studies) /ˌɡəʊ ˈɒn tə/ hand in (an assignment) /ˌhænd ˈɪn/ hang out (with) /ˌhæŋ ˈaʊt (wɪð)/ look forward to (new challenges) /ˌlʊk ˈfɔːwəd tə/ c) put forward /ˌpʊt ˈfɔːwəd/ proponować coś put off /ˌpʊt ˈɒf/ odkładać coś na później set off /ˌset ˈɒf / wyruszyć do set up /ˌset ˈʌp/ zaaranżować coś soak up (knowledge) /ˌsəʊk ˈʌp/ chłonąć wiedzę

Other access to /ˈækses tə/ dostęp do czegoś accurately /ˈækjərətli/ dokładnie, precyzyjnie adjoining /əˈdʒɔɪnɪŋ/ sąsiedni, przyległy asset /ˈæset/ atut, plus, zaleta avoid doing sth /əˌvɔɪd ˈduːɪŋ ˌsʌmθɪŋ/ be involved in /bi ɪnˈvɒlvd ɪn/ current /ˈkʌrənt/ obecny, aktualny do harm /ˌduː ˈhɑːm/ robić krzywdę drama /ˈdrɑːmə/ dramat dramatic /drəˈmætɪk/ pełen napięcia dramatise /ˈdræmətaɪz/ udramatyzować enable sb to do sth /ɪˈneɪbəl ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ś expect sb to do sth /ɪkˈspekt ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/i familiar /fəˈmɪliə/ znany, znajomy familiarise /fəˈmɪliəraɪz/ zaznajomić, zapoznać familiarity /fəˌmɪliˈærəti/ zażyłość, poufność force sb to do sth/make sb do sth /ˈfɔːs ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ˈmeɪk ˌsʌmbɒdi ˌduː ˌsʌmθɪŋ/ fulfil one’s wish /fʊlˌfɪl wʌnz ˈwɪʃ/ initiate /ɪˈnɪʃieɪt/ zapoczątkować, zainicjować inspiration /ˌɪnspəˈreɪʃən/ inspiracja inspired /ɪnˈspaɪəd/ inspirowany czymś keep doing sth /ˌkiːp ˈduːɪŋ ˌsʌmθɪŋ/ left-handed /ˌleft ˈhændɪd/ leworęczny left-hander /ˌleft ˈhændə/ osoba leworęczna let sb do sth /ˈlet ˌsʌmbɒdi ˌduː ˌsʌmθɪŋ/ manage to do sth /ˈmænɪdʒ tə ˌduː ˌsʌmθɪŋ/ minimally invasive /ˌmɪnɪməli ɪnˈveɪsɪv/ outdated /ˌaʊtˈdeɪtəd/ przestarzały personal /ˈpɜːsənəl/ osobisty personalise /ˈpɜːsənəlaɪz/ spersonalizować personally /ˈpɜːsənəli/ osobiście piece of news /ˌpiːs əv ˈnjuːz/ wiadomość reach one’s goal /ˌriːtʃ wʌnz ˈɡəʊl/ osiągnąć cel recognisable /ˈrekəɡˌnaɪzəbəl/ rozpoznawalny recognise /ˈrekəɡnaɪz/ rozpoznać recognition /ˌrekəɡˈnɪʃən/ uznanie replace /rɪˈpleɪs/ zastąpić represent /ˌreprɪˈzent/ reprezentować revolutionary work /ˌrevəˌluːʃənəri ˈwɜːk/ shake-up /ˈʃeɪk ʌp/ restrukturyzacja surprisingly /səˈpraɪzɪŋli/ o dziwo swap /swɒp/ wymienić, zamienić tackle sth /ˈtækəl/ zmierzyć się z czymś tend to do sth /ˌtend tə ˈduː ˌsʌmθɪŋ/ threat /θret/ zagrożenie urge sb to do sth /ˈɜːdʒ ˌsʌmbɒdi tə ˌduː ˌsʌmθɪŋ/ł vessel /ˈvesəl/ naczynie vision /ˈvɪʒən/ wizja visual /ˈvɪʒuəl/ wizualny visualise /ˈvɪʒuəlaɪz/ wizualizować waste time doing sth /ˌweɪst taɪm ˈduːɪŋ ˌsʌmθɪŋ/

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FOCUS REVIEW 1 VOCABULARY AND GRAMMAR

LANGUAGE IN USE


5 Complete the text with the correct form of the words in brackets.

1 She’s always had a positive outlook / approach / goal on life. 2 Would you say that girls have a natural thirst / attention / gift for languages because they’re more talkative than boys? 3 Do you think that success at school is down to being diligent / gregarious / persistent and spending hours studying? 4 Will you memorise / recognise / familiarise your school friends when you meet them at a school reunion? 5 Only those who have some kind of inquisitive / sharp / innate ability to get on well with people should become teachers.

Book reviews

MAKING SCIENCE POPULAR By Nicholas Booker

Science is one of the most difficult subjects and even the most 1 studious (study) students sometimes struggle to solve scientific problems. If you want a book that makes science more 2 accessible (access), I can recommend Bill Bryson’s A Short History of Nearly Everything. Full of amusing anecdotes and stories about quantum mechanics, evolution, astronomy and chemistry, it’s a book that will satisfy your thirst for 3 knowledge (know) and help you to 4 visualise (vision) certain scientific processes. The author brings science to life by, for example, giving a graphic and entertaining description of the universe. This is both a well-written book and a highly enjoyable one. Not 5 suprisingly (surprise), it is considered a must-read by many.

2 Match verbs from box A with prepositions from box B to make phrasal verbs. Then use them to complete the sentences. A

set fall put hand soak

+

B

up off

in up behind

1 The principal may hand in his resignation if many students fail. 2 Don’t put off doing your assignments until the last minute. You may miss the deadline. 3 Recently, several students wanted to set up a committee to organise a charity event. 4 I was ill for three weeks and have fallen behind with school work. 5 It’s often said that children will soak up information very quickly if they are left to discover things for themselves.

3 Complete the text with one word in each gap.

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6 Complete the second sentence so that it

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

4 Complete the sentences with the correct form of the verbs in brackets. 1 If you can’t find a prospectus, try looking (look) online for the information you need. 2 The Music Academy exam board first listened to us all sing (sing) and then they announced who was admitted. 3 I’m sorry, sir. I forgot to check (check) if my essay is within the word limit you required. 4 Do you think our Chemistry teacher will let us use (we/use) the lab to carry out our own experiments? 5 We were warned not to touch (not touch) any of the exhibits. 6 My sister spent the whole night checking (check) her students’ homework and then she left it on her desk at home.

has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 I was in the habit of skipping early morning classes. USED I used to skip early morning classes. 2 Does it make sense to apply to university or should I take a gap year? WORTH Is it worth applying to university or should I take a gap year? 3 Our English teacher took us to the cinema to watch foreign films once a month. WOULD would take us to Our English teacher the cinema to watch foreign films once a month. 4 Mark won’t help me with my homework, so why should I ask him? USE It’s no use asking Mark to help me with my homework. He won’t help me anyway. 5 My best friend has a very irritating habit of chewing gum loudly. ALWAYS is always My best friend chewing gum loudly. 6 I’m not sure if I’ve told my parents about the school trip. REMEMBER don’t remember telling I my parents about the school trip.

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REFERENCES AUDIO SCRIPT ››› p. 168 M01_FOCUS_SB_04GLB_8310_U01.indd

24

EXTRA ACTIVITIES

38

• Photocopiable resource 58 (word building – 20 mins) p. 208, 274


• Photocopiable Resource 60A (transformations – 20 mins) p. 209, 277 • Photocopiable resource 6 (Speaking – 15 mins) p. 193, 216 • Photocopiable resource 7 (Writing – 15 mins) p. 193, 217

WORKBOOK Use of English 1.9, p. 18–19; Self-assessment 1.10, p. 20

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READING

LISTENING

7 Read the text and choose from the sentences (A–E) the

8

one which fits each gap. There is one extra sentence.

Listen to four people talking about classes they attend. Choose from the list (A–F) what each speaker says. Use the letters only once. There are two extra letters. CD•1.25 MP3•25

AT THE BEIJING DANCE ACADEMY

Speaker 1: C Speaker 2: B

The speaker: A wants to develop a professional goal. B is struggling with the amount of work on the course. C is motivated by feedback from the tutor. D is concerned about other students’ motivation. E is thinking of quitting the course. F is surprised by the attitude of the tutor.

from Mao’s Last Dancer, by Li Cunxin

T

hose first few weeks at the Beijing Dance Academy were an agony of loneliness. Nights were the worst. I couldn’t wait to get to bed so I could clutch onto my niang’s* quilt, my only security. I knew I had no choice but to stay in Beijing. My parents, my brothers, relatives, friends, my old school teachers and classmates, my village and commune, all of their wishes and expectations made it impossible C My success was my parents’ only hope of for me to go back. 1___ breaking that vicious cycle of poverty. I couldn’t let them down, even if I did feel trapped in a cage of rules and routines. Every day I couldn’t wait for the year to end so I could return home to see my family and roam the streets and fields once more.

SPEAKING 9 In pairs, complete the speaking task. Student A, your photos show people of different ages learning new things. Compare the photos and say how difficult it can be to learn new things at these ages. B

I wasn’t alone in missing home. I witnessed many teary eyes among my D The boys fellow classmates. The girls sobbed more than the boys. 2___ would be told that crying was a sign of weakness. […] Our first weeks weren’t made any easier when a virus swept through the school. I was among those who had the severe cough, sore throat and A I offered to share it with some of my classmates but it high fever. 3___ was as though I’d offered them poison. I lost a few friends over that, but I did notice that their symptoms lasted much longer than mine. […]

Speaker 3: A Speaker 4: E

A

One of the treats at the academy once a month was watching documentaries and occasionally a movie. All the foreign films were from other communist countries. A North Korean movie I remember particularly well was about a young man who had lost his ambitions for the communist cause, and a beautiful girl, a Communist Youth Party member, who helped him and fell in love with him. What I enjoyed most E I imagined about this movie wasn’t the politics but the love story. 4___ that if I performed badly enough in class, the political head might send this girl to help me, but the longed-for love never materialised. Student B, do you prefer to learn by studying or by doing?

*niang: grandmother

10 Now go to WORD STORE page 23 and complete A Naturally, I did what my niang would have done – I took out a few pieces of my precious dried snakeskin and wrapped a green onion in them. B We knew what we had to do – and there was a great determination amongst every boy and girl to succeed. C The loss of face would be unbearable. It would damage my family’s reputation forever. D Our political heads and teachers showed more tenderness towards the girls. E For the next couple of weeks I started to behave differently towards the captain of the girls’ class, a pretty Qingdao girl with big, bright eyes.

another speaking task.

WRITING 11 Complete the writing task. You are the student representative for your class. You recently attended a meeting about plans for a new cafeteria for the school. Write a report of the meeting for the website. Your report should: • include some information you learned about the plans. • ask for suggestions from the students for the new cafeteria. Write your report in 140–190 words.

25

NEXT CLASS • Ask students to do M01_FOCUS_SB_04GLB_8310_U01.indd 25 Self-check 1.11 in the WB, p. 21. • Ask students to do Show what you know 2.1 in the WB, p. 22.


• Ask students to prepare for Unit test 1 (Focus Assessment Package).

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2

2.1 Vocabulary Family • Celebrations • Religious ceremonies • Verb-noun collocations • Common phrases I can talk about families and describe ceremonies.

SHOW WHAT YOU KNOW

IT TAKES ALL SORTS

1 Cross out the family word which cannot be used with the underlined part-word. 4 single mother / daughter / parent 5 step father / children / husband 6 god mother / cousin / son

1 ex- wife / boyfriend / nephew 2 great- child / uncle / grandson 3 half brother / niece / sister

2 In pairs, form other words with the underlined part-words in Exercise 1. Choose words to describe different people in your family.

My great-grandmother lives in Cardiff. She is ninety and …

Everybody knows how to raise children, except the people who have them.

3 Look at the photos and read the title and introduction of the article. What does coming of age mean? a getting married

P.J. O’ROURKE (B. 1947), AN AMERICAN SATIRIST

Vocabulary: Show what you know – compound nouns – family • family, celebrations and religious ceremonies • verb-noun collocations • common phrases • dependent prepositions • word families • Word in focus – take

ceremonies

•

Most countries have customs that celebrate young people’s journey into adulthood. This is how they do it in two very different cultures.

5

Grammar: •

Past Perfect Simple and Continuous relative clauses 10

Listening: a talk by a neuroscientist • sentence completion •

Reading: a literary extract and a news report about mysterious events • multiple choice •

15

Speaking: •

telling a personal anecdote 20

Writing: •

an article


26

40

25

In Japan, we have a festival called Seijin-no-hi and it takes place on every second Monday of January. Anyone who has their twentieth birthday in that year celebrates on that day.

Aki

from Japan

For the young men and women taking part, it’s a once in a lifetime experience. The highlight of everyone’s day is seeing the young women in their kimonos. Women wear Seijin-no-hi a special kimono made of brightly coloured silk, with long sleeves. Men get dressed up in formal suits. The day is divided into several stages. First, everyone goes to the town hall to listen to speeches made by government officials. After that, people usually go to a shrine with members of their family. On my coming-of-age day, there were three generations of my family there, including distant relatives and greatgrandparents who were in their nineties. I was showered with gifts and by the end of the day, my wallet was full of money – I’m an only child, so I was really spoilt. After the formalities are over, the rest of the day is for fun. I had a meal with my extended family,, and then I met up with my friends for a big party. I had the time of my life.

EXTRA ACTIVITIES

WORKBOOK

• Photocopiable resource 8 (collocations M02_FOCUS_SB_04GLB_8310_U02.indd 26 related to parties – 10 mins) p. 194, 218 • Photocopiable resource 9 (Test yourself pairwork activities – 10 mins), p. 194, 219

p. 22–23


c having a party

Coming-of-age


•

b becoming an adult

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Go to WORD STORE 2 page 5. 4 Read the article and make notes about the ceremonies. Country

Age

Japan

20

Guests

Formal part

Informal part

extended

town hall, speeches, shrine

meal with family then party with friends

family and friends Mexico

15

family and friends

WORD STORE 2A 6

CD•1.26 MP3•26 Complete WORD STORE 2A with the words in red in the article. Then listen, check and repeat. Add a translation.

7 Complete the sentences with names of people you know. Then, in pairs, take it in turns to tell each other something interesting about each person.

church, special mass and blessing

reception, dinner, danced all night

1 is an only child. 2 In my extended family, is the oldest relative I have and is the youngest. 3 is one of my distant relatives. 4 is the first person I’d invite to a small gathering for my birthday. 5 I sat next to at the last reception I went to. 6 The people in my immediate family are .

5 In pairs, discuss the questions about your country.

1 At what age are you legally allowed to: • buy alcohol and tobacco? • vote? • join the army? • drive a car? • have children? • leave school? 2 What customs are associated with coming of age? 3 When do you think people really come of age?

WORD STORE 2B 8

Quinceañera Quincea

CD•1.27 MP3•27 Complete WORD STORE 2B with a noun from the underlined collocations in the article. Then listen, check and repeat. Add a translation.

9 In pairs, match the sentence halves. Then tick the statements that are true for your country.

Ana

from Mexico 30

35

40

45

50

I’m Mexican and one of our customs is a celebration for young girls on their fifteenth birthday called Quincea Quinceañera. In the past, the Quincea Quinceañera ceremony signified that girls were ready for marriage. That’s definitely not the case today! My mum had a small gathering for her Quinceañera, just the immediate family and some close friends. Nowadays there’s a lot of pressure to put on a big party with DJs and fireworks. So we did, and it was worth the effort. It was unforgettable. My family’s very modern, but we didn’t want to lose sight of the spiritual side of the celebration. So first we went to church for a special mass and a blessing. The priest and my godparents talked to me about my new responsibilities, and I read a letter thanking my parents for everything. It was very moving – I had a lump in my throat and I could see my parents had tears in their eyes. After the mass, we went on to the reception. Towards the end of the meal my father proposed a toast and he got very emotional when he talked about his hopes for my future. After blowing out the candles on my birthday cake, I danced all night. Everyone made a fuss of me and I enjoyed being the centre of attention all day.


d

1 2 3 4 5 6

Parents sometimes have a lump in their The bride’s father always proposes People have lost Most families don’t put on Couples are often showered It’s important to make

a b c d e f

sight of what’s important in life. with gifts on their engagement. a fuss of people on their eighteenth birthday. throat when their children leave home. a toast at his daughter’s wedding. a big coming-of-age party.

e a f b c

WORD STORE 2C 10

CD•1.28 MP3•28 Complete WORD STORE 2C with more verb-noun collocations. Then listen, check and repeat. Write example sentences.

WORD STORE 2D 11

CD•1.29 MP3•29 Complete WORD STORE 2D with the highlighted phrases in the article. Then listen, check and repeat.

12 In pairs, complete the questions with one word in each gap. Then ask and answer the questions. What has been the highlight of your day so far today? Have you ever been the centre ofattention ? spoilt on your last birthday? Were you really worth the effort? Do you think big parties are Which once in a lifetime experience would you most like to have? time of your life? 6 When was the last time you had the 1 2 3 4 5

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2.2 Grammar Past Perfect Simple and Continuous

Exercise 5

I can talk about a past action or situation that took place before another past action or situation.

2 hadn’t slept 3 hadn’t been feeling 4 had had 5 hadn’t been listening 6 had already started

1 Read the story. Why did Amelie and Steve wait seventeen years to get married? Because a love letter Steve had sent to Amelie had been lost.

IT WAS MEANT TO BE

A 5

10

15

melie was studying English in the UK when she met Steve. It was love at first sight and they spent a wonderful summer together. Amelie returned to 4 France aer her course finished. They tried to keep a long-distance relationship going, but they dried apart. A few years later, Steve wrote to Amelie but Amelie’s mother put the letter on the mantelpiece, forgot to tell Amelie, and it slipped down the back of the fireplace. Many years later, a builder was removing the fireplace when he found the letter. It had been there for ten years. 3 During that time, Amelie had remained single and had never forgotten the love of her life. Meanwhile, Steve had been working in a factory in 2 his home town. He had been thinking about Amelie too, but he assumed she had got married to somebody else. 1 When she finally read the letter, Amelie was too nervous to call as so much time had passed. But she finally plucked up courage and they arranged to meet.

20

They got married seventeen years aer they first met.

2 Read the GRAMMAR FOCUS. Match the underlined examples in the story with rules 1–4. See text in Exercise 1.

GRAMMAR FOCUS Past Perfect Simple and Continuous You use the Past Perfect to make it clear that an activity took place before the main events in a story. 1 You use the Past Perfect Simple to describe a completed action. 2 You use the Past Perfect Continuous to describe an activity in progress. 3 You use the Past Perfect Simple (NOT Continuous) with state verbs (be, have, know, etc.).

Exercise 8 2 Had any of Eric’s friends heard from Vilma after she moved/ had moved away? 3 Why did Eric think Vilma had moved to Tibet? 4 Where had Vilma been living since Eric had lost touch with her? 5 Had Vilma had any children with her late husband?

4 You don’t have to use the Past Perfect if a time expression (i.e. before or after) makes the order of events clear.

3 Find other examples of the Past Perfect in the story. Then discuss why the simple or continuous forms have been used.

4 Choose the correct options. 1 Amelie didn’t know that Steve wrote / had written to her. 2 Steve didn’t know that Amelie had never received / had never been receiving his letter. 3 Steve thought Amelie had got / got married to somebody else. 4 Amelie found the letter and realised it was lying / had been lying behind the fireplace for ten years. 5 Amelie was nervous about calling Steve because they hadn’t seen / didn’t see each other for a long time.

5 Complete the sentences with the Past Perfect Simple or Continuous form of the verbs in brackets. 1 The roads were wet this morning. It had been raining (rain) all night. 2 Yesterday I was tired. I (not sleep) well the night before. 3 I went to the doctor last week because I (not feel) well. 4 I (have) the same phone for ages, so I got a new one last month. 5 I didn’t understand yesterday’s homework because I (not listen) to the teacher in class. 6 By the time I arrived , the lesson (already/start).

6 Tick the sentences in Exercise 5 that are true for you. Then write three more sentences using the Past Perfect Simple or Continuous.

7 Complete the story with the Past Perfect Simple or Continuous form of the verbs in the box. Why did Eric and Vilma wait forty years to get married?

grow hear know live make meet move search see work

ERIC AND VILMA FORTY YEARS ON

V

known each ilma was my wife’s best friend. They 1had other since childhood. When Vilma moved away, made a big impression on me. we lost touch but she 2had So when my wife and I separated, I decided to ask my heard from her, but no one had. friends if anyone 3had Vilma was a very compassionate person, so I imagined had been working for a charity moved to Tibet and 5 that she 4had for a few years. had seen Vilma’s Finally, my niece called to say she 6 profile on Facebook. I rang her and found that she had been had been 7 living in Paris, so I 8 searching in the wrong place! We met up and when we saw one another, it was grown older, but that didn’t matter. She magical. We 9had was widowed and didn’t have children. had met I proposed immediately. Forty years after we 10 for the first time, we got married.

8 Use the prompts to write questions about the story. Then answer the questions. 1 how long / Eric’s ex-wife / know / Vilma?

How long had Eric’s ex-wife known Vilma? 2 any of Eric’s friends / hear / from Vilma / after she / move away? 3 why / Eric / think / Vilma / move / to Tibet? 4 where / Vilma / live / since Eric / lose / touch with her? 5 vilma / have / any children / with her late husband? Grammar Focus page 131

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EXTRA ACTIVITIES

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p. 24

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2.3 Listening Sentence completion I can understand specific detail in a talk. A

1 ‘What is love?’ is the most popular search on Google. In pairs, try to match people 1–4 with their definition of love A–D. Which definition do you like best? 1 a novelist 2 a nun

2

D C

3 a parent 4 a neuroscientist

B A

Listen to a talk by a neuroscientist and answer the questions. CD•1.30 MP3•30

C

1 What have scientists become interested in recently? the nature of love 2 Why do they think humans first developed the instinct to fall in love? so that the species could survive 3 What might happen in the future?

B

s Love i al c i m a che on. i t reac

Lov e unc is ond ition a

, ess n d kin sity s i o ve ener nd ice. o L g a r if c -sa f l se

D

Scientists might find a ‘cure’ for love.

EXAM FOCUS Sentence completion 3

Listen again and complete the sentences with a word or short phrase. CD•1.30 MP3•30

biologist . 1 Ruby Niverton first wanted to be a 2 She refers to some new research that has been carried China . out in 3 Ruby compares the reasons we want love to the drug reasons we want a . 4 According to Ruby, the need for us to love someone addiction . becomes an brain scanners , Chinese scientists 5 When they put people in got interesting results. 6 The area of the brain responsible for this function first 65 million years ago. developed about chocolate as an example of something 7 Ruby mentions else that produces similar brain activity. tablet 8 There’s a possibility that people could take a to recover from a failed love affair.

with these phrases with similar meanings. Can you put the stages in a logical order? a b c d e f

fancy sb = be attracted to sb madly in love with sb adore sb = be end a relationship = split up with sb for sb fall in love with sb = fall out with sb start seeing sb = go obsessed with sb worship sb = be

6 In pairs, write a short love story. Use at least four phrases from Exercise 5.

When Harry met Sally … 7 Read other students’ love stories and vote for the best one.


CD•1.31 MP3•31 Listen and repeat the words in the box. Make pairs of words with the same consonant sound.

church confusion courage feature Japan measure official pressure

with prepositions. to be attracted sb with go out sb for fall sb in with be madly love sb with be obsessed sth up split with sb

Love drive a ll g r s ea storie t s.

5 In pairs, match the phrases in Exercise 4

4 Complete the relationship phrases from the talk 1 2 3 4 5 6

l.

church – feature 9

Exercise 8 official – pressure confusion – measure courage – Japan

CD•1.32 MP3•32 Add the words from Exercise 8 to the table. Then listen, check and repeat.

Sound Typical spelling Example

/ʃ/

shti- + vowel ci- + vowel ss-

shrine, worship attention, emotional

/ʒ/

s- + -ion s- + -ure

3confusion

/tʃ/

-ch t- + -ure

/dʒ/

jg-

1

official

pressure passionate, 2

, decision measure , pleasure

4

church , match feature , picture

5 6

Japan , journey courage , marriage

7 8

WORD STORE 2E 10

CD•1.33 MP3•33 Complete WORD STORE 2E. Replace the underlined words/phrases with words/phrases with similar meanings from the box.

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2.4 Reading Multiple choice

2 In pairs, compare your answers to Exercise 1 and discuss the questions.

I can find specific detail in a text.

1 How much reading for pleasure do you do in your own language? 2 How much do you do in English?

1 Look at the list. Put ✓ for things you often read, ? for things you sometimes read and ✗ for things you never read.

3 Read text A and tick the features that you think it contains. Then to points marked with ? are compare with a partner. (Answers subjective and can differ.)

1 2 3 4

advertisements cartoons comics information on websites news reports magazine articles non-fiction books novels short stories

likeable characters mystery humour believable dialogue

✓ ✓ ✓ ✓

5 6 7 8

a situation you can relate to a great opening line romance descriptive language

?

✓ ?

✓

4 In pairs, discuss which features from Exercise 3 are important in the first chapter of a novel. What makes you want to read further?

– ONE – A

5

10

15

20

25

30

35

40

299 hours, 54 minutes

CD•1.34 MP3•34

One minute the teacher was talking about the Civil War. And the next minute he was gone. There. Gone. No ‘poof’. No flash of light. No explosion. Sam Temple was sitting in third-period History class staring blankly at the blackboard, but far away in his head. In his head he was down at the beach, he and Quinn. Down at the beach with their boards, yelling,, bracing for that first plunge into the cold Pacific water. For a moment he thought he had imagined it, the teacher disappearing. For a moment, he thought he’d slipped into a daydream. Sam turned to Mary Terafino, who sat just to his left. ‘You saw that, right?’ Mary was staring hard at the place where the teacher had been. ‘Um, where’s Mr Trentlake?’ It was Quinn Gaither, Sam’s best, maybe only, friend. Quinn sat right behind Sam. The two of them favoured window seats because sometimes, if you caught just the right angle, you could actually see a tiny sliver of sparkling water between the school buildings and the homes beyond. ‘He must have left,’ Mary said, not sounding like she believed it. Edilio, a new kid Sam found potentially interesting, said, ‘No, man. Poof.’ He did a thing with his fingers that was a pretty good illustration of the concept. Kids were staring at one another, craning their necks this way and that, giggling nervously. No one was scared. No one was crying. The whole thing seemed kind of funny. ‘Mr Trentlake poofed?’ said Quinn, with a suppressed giggle in his voice. ‘Hey,’ someone said, ‘where’s Josh?’ Heads turn to look. ‘Was he here today?’ ‘Yes, he was here. He was right here next to me.’ Sam recognised the voice. Bette. Bouncing Bette. ‘He just, you know, disappeared,’ Bette said, ‘Just like Mr Trentlake. The door to the hallway opened. Every eye locked on it. Mr Trentlake was going to step in, maybe with Josh, and explain how he had pulled off this magic trick, and then get back to talking in his excited, strained voice about the Civil War nobody cared about. But it wasn’t Mr Trentlake. It was Astrid Ellison, known as Astrid the Genius, because she was … well, she was a genius. Astrid was in all the AP* classes the school had. In some subjects she was taking online courses from the university. Astrid had shoulder-length blonde hair, and liked to wear starched white short-sleeved blouses that never failed to catch Sam’s eye. Astrid was out of his league, Sam knew that. But there was no law against thinking about her. ‘Where’s your teacher?’ Astrid asked. There was a collective shrug. ‘He poofed,’ Quinn said, like maybe it was funny. ‘Isn’t he out in the hallway?’ Mary asked. Astrid shook her head. ‘Something weird is happening. My math study group … there were just three of us, plus the teacher. They all just disappeared.’ ‘What?’ Sam said. Astrid looked right at him. He couldn’t look away like he normally would because her gaze wasn’t challenging, sceptical like it usually was: it was scared. Her normally sharp, discerning blue eyes were wide, with way too much white showing. ‘They’re gone. They all just … disappeared.’ ‘What about your teacher?’ Edilio said. ‘She’s gone too,’ Astrid said. ‘Gone?’ ‘Poof,’ Quinn said, not giggling so much now, starting to think maybe it wasn’t a joke after all.

CD

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EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 10 (collocations related to body language – 10 mins) p. 194, 220



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7 Read texts A and B again. Are the statements true (T) or false (F)?

5 Read text A again. For questions 1–5, choose the

Text A 1 Sam was on the beach, shouting and getting ready

correct answer, A, B, C or D. 1 When Mr Trentlake disappeared, A Sam wasn’t paying attention to the lesson. B Quinn was daydreaming about the beach. C Mary was sure she saw him leaving the room. D he was writing on the blackboard. 2 In line 16 the concept refers to A the fact that Edilio disagrees with Mary. B the way the teacher has disappeared. C the humour in the situation. D the students’ lack of understanding. 3 How does Sam feel about Astrid? A He envies her. B He is embarrassed by her. C He admires her. D He thinks she’s bossy. 4 So far, the following people have disappeared: A two teachers and a student B two teachers and three students C one teacher and one student D two teachers 5 In lines 37–43, the author implies that A Astrid knows why people are disappearing. B Sam is scared by the situation. C the situation has become really serious. D somebody played a joke.

6 Read text B and answer the questions. 1 In what ways are the themes of texts A and B similar? 2 What are the main differences between the texts? 3 Which text do you find more engaging? Why?

B CD•1.35 MP3•35

16 July • 1997

to dive into the sea. 2 Mary was looking very intently at the spot where

F

Mr Trentlake had been standing. 3 The kids were trying to see what had happened

T

and laughing nervously. 4 The gesture of raising their shoulders showed that

T

the class knew where Mr Trentlake was. 5 On this occasion, Astrid’s fixed look showed that

F T

she was afraid. Text B 6 Only small boats such as yachts disappear in the Bermuda Triangle. 7 No remains of USS Cyclops were ever found and

F

there was no sign of what had happened. 8 Nobody believes that people are kidnapped by

T F

aliens in the Bermuda Triangle.

8 Find words in blue in the texts that have similar meanings to the underlined words in Exercise 7.

1 shouting = yelling, dive = plunge

2 looking very intently = staring 3 laughing = giggling 4 gesture of raising their shoulders = shrug 5 fixed look = gaze 6 boats = vessels 7 remains = wreckage, sign = trace 8 kidnapped = abducted

9 In pairs, discuss possible explanations for the mysteries in texts A and B. Compare your ideas with other students in the class.

WORD STORE 2F 10

CD•1.36 MP3•36 Complete WORD STORE 2F with nouns and the base form of verbs from the texts. Mark the stress. Then listen, check and repeat.

ERMUDA B IN T IF R D A FOUND

31

TRIANGLE

from gle, ranging Bermuda Trian to In ns . itio es nd her co circumstanc strange weat mysterious el ether ss d wh ve un t l fo Bu va s Na ts. ha n en ip erica paranormal ev Royal Navy sh 1918 the Am e planes were ared without d yacht in th ships and clops disappe Cy e S th an abandone US s wa e th e m or abducted ag s fro ck rm re tic. Crew ed by sto trace. No w 35 destroy a . Western Atlan erous ew d cr an 0 e 30 a fact that num und clothes nor any of th by aliens, it is . Navy ship fo have 20 found, 19 t le an gh op Fli ing pe of lud d se inc an ca longings, ips, planes sh en there is the Th 5 personal be n. vy tio Na na ve ha pla thout ex 1945, five US a bunk. We disappeared wi In December open book on a. rid to Flo d ge m lon fro off boat be bombers took learnt that the sail ine calls uple hoping to e several rout co ad m an ey rm Th Ge a erwards aft tly rld. , but shor around the wo 25 to base en men te ur fo d a an her in the planes en ident is anot d were never se 10 This inc ined events pla disappeared an ex un of . catalogue ain n ag ow or heard from the Atlantic kn in the area of theories gle, where an Tri a many ud rm are as the Be There es of of the typ s rie all te d ys an le unding the m rro planes, peop su in 30 ing iss m seem to go North Atlantic 15 vessels

YACHT

Exercise 8

A

1 Both texts have similar themes of mysterious disappearance. 2 Text A is fiction, Text B is a newspaper article. Text A has dialogue and characters. Text B gives factual information about events.

Ocean

Florida

Ber

Exercise 6

mud

a

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2.5 Grammar Relative clauses I can identify and use different types of relative clause. 1 In pairs, discuss the advantages and disadvantages of being the firstborn child in a family.

2 Read Part 1 of an article about birth order. Are any of the things you discussed in Exercise 1 mentioned?

WHAT BIRTH ORDER SAYS ABOUT YOU

Exercise 3 1 defining relative clause 2 reduced relative clause (passive) 3 reduced relative clause (active) 4 non-defining relative clause 5 comment clause

Birth order is the key 1that can unlock your personality. Here are some generalisations that have come out of research 2carried out over the years.

The firstborn Parents 3learning to bring up their first child tend to be extremely attentive and protective. Firstborn children, 4 who have their parents’ undivided attention, are responsible, reliable and well-behaved. Firstborns tend to be perfectionists bursting with confidence, 5which makes it hard for them to admit when they’re wrong. 3 Read the GRAMMAR FOCUS. What type of clause are the examples in blue (1–5) in Part 1 of the text?

Exercise 6 2 Children brought up as the baby of the family are often fussy eaters. 3 First-borns, accustomed to accepting rules, are better behaved at school. 4 Middle-born children, growing up with a younger and older sibling, can be argumentative. 5 Only children spending a lot of time alone tend to be very creative. 6 The youngest child, used to being the centre of attention, usually has a good sense of humour.

GRAMMAR FOCUS Relative clauses • In defining relative clauses you can leave out who, which

or that when it is the object of the verb. Olga is the girl who sits next to me. (Who is the subject of sit.) Olga is the girl (who) I sit next to. (Who is the object of sit.) • In non-defining relative clauses, which always come after a comma, you cannot leave out who, which, where or whose. Eva is friends with Sam, who I can’t stand. (= I can’t stand Sam.) • In reduced relative clauses you use a present participle for active verbs and a past participle for passive verbs. There’s a new teacher teaching Year 4. (= … who is teaching) The students taught by him are delighted. (= … who are taught) • In comment clauses, which always come after a comma,

you refer to the whole of the main clause using which. Eva is friends with Sam, which I can’t stand. (= I can’t stand the situation.)

32

4 Read Part 2 of the article and choose the correct options.

The middle child Middle children, 1which have been / [ Ø ] given less attention by their parents, are more independent. Middle children 2 which / whose older siblings boss them around feel life is unfair. They often believe their other siblings get all the attention, 3which / that can make them feel left out.

The baby of the family Parents 4which are / [ Ø ] bringing up their youngest children are more lenient, 5which / [ Ø ] means that last-borns are rarely told off. Youngest children, 6that / who have fewer responsibilities, are carefree and easy-going. The baby of the family, 7whose / who is used to having things done for them, tends to be bad at making decisions.

The only child Only children have many of the same qualities as the oldest child, 8that / which is not surprising. Only children, 9which / who spend more time with adults, will often act older than their age. The typical only child likes being the centre of attention, 10 which / whose sometimes makes them appear self-centred.

5 What position are you in your family? Which comments in Parts 1 and 2 of the article do you agree with?

6 Rewrite the sentences using reduced relative clauses. Then tick the statements you agree with. 1 Siblings who share a bedroom tend to be less selfish.

Siblings sharing a bedroom tend to be less selfish. 2 Children who have been brought up as the baby of the family are often fussy eaters. 3 Firstborns, who are accustomed to accepting rules, are better behaved at school. 4 Middle-born children, who grow up with a younger and older sibling, can be argumentative. 5 Only children who spend a lot of time alone tend to be very creative. 6 The youngest child, who is used to being the centre of attention, usually has a good sense of humour.

7 Complete the sentences with who, which, that, where, whose or – if you can leave out the relative pronoun. Then tick the sentences that are true for you. 1 My sister always leaves her clothes on the floor, which is very annoying! who 2 In my family, the person cooks the most delicious food is my grandmother. whose parents let them do 3 I’m jealous of people whatever they want. where I can get some peace at home 4 The only place is in the bathroom! who 5 My mother, thinks I’m still a baby, worries when I go out late. – 6 I’ve got several cousins living in the same town as me. – 7 We live in a house built over 100 years ago. Grammar Focus page 132

EXTRA ACTIVITIES Photocopiable resource 11 (relative M02_FOCUS_SB_04GLB_8310_U02.indd 32 clauses – 10 mins) p. 194, 221

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2.6 Speaking Telling a personal anecdote

5

I can tell a personal anecdote about a memorable day out.

CD•1.37 MP3•37 Complete the SPEAKING FOCUS with the words in the box. Then listen again and check.

all as funnily

1 Look at the website. Which days out would you most like to go on? Why?

as soon as blue initially place

doubt

SPEAKING FOCUS Introducing the anecdote (Right, so) I’m going to tell you about (a great day out). (OK, so) this is a story about (a day I’ll never forget.) place about (a month ago). This took 1

Are you tired of doing the same old things with your friends? Why not try something different with one of our alternative days out?

Sequencing events in the anecdote soon as /When/Just after (we got there, the sun came out). 3 Initially /To begin with, (we were the only people there). As/While (we were sitting there) … All of a sudden, (the weather changed). Suddenly/4 2 As

go mountain biking visit a gallery or photo exhibition sing karaoke rent a rowing boat or kayak attend a workshop (e.g. dancing or DJing) go go-kart racing visit an aquarium or zoo

Describing events vividly As Predictably/5 expected, (other people soon started) … blue , (it started pouring with rain). Unexpectedly/Out of the 6 Luckily/Fortunately, (after it stopped raining, the sun came out again). Finishing the anecdote doubt , it was (one of the best days I’ve had in ages). Without a 7 When I look back (on that day) now, I feel … It turned out to be (an unforgettable day out). Funnily enough, (the best days are often the ones you Strangely/8 don’t really plan).

6

2 In pairs, describe the photo in Exercise 1 and answer the questions. 1 What might the people be thinking/feeling? 2 In your opinion, what factors make a memorable day out?

3 Put the parts of an anecdote about a memorable day out in a logical order.

(Suggested order)

a where and when the day took place and other background information b who was involved c why the day was so memorable d what the anecdote is going to be about e what happened, step by step

4

2 3 5 1

Right, so this 1took place / is a story about a day I’ll never forget. I’ve always loved music and last month my friend and I went to a DJing workshop. 2To begin with / Just after after, we learnt about the equipment. We can’t afford our own stuff yet but 3fortunately / out of the blue, we were able to use the decks, mixers and laptops at the centre. 4When / While we had understood the basics, it was time to have a go. 5 Strangely / Predictably, it was really difficult at first, but after a while I started to get the hang of it. It feels and sounds fantastic when you get it right. It turned out to be an 6unexpected / unforgettable day. I can’t wait for the next workshop.

4

Listen to someone describing a memorable day out and check your ideas in Exercise 3. In pairs, try to retell the anecdote. CD•1.37 MP3•37

CD•1.38 MP3•38 Read the anecdote and choose the correct options. Then listen and check.

7 In pairs, follow the instructions. Take turns to be A and B. Student A: Tell a personal anecdote about a memorable day out. Use the SPEAKING FOCUS to help you. Student B: Listen to your partner’s anecdote and think of a question to ask them when they have finished.

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2.7 Writing An article

2 In pairs, read the Last week’s competition section on the website and discuss the questions.

I can write an article that attracts and holds the reader’s attention.

1 Why is adolescence described as ‘a roller coaster ride’? 2 What are the best things about being a young adult? 3 What new challenges do you face as a young adult?

1 Look at the photos. Which aspects of adolescence do they illustrate?

3 Read the winning article on the website and answer the questions.

Psychology

Magazine

1 Did the author mention any of the pleasures or challenges you discussed in Exercise 2? 2 What is the author’s conclusion? Do you agree? Why?/Why not?

The pleasure of being a young adult outweighs the pain.

Have your say

Last week’s competition The journey from teenager to adult can bring joy and pain, success and failure, friendship and heartbreak. If you are riding the roller coaster of adolescence right now, then Psychology Magazine wants to hear from you. Send us an article in which you describe some of the very best things about coming of age and discuss the most challenging aspects of life for people living through these ‘in-between’ years. As usual, a selection of articles will be published in an upcoming edition of Psychology Magazine.

The winning article:

Adolescence: pain and pleasure in equal measure by Josh Payne

Remember when you were little and school summer holidays seemed to go on forever? Being children, most of us lived carefree and happy lives. Sadly, this does not last and we must all grow up. I can reliably report that the process brings pain and pleasure in equal measure. First, there is the pain. Adolescence is a time of huge physical and emotional change. For many of us this change is accompanied by feelings of self-doubt, envy and embarrassment. Apparently, we are neither children nor adults; asked to act like ‘grown-ups’ in certain situations, but not in others. ‘Be responsible and act your age … but be home by 9 p.m.!’ These mixed messages can be hard to deal with. Add to this the pressure of schoolwork and it is no wonder we sometimes feel unable to cope. Thankfully, alongside the pain, there is also pleasure. Though we have to study, few of us need to worry about bills or housework. As a result, whether it is playing sport or online games, we have time to enjoy ourselves. On top of this, we have our friends. Pleasure and pain alike can be shared with those who know exactly how we feel. Despite the challenges, as far as I am concerned, the pleasure of being a young adult outweighs the pain. Although it may not always seem so now, perhaps in the future we will look back on adolescence as ‘the best days of our lives’.

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This week’s competition There are many unfair gender-based stereotypes concerning the interests and attitudes of adolescents. Write an article of 200–250 words in which you describe some of these common stereotypes and challenge them by explaining why they are untrue or unfair. As usual, a selection of articles will be printed in an upcoming edition of Psychology Magazine.

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4 Read the WRITING FOCUS and look at the article again. Tick the techniques the author uses for writing a title, an introduction and a conclusion.

WRITING FOCUS An article Title Attract the reader’s attention from the start: 1 Ask a question. (Are these the best days of our lives?) 2 Use vivid adjectives. (Adolescence: thrilling and terrifying) 3 Summarise the topic. (The pains and pleasures of adolescent life) 4 Use rhyme/wordplay. (Ten top tips for troubled teens) Introduction Define the topic and hold the reader’s attention: 5 Ask a question. 6 Tell a short anecdote. 7 Give an interesting or surprising fact or figure. 8 Give a quotation. Main paragraphs Develop the topic and discuss all the issues mentioned in the question. Conclusion Give your personal opinion and leave the reader with something to think about: 9 Ask a question. 10 Refer to the future. 11 Make an appeal or suggestion. 12 Return to the idea in your title or introduction.

parts of the sentences using participle clauses. 1 Because they want to look stylish, many adolescent boys also enjoy shopping for clothes. 2 Because they attend mixed schools, most adolescent boys and girls receive the same education. 3 Because I grew up with three sisters, I know something about the differences between boys and girls. 4 Because they are stereotypes, such statements do contain an element of truth, of course. 5 Because I have always got on well with boys, I think I understand some of their attitudes.

Exercise 6 1 Wanting to look stylish 2 Attending mixed schools 3 Having grown up with three sisters 4 Being stereotypes 5 Having always got on well with boys

LANGUAGE FOCUS ✓ ✓

✓ ✓

Note: Articles are usually written in a formal or semi-formal style. In a formal article, avoid informal phrases (I think … = As far as I am concerned …), colloquial language (Most parents reckon that … = In most parents’ opinions …) and contractions (don’t = do not).

5 Match the article introductions and conclusions with techniques 5–12 in the WRITING FOCUS. Introductions a It’s easy to forget that 100 percent of adults alive today were once teenagers like us. As a young man, my ‘sensible’ father was a real rebel. He rode a motorbike and got a tattoo at the age of sixteen. 7 and 6 b In his famous book, American author John Gray said, ‘Men are from Mars, women are from Venus.’ Does this also apply to adolescents? Are younger men and women really so different from each other? 8 and 5 Conclusions c As I began by saying, men and women differ in many ways, but individuals also differ regardless of their gender. We should be wary of stereotyping, respect each other and cooperate to use our strengths for a common good. 12 and 11 d So, as a regular teenage girl, am I really that different from the boy sitting opposite me in class? Perhaps not. Whether we will become more or less alike in later life remains to be seen. 9 and 10


6 Read the LANGUAGE FOCUS and rewrite the underlined

Participle clauses to express reason You can use participle clauses in formal writing to express the reason for a statement made in the main clause. • Use a present participle (verb + -ing) when states or actions occur at the same time. Being children, most of us lived carefree and happy lives. = Because we were children (past), most of us lived carefree and happy lives. (past) • Use a perfect participle (having + past participle) when one state or action occurs before another. Having grown physically, many adolescents expect to be treated as adults. = Because they have grown physically (past), many adolescents expect to be treated as adults. (present)

7 Read the statements and decide if they are stereotypes about adolescent girls or boys. Do they reflect the reality? Discuss in pairs. • They find it difficult to talk about their feelings. • They are always gossiping. • They love fashion and shopping. • They love sports and gadgets. • They are kind and considerate. • They are rude and aggressive.

8 You are going to write an article for this week’s competition in Psychology Magazine. Read the instructions on the website and think about these things. 1 Where will your article appear and who will read it? 2 Choose two or three gender-based stereotypes you think are untrue or unfair (see Exercise 7 for ideas). Note down reasons to support your views. 3 Select techniques from the WRITING FOCUS to help you attract and hold the reader’s attention. 4 Make sure you use a formal or semi-formal style.

9 Write your article. Include at least one participle clause to express reason. Use the WRITING FOCUS and the LANGUAGE FOCUS to help you.

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2.8 Language in focus Collocations 1 Read the information about collocation and match types of collocation 1–6 with examples a–f from this unit. Collocation is a central feature of any language. It refers to typical, natural-sounding combinations of words. For example, you can have strong feelings but not tough feelings. You might break someone’s heart but not destroy someone’s heart. Choosing the right collocation will make your English sound more natural.

Exercise 2 a strong b weak (alternatives: really) c weak (alternatives: dead, deceased) d weak (alternatives: intently, fixedly) e strong f strong

adjective + noun verb + noun noun + verb noun + noun verb + adverb adverb + adjective

WORD LIST

Family members

I can recognise and use common collocations.

1 2 3 4 5 6

02

c e f a d b

a b c d e f

the centre of attention It’s absolutely fantastic. her late husband Mary was staring hard. My father proposed a toast. The door to the hallway opened.

2 Translate the examples in Exercise 1. Discuss how ‘strong’ each collocation is in your language. stronger = few or no alternatives e.g. the centre of attention weaker = some alternatives e.g. stare hard/intently/fixedly

3 Complete the sentences with the correct form of the words in capitals. Could any of the sentences describe people you know? painfully shy in social situations. It’s embarrassing for her. 1 Donna is PAIN 2 Bill has an outgoing personality and a great sense of humour. PERSON pride and admit that she’s 3 Jane would never swallow her wrong. PROUD faithful friend. He’s always there for me. FAITH 4 Tom is a

4 Choose the correct answer, A, B, C or D. Then tick the sentences that are true for you. 1 Dad says it’s important to high standards for yourself. A aim B put C set D fix 2 My sister has a imagination and draws incredible pictures. A vivid B detailed C sharp D strong 3 The last film I saw was rubbish. I was disappointed. A totally B absolutely C bitterly D completely 4 Most of my Facebook friends are best described as acquaintances. A occasional B casual C nearby D relaxed

5 Complete the questions with one word in each gap. Then answer the questions. keep 1 Is your best friend reliable? Can he/she a secret? expecting/ having a baby? When is 2 Is anybody in your extended family it due? lose 3 Do you tend to your temper when you are angry? mind/plate ? 4 Are you busy at the moment? Do you have a lot on your burst into tears? 5 Are you emotional? How likely are you to laughter ? 6 Can you remember the last time you roared with

cousin /ˈkʌzən/ (distant) relative /(ˌdɪstənt) ˈrelətɪv/ ex-wife/ex-boyfriend /ˌeks ˈwaɪf/ˌeks ˈbɔɪfrend/ extended family /ɪkˌstendəd ˈfæməli/ firstborn /ˈfɜːstbɔːn/ generation /ˌdʒenəˈreɪʃən/ godmother/godparents /ˈɡɒdˌmʌðə/ˈɡɒdˌpeərənts/ godson /ˈɡɒdsʌn/ great-grandson/great-grandmother/great-grandparents /ˌɡreɪt ˈɡrænsʌn/ˌɡreɪt ˈɡrænˌmʌðə/ˌɡreɪt ˈɡrændˌpeərənts/ great-uncle /ˌɡreɪt ˈʌŋkəl/ half-brother/half-sister /ˈhɑːf ˌbrʌðə/ˈhɑːf ˌsɪstə/ immediate family /ɪˌmiːdiət ˈfæməli/ late husband /ˌleɪt ˈhʌzbənd/ only child /ˌəʊnli ˈtʃaɪld/ siblings /ˈsɪblɪŋz/ single mother/single parent /ˌsɪŋɡəl ˈmʌðə/ˌsɪŋɡəl ˈpeərənt/ stepchild /ˈsteptʃaɪld/ stepfather /ˈstepfɑːðə/ widowed /ˈwɪdəʊd/

Life stages, life events adolescence /ˌædəˈlesəns/ adolescent (n, adj) /ˌædəˈlesənt/ adulthood /ˈædʌlthʊd/ become an adult /bɪˌkʌm ən ˈædʌlt/ childhood /ˈtʃaɪldhʊd/ come of age /ˌkʌm əv ˈeɪdʒ/ expect a baby /ɪkˌspekt ə ˈbeɪbi/ fall in love (with) /ˌfɔːl ɪn ˈlʌv (wɪð)/ get married (to) /ˌɡet ˈmærid (tə)/ grow old /ˌɡrəʊ ˈəʊld/ grown-up /ˈɡrəʊn ʌp/ join the army /ˌdʒɔɪn ði ˈɑːmi/ leave home /ˌliːv ˈhəʊm/ leave school /ˌliːv ˈskuːl/ vote /vəʊt/

Relationships adore/worship /əˈdɔː/ˈwɜːʃɪp/ be attracted to/fancy /bi əˈtræktɪd tə/ˈfænsi/ be madly in love with /bi ˌmædli ɪn ˈlʌv wɪð/ be obsessed with /bi əbˈsest wɪð/ casual acquaintance /ˌkæʒuəl əˈkweɪntəns/ couple /ˈkʌpəl/ end a relationship /ˌend ə rɪˈleɪʃənʃɪp/ engagement /ɪnˈɡeɪdʒmənt/ gender-based stereotypes /ˌdʒendə ˌbeɪst ˈsteriəˌtaɪps/ get/have sb’s undivided attention /ˌɡet/ˌhæv ˌsʌmbɒdiz ˌʌndɪˌvaɪdəd əˈtenʃən/ give sb attention /ˌɡɪv ˌsʌmbɒdi əˈtenʃən/ heartbreak /ˈhɑːtbreɪk/ lenient /ˈliːniənt/ long-distance relationship /ˌlɒŋ ˌdɪstənts rɪˈleɪʃənʃɪp/ lose touch /ˌluːz ˈtʌtʃ/ love at first sight /ˌlʌv ət ˌfɜːst ˈsaɪt/ love of sb’s life /ˌlʌv əv ˌsʌmbɒdiz ˈlaɪf/ make a fool of sb /ˌmeɪk ə ˈfuːl əv/ make an impression on sb /ˌmeɪk ən ɪmˈpreʃən ɒn/ marriage /ˈmærɪdʒ/ propose /prəˈpəʊz/ respect each other /rɪˈspekt iːtʃ ˌʌðə/ romance /rəʊˈmæns/ separate /ˈsepəreɪt/ shower sb with praise /ˌʃaʊə ˌsʌmbɒdi wɪð ˈpreɪz/ single /ˈsɪŋɡəl/ start seeing sb /ˌstɑːt ˈsiːɪŋ ˌsʌmbɒdi/ stereotyping /ˈsteriəˌtaɪpɪŋ/ unconditional /ˌʌnkənˈdɪʃənəl/

Celebrations be the centre of attention /bi ðə ˌsentər əv əˈtenʃən/ birthday cake /ˈbɜːθdeɪ keɪk/ blessing /ˈblesɪŋ/ celebrate /ˈseləbreɪt/ coming-of-age party/ceremony /ˌkʌmɪŋ əv ˈeɪdʒ ˌpɑːti/ ˌserəməni/ custom /ˈkʌstəm/ DJ /ˈdiː ˌdʒeɪ/ festival /ˈfestəvəl/ fireworks /ˈfaɪəwɜːks/

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EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 12 36 M02_FOCUS_SB_04GLB_8310_U02.indd (collocations – 10 mins) p. 195, 222


WORKBOOK

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IT TAKES ALL SORTS formalities /fɔːˈmælətiz/ gathering /ˈɡæðərɪŋ/ get dressed up /ˌɡet ˌdrest ˈʌp/ have a lump in one’s throat /hæv ə ˌlʌmp ɪn wʌnz ˈθrəʊt/ have the time of one’s life /hæv ðə ˌtaɪm əv wʌnz ˈlaɪf/ highlight /ˈhaɪlaɪt/ make a fuss of sb /ˌmeɪk ə ˈfʌs əv/ make a speech /ˌmeɪk ə ˈspiːtʃ/ mass /mæs/ moving /ˈmuːvɪŋ/ once in a lifetime experience /ˌwʌns ɪn ə ˌlaɪftaɪm ɪkˈspɪəriəns/ priest /priːst/ propose a toast /prəˌpəʊz ə ˈtəʊst/ have a party /ˌhæv ə ˈpɑːti/ reception /rɪˈsepʃən/ shower sb with gifts /ˌʃaʊə ˌsʌmbɒdi wɪð ˈɡɪfts/ shrine /ʃraɪn/ spiritual side /ˈspɪrətʃuəl saɪd/ stage /steɪdʒ/ unforgettable /ˌʌnfəˈɡetəbəl/ worth the effort /ˌwɜːθ ði ˈefət/

Personality, feelings, emotions act your age /ˌækt jər ˈeɪdʒ/ aggressive /əˈɡresɪv/ argumentative /ˌɑːɡjəˈmentətɪv/ attentive /əˈtentɪv/ bitterly disappointed /ˌbɪtəli ˌdɪsəˈpɔɪntəd/ burst into tears /ˌbɜːst ˌɪntə ˈtɪəz/ bursting with confidence /ˌbɜːstɪŋ wɪð ˈkɒnfədəns/ carefree /ˈkeəfriː/ compassionate /kəmˈpæʃənət/ considerate /kənˈsɪdərət/ creative /kriˈeɪtɪv/ easy-going /ˌiːzi ˈɡəʊɪŋ/ embarrassment /ɪmˈbærəsmənt/ emotional /ɪˈməʊʃənəl/ enthusiastic /ɪnˌθjuːziˈæstɪk/ envy /ˈenvi/ faithful (friend) /ˌfeɪθfəl (ˈfrend)/ fussy /ˈfʌsi/ generosity /ˌdʒenəˈrɒsəti/ get emotional /ˌɡet ɪˈməʊʃənəl/ independent /ˌɪndəˈpendənt/ jealous of /dʒeləs əv/ joy /dʒɔɪ/ keep a secret /ˌkiːp ə ˈsiːkrət/ kindness /ˈkaɪndnəs/ outgoing personality /aʊtˌɡəʊɪŋ ˌpɜːsəˈnæləti/ (painfully) shy /(ˌpeɪnfəli) ˈʃaɪ/ passionate about /ˈpæʃənət əˌbaʊt/ perfectionist /pəˈfekʃənəst/ protective /prəˈtektɪv/ rebel /ˈrebəl/ reliable /rɪˈlaɪəbəl/ responsible /rɪˈspɒnsəbəl/ rude /ruːd/ sceptical /ˈskeptɪkəl/ self-centred /ˌself ˈsentəd/ self-doubt /ˌself ˈdaʊt/ self-sacrifice /ˌself ˈsækrɪfaɪs/ selfish /ˈselfɪʃ/ sense of humour /ˌsens əv ˈhjuːmə/ sensible /ˈsensəbəl/ set high standards for yourself /set ˌhaɪ ˈstændədz fə jəˌself/ spoilt /spɔɪlt/ strength /streŋθ/ strict /strɪkt/ swallow your pride /ˌswɒləʊ jə ˈpraɪd/ vivid imagination /ˌvɪvəd ɪˌmædʒəˈneɪʃən/ well-behaved /ˌwel biˈheɪvd/

Body language catch sb’s eye /ˌkætʃ ˌsʌmbɒdiz ˈaɪ/ crane your neck /ˌkreɪn jə ˈnek/ discerning eyes /dɪˌsɜːnɪŋ ˈaɪz/ gaze /ɡeɪz/ gesture /ˈdʒestʃə/ giggle /ˈɡɪɡəl/ lock your eyes on sth /ˌlɒk ðə ˈaɪz ɒn/ look hard/intently/fixedly /ˌlʊk ˈhɑːd/ɪnˈtentli/ˈfɪksədli/ lose sight of sb/sth /ˌluːz ˈsaɪt əv/

shake your head /ˌʃeɪk jə ˈhed/ shrug /ʃrʌɡ/ stare /steə/ strained voice /ˌstreɪnd ˈvɔɪs/ suppress /səˈpres/ suppression /səˈpreʃən/ yell /jel/

Phrasal verbs blow out (the candles) /ˌbləʊ ˈaʊt/ boss around /ˌbɒs əˈraʊnd/ bring up (a child) /ˌbrɪŋ ˈʌp/ dive/plunge into (the sea) /ˌdaɪv/ˌplʌndʒ ˈɪntə/ drift apart /ˌdrɪft əˈpɑːt/ fall for /ˈfɔːl fə/ go out (with) /ˌɡəʊ ˈaʊt (wɪð)/ grow up /ˌɡrəʊ ˈʌp/ hear from /ˈhɪə frəm/ leave out /ˌliːv ˈaʊt/ look back on /ˌlʊk ˈbæk ɒn/ meet up (with) /ˌmiːt ˈʌp (wɪð)/ pluck up (courage) /ˌplʌk ˈʌp/ pull off /ˌpʊl ˈɒf/ put on /ˌpʊt ˈɒn/ split up (with) /ˌsplɪt ˈʌp wɪð / take off /ˌteɪk ˈɒf/ tell off /ˌtel ˈɒf/ turn out /ˌtɜːn ˈaʊt/

Other abduct /əbˈdʌkt/ abduction /əbˈdʌktʃən/ accustomed to sth /əˈkʌstəmd tə/ alike /əˈlaɪk/ associated with sth /əˈsəʊsiˌeɪtɪd wɪð/ challenge /ˈtʃæləndʒ/ challenging /ˈtʃæləndʒɪŋ/ conceive /kənˈsiːv/ concept /ˈkɒnsept/ cope /kəʊp/ daydream /ˈdeɪdriːm/ disappear without a trace /ˌdɪsəˌpɪə wɪðˌaʊt ə ˈtreɪs/ disappearance /ˌdɪsəˈpɪərəns/ explode /ɪkˈspləʊd/ explosion /ɪkˈspləʊʒən/ focused on sth /ˈfəʊkəst ɒn/ get the hang of sth /ˌɡet ðə ˈhæŋ əv/ go missing /ˌɡəʊ ˈmɪsɪŋ/ have a frog in your throat /ˌhæv ə ˈfrɒɡ ɪn jə θrəʊt/ have a go /ˌhæv ə ˈɡəʊ/ have a lot on your mind/plate /hæv ə ˌlɒt ɒn jə ˈmaɪnd/pleɪt/ illustrate /ˈɪləstreɪt/ illustration /ˌɪləˈstreɪʃən/ involved in sth /ɪnˈvɒlvd ɪn/ it takes all sorts (to make a world) /ɪt teɪks ɔːl ˌsɔːts (tə meɪk ə ˈwɜːld)/ lose count of sth /ˌluːz ˈkaʊnt əv/ measure /ˈmeʒə/ numerous /ˈnjuːmərəs/ nun /nʌn/ outweigh /aʊtˈweɪ/ permanent condition /ˌpɜːmənənt kənˈdɪʃən/ propose a motion /prəˌpəʊz ə ˈməʊʃən/ recognise /ˈrekəɡnaɪz/ recognition /ˌrekəɡˈnɪʃən/ regardless of sth /rɪˈɡɑːdləs əv/ specialise in sth /ˈspeʃəlaɪz ɪn/ take /teɪk/ take a course /ˌteɪk ə ˈkɔːs/ take a day off /ˌteɪk ə deɪ ˈɒf/ take part /ˌteɪk ˈpɑːt/ take place /ˌteɪk ˈpleɪs/ take risks /ˌteɪk ˈrɪsks/ unexpectedly/out of the blue /ˌʌnɪkˈspektɪdli/ˌaʊt əv ðə ˈbluː/ wary of sth /ˈweəri əv/ weird /wɪəd/

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LANGUAGE IN USE

1 Complete the sentences with words from the unit. The first letter

5 Complete the text with the correct form of the words in the box. There is one extra word.

of each word is given. 1 The church ceremony was followed by a r eception for over 200 guests. 2 I was b itterly disappointed when I couldn’t go to my best friend’s birthday party because I had flu. 3 I have lots of uncles, aunts and cousins, but my i mmediate family is rather small. I’ve just got one brother. 4 The fireworks display was definitely the h ighlight of my parents’ anniversary party. 5 We all s howered my sister’s daughter with gifts on her first birthday.

2 Complete the sentences with the correct form of the verbs in the box. There is one extra verb.

do

have

involve

lose

make

propose

put

1 We stood at the shore waving goodbye to the newlyweds until we lost sight of their yacht. 2 My older sister has just bought her own flat and is planning put to on a housewarming party. 3 It’s great that Jane wants to get involved in organising a hen party for her younger sister. She always has loads of ideas. 4 I’d like to propose a toast to the bride and groom. May they have a long life together. made 5 When I got home after travelling for a year, my family a fuss of me. Everyone was super nice to me. had 6 The bride’s father a lump in his throat when he walked his daughter down the aisle on her wedding day.

3 Complete the sentences with the Past Perfect Simple or Past

attend depend grow lazy lose spoil

IT’S NOT ONLY THE ONLY CHILDREN by Ted Abbott

D

on’t we often wrongly assume that it’s only spoilt/ spoiled and children who are always the most 1______ selfish ones? Are we right in thinking that because they are raised with no siblings, they often get everything they want from their parents? Having

grown up with two older sisters, I think it may ______ not always be the case. As the only son who my mother had always longed for, I was the centre of 3 attention ______ , leaving my sisters to fight for recognition. It meant that they were always complaining about me, saying what a horrible younger brother I was. That kind of behaviour made my blood boil and so lost I often 4______ my temper with them. At the age of eighteen, I was eager to strike out on my own. I left home to study as far away as I could. That made 5 me moreindependent ______ and mature and also helped my sisters realise that I was actually quite a decent guy. 2


Perfect Continuous form of the verbs in brackets. had already

been 1 Joshua (already/be) married twice before he met Carol. 2 I asked Martha and Sue to organise my wedding because they had prepared (prepare) quite a few before. had been 3 Stewart was really exhausted because he looking (look) after the twins the whole afternoon. had you 4 Dad, how long been dating (you/date) Mum before you got engaged? 5 I split up with my girlfriend because we had had (have) a serious quarrel for the third time that week. had been 6 When I saw Jane the other day, I could see she crying (cry), but I didn’t know why.

4 Choose the correct options. 1 Maria accepted Niko’s invitation to a candlelit dinner, which / that / what made him really happy. 2 Last week I bumped into the Smiths, who / that / whose son used to be my boyfriend. 3 Would you like to meet the cousin which / that / whose I told you about yesterday? 4 Here are some lovely photos from Greece, which / where / that we went on our honeymoon. 5 I can’t find my engagement ring, that / which / whose is a complete disaster!

1 Let me introduce you to Gina, whose late husband / who her late husband left all his paintings to the Arts Museum in his will. 2 My granny had lived / was living in the countryside for five years before her family moved to the city. 3 When we got to the reception, we realised that we had left / were leaving the wedding gift at home! 4 Mark says he didn’t have time to make his bed this morning because he was oversleeping / had overslept. 5 My cousin in Australia phoned me on my birthday, that it surprised / which surprised me a great deal.

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EXTRA ACTIVITIES

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• Photocopiable resource 59A (word building cloze – 20 mins) p. 208, 275


• Photocopiable resource 60B (transformations – 20 mins) p. 209, 278 • Photocopiable resource 13 (Speaking – 15 mins) p. 195, 223 • Photocopiable resource 14 (Writing – 15 mins) p. 195, 224


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SPEAKING

7 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 First we went for a meal and then we went to the cinema. BEEN had been After we for a meal , we went to the cinema. 2 Cathy’s parents really liked Dan when they met him at the party. IMPRESSION made a good/great Dan impression on Cathy’s parents when they met him at the party. 3 I first met Sally at the restaurant over there. WHERE where I That’s the restaurant first met Sally. 4 After working for ages, I decided to take a break. SO been working I’d for ages, so I decided to take a break.

9 In pairs, complete the speaking task. Student A, your photos show people arguing about different things. Compare the photos and say if you think the people often argue about these things. A

LISTENING B

8

Listen to a scientist giving a talk and complete the sentences with a word or short phrase. CD•1.39 MP3•39

1 The speaker has a particular interest in the subject because he is a twin and a psychologist . 2 Fraternal twins are babies that are born from different eggs . 3 Identical twins make up only one third of all the twins in the world. 4 About 20/twenty sets of twins in every thousand births are born in some areas of Africa. 5 The record for the greatest number of twins at one school is in England . 6 One question the speaker asks is whether twins can tell when their brother or sister is in danger . 7 The speaker mentions a story about a twin whose son was born two/2 hours after her twin sister’s baby. 8 He gives another example of well-known twins whose second wives were both called Betty . 9 A problem that twins often experience is that of competition . 10 It’s difficult for twins to be different because of DNA their .

Student B, do you often argue with your parents or siblings?

10 Now go to WORD STORE page 23 and complete another speaking task.

WRITING 11 Complete the writing task. You have seen this announcement on an international students’ website. What do parents and teenagers argue about most in your country? Write an article about the most common things teenagers and parents argue about in your country. We’ll put the best articles on the website next month! Write your article in 140–190 words.

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• Ask students to prepare for Unit test 2 and Review test 1 (Focus Assessment Package).

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3

3.1 Vocabulary Dependent prepositions • Collocations • Useful phrases to describe cities I can describe cities and talk about city life.

SHOW WHAT YOU KNOW

A PLACE TO LIVE

1 In pairs, tick the townscape and landscape features you can find near your school.

a river bank a ruined castle a housing estate a dense forest a busy harbour a steep hill an industrial area a famous monument a market square a breathtaking view

2 Discuss how far you need to go to see an example of each feature in Exercise 1. Which is the nearest? Which is the furthest?

When in Rome, do as the Romans do.

3

A POPULAR SAYING, ATTRIBUTED TO SAINT AMBROSE

CD•1.40 MP3•40 Listen to four teenagers talking about what makes a city a good place for young people. Which things are important to them?

1 Lisa • open spaces and cheap sports facilities ✓ • great nightlife ✓ • affordable things to do ✓

UNIT LANGUAGE AND SKILLS Vocabulary:

2 Gudrun • street art and fashion ✓ • expensive designer shops • cheap public transport ✓ • safe cycle lanes ✓

Show what you know – landscapes and cityscapes • dependent prepositions • adjective-noun collocations • useful phrases to describe cities • word families – adjectives ending in -able • prepositions at, in, on • Word in focus – to •

3 Liang • gleaming skyscrapers • clean air

✓

• job opportunities

✓

4 Josh • quaint little backstreets • leafy neighbourhoods • a run-down, inner-city area with lots going on ✓ • a young, multi-cultural population ✓

4 In pairs, discuss the five most important things for you

Grammar:

in a city. Choose from the things in Exercise 3 or add your own ideas.

future forms • quantifiers •

5 Read The Youthful Cities Index. In pairs, decide which

Listening:

city is most suitable for you and explain why.

news reports and a conversation about places to live • multiple choice •

Reading: • •

a text about the International Space Station true/false

Berlin

Toronto

Speaking: •

suggesting, agreeing to and objecting to a course of action

Writing: •



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EXTRA ACTIVITIES

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• Photocopiable resource 15 (cities – 10 mins) p. 196, 225


• Photocopiable resource 18 (Test yourself pairwork activities – 10 mins), p. 197, 229


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WORKBOOK p. 36–37

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The Youthful



1 10

15

2 20

25

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6

New York

Located at the mouth of the Hudson River, there is no place like New York with its iconic skyline. There’s a firstclass music scene: hip-hop was invented here! There is a huge number of theatres: more than 400 in total. In summer, this cosmopolitan city is full of free cultural activities like public art installations, museum nights and live music. The bustling city of New York is renowned for its traffic jams, but unlike other cities where the subway closes at night, the NY subway runs twenty-four hours a day. New York isn’t the cheapest place to live, but this is offset by high salaries and good youth employment. New York

CD•1.41 MP3•41 Complete WORD STORE 3A with the phrases in red in the text. Then listen, check and repeat.


Exercise 7

1 vibrant nightlife 2 wide range from ? 1 What do Toronto students benefit of cultures/ on ? 2 What does Toronto pride itself languages and with ? food 3 What sort of people are Berlin nightclubs packed in ? 4 What is Berlin steeped 3 partygoers for ? 5 What problem is New York renowned 4 history by ? 6 What are New York’s living costs offset 5 traffic jams 6 high salaries WORD STORE 3B and youth employment 8 CD•1.42 MP3•42 Complete WORD STORE 3B with adjectives from the underlined collocations in the text and in Exercise 3. Then listen, check and repeat.

the text again and answer the questions.

9

Berlin


3 30

Toronto

In first place is Canada’s largest city, with a population of 2.7 million. The city’s most famous landmark is the CN Tower, which, at 553 metres tall, is one of the world’s tallest buildings. In Toronto there’s a large student population who benefit from the vibrant nightlife. Toronto prides itself on its wide range of cultures, languages, food and arts. Almost half of its population are immigrants, so you can find world-class restaurants serving mouth-watering food from every country you can think of. Public transport is great, with a reliable network of buses, streetcars (trams) and underground.

WORD STORE 3A


At the moment I’m living in a leafy skyline of gleaming skyscrapers. I’d live in an inner-city city with a multi-cultural population and an iconic food, modern art, good music and vibrant neighbourhood of a picturesque town with quaint little backstreets. It’s so boring! I dream of a bustling area where I could enjoy mouth-watering nightlife. I’ll go mad if I stay here!

1 5 4 7

2 3 6 8

10 Use the collocations in WORD STORE 3B to give your own views – negative or positive – about where you live.

WORD STORE 3C 11

CD•1.44 MP3•44 Complete WORD STORE 3C with more adjective-noun collocations. Then listen, check and repeat. Write an example sentence for one collocation in each pair.

WORD STORE 3D 12

CD•1.45 MP3•45 Complete WORD STORE 3D with the highlighted phrases in the text. Then listen, check and repeat.

13 In pairs, complete the sentences about places in your country. Then compare your sentences with other pairs. Do they agree with your opinions? 1 2 3 4 5 6


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3.2 Grammar Future forms I can use a variety of forms to talk about the future. Exercise 1 2 I won’t have been studying 3 I won’t still be living 4 I won’t have saved up 5 I won’t have been driving 6 I won’t be sailing

Exercise 2 3 1 future perfect simple 2 future perfect continuous 3 future continuous 4 future perfect simple 5 future perfect continuous 6 future continuous

1 Rewrite the sentences in the negative. Then think about your life three years from now and decide which alternative is more likely. In three years’ time: 1 I’ll have moved to another part of the country.

I won’ t have moved to another part of the country. 2 I’ll have been studying at university for a year. 3 I’ll still be living at home with my parents. 4 I’ll have saved up enough money to go travelling. 5 I’ll have been driving for over a year. 6 I’ll be sailing across the Pacific Ocean with my family.

2 In pairs, read the GRAMMAR FOCUS and follow the instructions. 1 Translate example sentences 1–3 into your own language. 2 Discuss the difference in meaning between each sentence. 3 Look at Exercise 1 and name the future verb forms in blue.

GRAMMAR FOCUS Future forms • You use the Future Continuous to talk about

Exercise 5 1 Will you be going home straight after school? 2 Will you be doing anything interesting this evening? 3 Who will you be seeing at the weekend? 4 When will you be going on your next holiday? 5 Will you be having a party for your 18th birthday? 6 Do you think you’ll be leaving home/Will you be leaving home permanently before you’re 25?

unfinished actions in progress at a time in the future. It often refers to future events that are fixed or expected. 1 At 11 a.m. tomorrow, I’ll be doing an exam. • You use the Future Perfect Simple to talk about

an action that will be completed before a certain time in the future. 2 By 11 a.m. tomorrow, I’ll have done an exam. • You use the Future Perfect Continuous to talk

about how long an action will have been in progress before a certain time in the future. The form is: will + have been + -ing form. 3 By 11 a.m. tomorrow, I’ll have been doing an exam for an hour.

3 Read Part 1 of an article. For each gap, choose from options A–D. Then discuss the questions below in pairs. A ‘ll

B be

C been

D have

1 What problems do the children predict? 2 Which child seems most positive about the voyage? 1 Billy: We’ll be missing a lot of school.

Mandy: I’ll be spending three years in a small space with my untidy brothers. Jake: I won’t be practising basketball.

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THE VOYAGE

OF A LIFETIME

I

n a few weeks’ time, the Franklin family will 1 be embarking on a threeyear sailing voyage. We asked the children how they felt about the adventure. be Billy, fifteen, said, ‘We’ll 2 missing a lot of school, but I think that by the end of this trip we’ll 3 have learnt more than in a classroom. We’ll have 4 been travelling for three years and we 5 ’ll have seen places with our own eyes. We won’t 6 have just read about them in books.’ be Mandy, twelve, had a few worries: ‘The worst thing is that I’ll 7 spending three years in a small space with my untidy brothers.’ Finally, Jake, seventeen, was less keen than his younger brother: ‘By the time we go, I’ll have 8 been playing basketball for my school for seven years, and I want be to be a professional. I’ll 9 practising whenever I can, but it’s not easy on a boat.’

4 Complete Part 2 of the article with the Future Continuous, Future Perfect Simple or Future Perfect Continuous form of the verbs in brackets. Would you like to go on a voyage like this? Why?/ Why not? Eileen Franklin told us, ‘We’re not in a hurry, so after leaving San Francisco ’ll be we 1 travelling (travel) down the coast of Mexico for a few weeks. After that we 2 ’ll be sailing (sail) across the Pacific and we 3 ’ll be ending (end) our journey in ’ll have been Indonesia. It’s a long voyage, but by the time we leave, we 4 planning (plan) for several years, so I think we’re as prepared as we can be.’ ‘Yes,’ added Bob. ‘And by the time we set off, we 5’ll have done(do) everything ’ll have learnt/ possible to make this a safe trip: Mandy 6 learned (learn) how to swim and Eileen 7 ’ll have done(do) an advanced first aid course. On the boat, we 8 ’ll be using (use) top-of-the-range technology to chart our route. It’s the trip of a lifetime, so we won’t be 9 taking (not take) any chances!’

5 Read REMEMBER THIS. Then rewrite the questions in the Future Continuous to make them more polite.

REMEMBER T HIS You can also use the Future Continuous to make polite enquiries. Compare: Will you be staying in tonight? = I just want to know. (polite) Are you going to stay in tonight? = I’d like a decision. (more direct) 1 2 3 4 5 6

Are you going home straight after school? Are you doing anything interesting this evening? Who do you plan to see at the weekend? When will you go on your next holiday? Are you going to have a party for your 18th birthday? Do you think you’ll leave home permanently before you’re 25?

6 In pairs, ask and answer the rewritten questions in Exercise 5. Grammar Focus page 133

2 Billy seems most positive.

EXTRA ACTIVITIES Photocopiable resource 16 (future M03_FOCUS_SB_04GLB_8310_U03.indd 42 forms – 10 mins) p. 196, 226–227

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3.3 Listening

C

Multiple choice I can understand distinguish between fact and opinion.. B A

smart house

co-housing Freedom Ship

5 Complete the collocations from the recording with the adjectives in the box. Then complete the sentences to make them true for you.

1 Match photos A–C with descriptions 1–3. Use the photo captions to complete the texts. 1

domestic household housing multi-storey residential second self-contained tower

C

In the smart house of the future all appliances will be connected through wireless networking systems. The house and car would use power that is collected through solar panels and stored.

domestic 1 My least favourite chore is … 2 The nearest multi-storey car park is … household 3 The one appliance I couldn’t live without is … housing 4 The newest development in my neighbourhood is … 5 The tallest tower block in my city is … 6 The residential area I’d most like to live in is … 7 I’d love to have a second home in … selfcontained 8 I’d prefer to live in a small flat than …

2 B

Co-housing is a housing development where each household has a self-contained house or flat. People have the opportunity to eat together and meet regularly in a large communal house.

3 A The Freedom ship is designed to be twenty-five storeys high. If the concept became reality, it would feature a casino, an art gallery, a park, a shopping centre and accommodation for 50,000 people. It would cost $10 billion to build.

2 In pairs, discuss which place in Exercise 1 you would most/least


like to live in. Give reasons for your answers.

3

CD•1.46 MP3•46

B 1

Listen and match the extracts (1–3) with the C

3

CD•1.46 MP3•46 Listen again and choose the correct answer, A, B or C.

1 Which statement is an opinion and NOT a fact? A Over a third of British people don’t know their neighbours. B In Denmark a small percentage of the population live in co-housing developments. C The neighbourly relations at Springhill will be 100 percent better. 2 The speakers think that the Freedom Ship project is A unlikely to happen. B not big enough for 50,000 people. C a good investment opportunity. 3 Choose the most appropriate headline for this news report. A Smart homes mean less shopping B Smart homes save time and money C Smart homes need smartphones

What What Where Where B

EXAM FOCUS Multiple choice 4

Listen and repeat the chants.

A

photos (A–C). A 2

CD•1.47 MP3•47

will will will will

you you you you

be doing? have seen? be living? have been?

How long will will How much will How long will How much

7

you you you you

have have have have

been learning? learnt? been earning? earned?

CD•1.47 MP3•47 Complete the chants in Exercise 6 with you and the correct future forms. Then listen again and check. Practise saying them again and focus on stress and rhythm.

WORD STORE 3E 8

CD•1.48 MP3•48 Complete WORD STORE 3E. Add the suffix -able to make adjectives from the verbs. Then listen, check and repeat. Write example sentences.

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REFERENCES CULTURE NOTES ››› p. 161 AUDIO SCRIPT ››› p. 171


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3.4 Reading True/False

3 Read the article and check your ideas in Exercise 2.

I can find details in a text about the International Space Station.

4 Read the article again. Are the statements true (T) or false (F)? 1 Hardly anybody bothers to look out for the International Space Station (ISS). 2 Astronauts get used to weightless conditions before they go on the ISS. 3 Lack of gravity prevents astronauts from using fresh water to wash themselves. 4 The transition from daytime to nighttime lasts a few minutes. 5 Attaching sleeping bags to the wall solves the problem of falling asleep. 6 Spacewalkers can’t sense the speed at which the space station is flying around the world.

1 In pairs, read some facts about living on the International Space Station (ISS) and discuss the questions. • Astronauts change their clothes every day – they don’t

wash them but throw them away. • Astronauts often lose their sense of smell and taste, so

everything tastes like cardboard. • To use the computer, astronauts have to sit in mid air,

holding onto a wall-strap with their toe. • In space, astronauts lose muscle power quickly, so they

have to exercise at least two hours a day. • When repairs are necessary on the outside of the ISS,

Exercise 5 Light: blinding, bathed in light Water: moist, splashing, wet, soak up Sleep: sleeping bag, nodding off, settle down, alarm clock

Exercise 7 1 a wandering star in the heavens 2 washing 3 with a wet towel 4 sunglasses 5 coppery 6 to the wall of their cabins 7 the sensation of falling off a tenstorey building 8 music played by staff on the ground

astronauts have to do spacewalks. • Astronauts’ urine is recycled as drinking water. 1 Which facts do you find most surprising? 2 What would you like about living on board the ISS? 3 What would you find most difficult about it?

16

90

350

Light

Speed:

28,000 kilometres per hour

2

T

Water

Sleep

word or phrase from Exercise 5. reflecting 1 What does it look like when the sunlight’s off the ISS? 2 What do the astronauts use moist wipes for? soak up the water and shampoo 3 How do the astronauts after washing their hair? blinding 4 What do the astronauts wear when the light is ? 5 What colour light is the ISS bathed in when day turns into night? sleeping 6 Where do the astronauts attach their bags when they go to bed? 7 What sensation do the astronauts get just as they are off ? nodding 8 What is used to wake the astronauts up in place of clock an alarm ?

7 Read the article again and answer the questions in Exercise 6.

8 Think about the idea of living on a space station for a year. What would you miss most about living on Earth? What would you miss least? Discuss in pairs.

WORD STORE 3F 9

Power source: 3 16 solar panels

F

6 Complete the questions with the correct form of a

ISS Altitude: 1 350 kilometres above the Earth

F

reflecting

28,000

Fact sheet

F

an appropriate heading.

fact sheet about the International Space Station.

16

F

5 Put the words and phrases in blue in the article under

2 In pairs, guess which numbers in the box complete the 6

T

CD•1.50 MP3•50 Complete WORD STORE 3F. Add at, in and on to the diagram. Then listen, check and repeat.

Permanent crew: 6 astronauts

4

Time to orbit the Earth: 90 minutes

5

Number of orbits: 16 per day

6

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LIFE ON BOARD THE INTERNATIONAL SPACE STATION At 6.41 p.m. this Thursday, a small bright light will appear low in the night sky before disappearing in the darkness. 1

5

10

15

20

25

30

Few people will notice and even fewer will care, but for a handful of people, that light on the horizon is a place called home. What looks like a wandering star in the heavens is sunlight reflecting off the International Space Station. To get to the space station takes two days. The station flies at an altitude of about 350 kilometres (that’s more than thirty times the cruising height of a jumbo jet) and travels at an incredible 28,000 kilometres per hour. In total, the living space on the station is the equivalent of roughly one and a half Boeing 747s. This living space is made up of different ‘modules’ built by Russians, Americans and other nations. There are sixteen solar panels attached to the station and they provide electrical power. The space station has a permanent crew of six. Although they have some training in how to live in weightlessness, when they first arrive on board the ISS, they take a while to get used to living without gravity, crashing into things as they try to move from one room to another. In time, people learn to fly down the length of the station without touching anything. As they live so close together, personal hygiene is essential, but the weightless conditions make washing difficult. Many astronauts use moist wipes. Hair-washing is trickier. Sunita Williams, who spent 195 days on the space station, explains how she managed: ‘Washing hair took time. I’d put a little water under my hair, pat it down with my hand so it wasn’t splashing everywhere, then put some shampoo in my hand and move it around. Then I’d wet a towel and try to soak it up.’ It takes the space station one and a half hours to fly around the planet, meaning that it circles the globe sixteen times a day. For those on board, the visual effect is spectacular. If the covers on the windows are opened, the light can be

Science News


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so blinding that astronauts reach for their sunglasses. But after forty-five minutes of daylight, a dark line appears on the planet, dividing Earth into night and day. For a couple of seconds, the space station is bathed in light which is a coppery colour, and then complete darkness. Another forty-five minutes later, the sun rises to fill the station with brilliant light again. The short days and nights would disrupt the astronauts’ body clocks, so a bedtime schedule is imposed by mission controllers: the crew are told when to put the shutters down on the windows and go to bed. Each of the crew has a cabin where they can attach a sleeping bag to the wall and settle down for the night. Unsurprisingly, falling asleep can be difficult. Just as you are nodding off, the lack of gravity can make you feel as though you’ve fallen off a ten-storey building. In place of an alarm clock, sleeping crews are woken by music played over the communication system controlled by staff on the ground. When astronauts first arrive at the space station, they’re in awe of the views. It is the sight of our planet that takes the breath away. On board, you can get a panoramic view of Earth. But for the really exceptional views, you need to step outside for a spacewalk. One astronaut describes the experience: ‘Sometimes you feel that you are on this big flying building and it’s going round the world, but most commonly you feel that someone is rolling this huge ballshaped map beneath you. You have no feeling of motion.’ Those who have visited the space station can look at it shooting across the sky at night. They can imagine the astronauts in their sleeping bags and think, ‘My goodness, I was there’!

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3.5 Grammar Quantifiers

4

I can use a range of different quantifiers correctly.

CD•1.52 MP3•52 Read Part 2 of the vlog post and choose the correct options. Then listen and check.

1 In pairs, take turns to describe your bedroom. On a scale of 1 to 10 (1 = extremely tidy and 10 = extremely untidy), what score is your bedroom?

2

CD•1.51 MP3•51 Read and listen to Part 1 of a vlog post. Why does the vlogger want to tidy her room?

Because a friend she likes is coming over.

Welcome, fellow teens, to my video blog. Today’s vlog is called ‘How to tidy your room in ten minutes!’ I’m sure all of you know what I’m talking about – your room’s a total nightmare. It looks as if a bomb has exploded. There’s loads of dirty washing – in fact, the whole floor is covered. There’s no space anywhere. You have plenty of clothes but you don’t wear half of them because you can’t find them. Most of them are in a pile because there are not enough drawers to put them in. You’ve had a number of opportunities to tidy

• Find a laundry basket and put 1all / each the clothes on the floor into it. Too 2 much / many clothes? OK, get 3 a couple / a few of bin bags and put the rest in there. Then hide 4 both / either of the bags in the wardrobe. If the cool friend sees 5 plenty / either of the bags, just say it’s 6 a few / few things you’re collecting for charity. • The whole place smells of snacks, so take 7every / some half empty drink and stale half-eaten crisp packet to the kitchen immediately. There’s a big difference between messy and disgusting. • There are 8 a number / several of things that would give the wrong impression – things like your huge pink teddy bear. Hide them. • Make the bed. There’s 9 no / any excuse for an unmade bed.

your room but you haven’t, and now

• Open 10 plenty / all the windows – now!

the very cool new friend you like

You’re ready! Just one more thing: – check your computer and delete any messages that say something like, ‘OMG, I’m so excited! I can’t believe X is coming over!’

is coming round. Very few of your friends know what a slob you are and you want to keep it like that. You don’t

5 Complete the sentences with of where

have much time, so here are

necessary. Tick the sentences that are true for you. Then add other quantifiers to the rest of the sentences to make them true for you.

a few speed-cleaning tips.

Exercise 3 no space/much time/a few speed-cleaning tips = rule 1 Most of them/ Very few of your friends = rule 2 loads of dirty washing/plenty of clothes/a number of opportunities = rule 3

3 Read the GRAMMAR FOCUS. Then match the examples in blue in the vlog post with rules 1–3.

all of you = rule 2

GRAMMAR FOCUS Quantifiers You can use a wide range of different expressions to talk about quantity: 100%

Countable nouns

Uncountable nouns Both

every, each

all most much, a great deal of* a lot of*, lots of*, loads of*, plenty of* some a little (very) little

many

0%

a number of*, several a few (very) few both, a couple of*, either neither

no, none of*

1 Use quantifiers without of before nouns: most people 2 Use quantifiers with of before determiner + noun: most of the people, and before pronouns: most of them 3 * Always use these quantifiers with of: a lot of people Note: All the people and all of the people are both possible. You can’t use of after no and every. Use none of and every one of.

1 A couple of my friends are quite tidy. 2 Some – classmates are very untidy. 3 Several – people I know share a bedroom. 4 Very few of my neighbours have big gardens. 5 Many of the buildings in my street are old. 6 Every – room in my house has wi-fi. 7 None of my friends have a TV in their room. 8 Most – rooms in my house have paintings on the walls.

6 Write three sentences about yourself – two true and one false. Use a different word from the box in each sentence.

all couple every little loads lots most none plenty

All of my music is on my phone. 7 In pairs, take turns to read your sentences from Exercise 6 to your partner. Can he/she guess which one is false? Grammar Focus page 134

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3.6 Speaking Organising a place to live I can suggest, agree to and object to a course of action. 1 In pairs, put these factors in order of importance when looking for a flat to share with friends.


2 Compare your ideas from Exercise 1 with another pair. Agree on a final order.

3

4


decoration/furniture, security

Read the SPEAKING FOCUS and complete the conversation with one word in each gap. Then listen again and check. CD•1.53 MP3•53

SPEAKING FOCUS Suggesting a course of action What do you think about (+ -ing)? Maybe we ought to (just) … What would you say if we (+ Past Simple)? Given the choice, I’d rather … And you? Objecting No way!/Absolutely not!/You must be joking! (informal) Fair? I think it’s completely unfair. (Well, yeah, but) wouldn’t it be better to … ? I know/see what you mean/what you’re saying, but … I’m not convinced (we’ll be able to afford it/that’s a good idea/ that’ll work).

Zoe: I can’t believe we’ve both been accepted into the same university! Amy: Isn’t it great? I’m so excited! And we’ll be living together. Compromising Zoe: I know. I can’t wait! 1 about If you agree to (pay more), I’ll (take the smaller room). Amy: What do you think living in halls We could (split the cost/go halves/share). of residence? To be honest, I’m not sure. Why don’t we compromise/meet half way (and agree that …)? Zoe: No, me neither. Do you know Jay? I guess so./I suppose that could work. Amy: Yep, why? OK, that seems like a fair compromise. Zoe: Well, his brother studies there and he says the halls are really old and noisy. Agreeing Maybe we ought to just look for a place True./Right./Absolutely./Totally. You’re absolutely right. of our own. I fully/completely agree. OK, that’s settled then. absolutely Amy: You’re 2 right. Zoe: The question is, do we want to share 5 Three teenagers are going to share a flat. Here are some possible with other people? It would probably rules that could make sharing a flat easier. Look at each rule and decide if you think it’s a good or bad idea. Note down your be cheaper. opinion about each rule (with reasons). Then think of one more wouldn’t Amy: Well, yeah, but 3 it be better to rule of your own. get our own place? Obviously, it depends 1 We need to have a plan for cleaning the flat every week. We how much it costs, but if we could find should write down exactly who is doing what and when. the right flat at the right price, I think 2 We need to have a cooking rota so that we all cook for the others I’d prefer not to share. on different days. Zoe: I know what you mean, but I’m not 4convinced 3 We should have a rule about noise! Like, after a certain time we we’ll be able to afford it. Why don’t we 5 should keep our noise down so others can sleep or work. meet half way and look for shared 4 Parties! We can have parties but we need to tell the others and accommodation, but in a place where we always invite them! could have our own rooms? 5 The bathroom – we need a timetable for who uses the shower and Amy: I suppose that could 6 work . That bathroom at different times in the morning. way we might even be able to afford 6 We all need to give the same money to decorate the living room something near the university. Given the and choose the colours and do the work on it together. choice, I’d 7 rather be within walking or 7 We DON’T eat our flatmates’ food in the fridge or use their things cycling distance. And you? without asking. Zoe: Totally. I don’t even mind if it’s a small room as long as it’s close to the campus. Amy: That’s 8 settled then. So, let’s have a look online and see what we can find.


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3 Read the essay and underline the advantages and disadvantages from Exercise 2 that the writer mentions. Which one is not mentioned? 5

I can use a range of formal language when arguing for and against an issue. 1 Read UK TODAY. How similar or different do you think the situation is in your country?

UK TODAY Halls of residence

• Most UK universities provide accommodation for first-year students in university-owned halls of residence, on or near the campus. • There is often a supervisor, whose job it is to maintain order and support students with everyday issues. • Rooms in these halls are generally small but private and in most cases, bills are included in the rental price. Kitchen facilities are usually shared. • In 2014 the average cost of renting a room in halls of residence in the UK was £123.96 per week.

S 5

2 Read the comments from first-year university students. Are they advantages (A) or disadvantages (D) of living in halls of residence? Compare your answers with a partner. 1 2 3 4 5 6 7 8 9

A Freedom! (Ammar, Newcastle) D It’s impossible to get any studying done. (Ian, Edinburgh) D/A I’m exhausted. There are parties every night. (Nick, Hulll) There’s a supervisor we can talk to if we have any problems. A (Emma, Durham) Rules, rules, rules! Keep quiet, clean up, no visitors. D (Ollie, Oxford) We all help each other out. I’ve made so many new friends. A (Abigail, Liverpool) D Someone stole my sausages! (Jason, Manchester) Our halls are on campus. I fall out of bed and into my A lectures. (Anahita, London) D My room is OK but it’s tiny. (Richard, Nottingham)

ome university students prefer to live with their families until they graduate and can earn their own living. However, it is also very common for young people beginning university to choose to live together with other students in halls of residence. Although there are several potential downsides to this communal way of living, there are also numerous benefits.

One of the most convincing arguments for halls of residence is that they allow students to experience independent living in a safe place with a strong sense of community. Having never lived alone, most 15 new students appreciate this supportive environment. In the same way, the presence of an official supervisor is likely to be reassuring for students and their parents. Yet another plus is that halls of 20 residence are usually very convenient because they are located on, or close to, university campuses. This allows residents to save time and money. 10

Despite these clear advantages, there are also considerable drawbacks. The first downside is that the rooms tend to be very small and bathrooms may sometimes have to be shared. Being full of young people, halls can also be very noisy. This 30 can make them difficult places in which to study. Likewise, parties and late nights are common, and can interfere with students’ academic progress. Other minuses are that food can ‘go missing’ from shared fridges 35 and cupboards, and communal kitchens are often busy and sometimes dirty. 25

All things considered, there are pros and cons to living in halls. Certainly, residents need to be self-disciplined in order to 40 successfully balance study and social life. Personally, I imagine the benefits of living closely with other students outweigh the drawbacks.

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4 In pairs, discuss the questions. 1 What is the writer’s opinion of halls of residence? The benefits of living in halls of residence outweigh the drawbacks. 2 Would you like to live in this type of student accommodation? Why?/Why not?

5 Complete the WRITING FOCUS with the words and phrases in purple in the essay.

WRITING FOCUS A ‘for and against’ essay Introduction • Begin with general or factual comments on the topic. Many young people beginning university choose to live in halls of residence. • End with a statement that mentions both sides of the issue. downsides Although there are several potential 1 to … , there are also numerous upsides. Main paragraphs • Present arguments for in one paragraph and arguments against in another. The first/One/A further/Another/2 Yet another benefit/ drawback of … There are numerous/potential/clear/considerable pluses/ 3 minuses to … One of the most 4convincing /most persuasive/strongest arguments for/against … is … • Develop and support some of your arguments with additional comments or examples. This allows residents to save time and money. • Make comparisons. In the same 5 way , … Likewise Similarly,/Equally,/6 , … Conclusion • Make a summarising statement. All things 7 , /All in all,/On balance, there are pros considered and cons to … • End with your personal opinion. Personally, I think/feel/believe/8 imagine … 6

Choose the correct options. 1 One of the most persuasive / potential arguments for living at home is the amount of money that can be saved. 2 There are also several numerous / clear upsides to living independently while at university. 3 The daily commute is one of the drawbacks of / for living a long way from the university campus. 4 Living alone, students learn to cook and clean for themselves. On balance / Equally, they gain experience in managing their money. 5 All in all / Personally, there are pluses and minuses to remaining in the family home while at university.

7

Read the LANGUAGE FOCUS. Then find two sentences in the essay which express concession.

LANGUAGE FOCUS Expressing concession You can increase the variety in your written English by including sentences that express concession. • Although/Even though + clause Although halls of residence are not always the cheapest option, many students prefer them. Many students prefer halls of residence even though they are not always the cheapest option. • In spite of/Despite + noun/-ing

In spite of the cost, many students prefer halls of residence. Many students prefer halls of residence despite the cost. Despite living cheaply, many students still find themselves short of money.

8 Rewrite the sentences using the words in capitals.

Exercise 7 1 Although there are several potential downsides to this communal way of living, there are also numerous benefits. 2 Despite these clear advantages, there are also considerable drawbacks.

Exercise 8

1 Although there are numerous arguments for living with your parents while at university, there are also considerable drawbacks. DESPITE

Despite the numerous arguments for living with your parents while at university, there are also considerable drawbacks. 2 Many students live at home with their parents, even though there are minuses. SPITE 3 In spite of the cooking facilities in halls of residence, students often survive on fast food only. ALTHOUGH 4 Although some student accommodation offers good value for money, it is still likely to be cheaper for students to live with their parents. DESPITE 5 Many teenagers have plenty of freedom despite living with their parents. THOUGH

9 Read the writing task and follow the instructions below. Many young people who enter higher education choose to study in their hometown and continue living with their parents throughout their university years. Write an essay of 200–250 words, in which you present arguments for and against this arrangement. 1 Think about general or factual comments you could make on the topic. 2 Write down arguments for and against the statement and choose the ones you want to use. Decide which ones you will develop and support, and how. 3 Think about your personal opinion on the topic and where you will include it. 4 Choose sentences from Exercises 6 and 8 to adapt for your essay.

2 Many students live at home with their parents, in spite of the minuses. 3 Although there are cooking facilities in halls of residence, students often survive on fast food only. 4 Despite some student accommodation offering good value for money, it is still likely to be cheaper for students to live with their parents. 5 Many teenagers have plenty of freedom even though they live with their parents.


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3.8 Language in focus Determiners – special cases I can use all, both, each, every, whole, another, other and others correctly. 1 Read the information and choose the correct options in the example sentences from this unit.

all, both, each, every and whole + noun

+ of + my/the, etc. + noun

+ pronoun

all

all the relatives

all (of) the relatives

all of them

both

both (my) parents

both (of my) parents both of them

each

each twin

each (one) of the twins

each (one) of them

every

every relative

every one of the relatives

every one of them

whole

the whole flat

the whole of my flat

the whole of it

another, other and others Another friend means ‘a different friend’ or ‘an additional friend’. Other friends means ‘different friends’, but not usually ‘additional friends’. (Use more friends.) The others refers to people/things that have already been mentioned. 1 Every / All of you know what I’m talking about. 2 Unlike another / other subways, the NY subway runs twenty-four hours a day. 3 Each / Every of the crew members has a cabin. 4 The whole / All the place smells of snacks. 5 Both / Every country you can think of.

2 Complete the questions with the words in the box. Then answer the questions.

all 1 2 3 4 5

both

each

every

whole

each hand? Can you write your name with both Have you got earrings in ears? all Do your relatives look like you? Does every/each one of your Facebook friends know you personally? whole month of August? Are you off school for the

3 Match sentences 1 and 2 with meanings a and b. In which case is there no difference in meaning? A 1 Have another biscuit. b 2 Have the other biscuit. a a There is one biscuit available. b There are several biscuits available. B 1 Here’s one photo, where’s 2 Here’s one photo, where are the other? a the others? b a There’s one photo missing. b There are several photos missing. C 1 We text each other every day. 2 We text one another every day. a I text him and he texts me. no difference in meaning b I text her and she texts me. D 1 Could I have another coffee? a 2 Could I have the other coffee? b a I’d like the same coffee again. b I’d like the alternative coffee you offered.

03

WORD LIST

Townscape and landscape, describing cities at the mouth of a river /ət ðə ˌmaʊθ əv ə ˈrɪvə/ benefit (from) /ˈbenəfɪt (frəm)/ breathtaking view /ˌbreθteɪkɪŋ ˈvjuː/ built-up/urban area /ˌbɪlt ʌp/ˌɜːbən ˈeəriə/ bustling city /ˌbʌsəlɪŋ ˈsɪti/ busy harbour /ˌbɪzi ˈhɑːbə/ canal /kəˈnæl/ casino /kəˈsiːnəʊ/ city’s best kept secret /ˌsɪtiz best kept ˈsiːkrət/ cityscape /ˈsɪtiskeɪp/ clean air /ˌkliːn ˈeə/ cool /kuːl/ cosmopolitan /ˌkɒzməˈpɒlətən/ dense forest /ˌdens ˈfɒrəst/ designer shop /dɪˈzaɪnə ʃɒp/ dramatic/impressive/iconic skyline /drəˌmætɪk/ɪmˌpresɪv/ aɪˌkɒnɪk ˈskaɪlaɪn/ dull/hectic/vibrant nightlife /ˌdʌl/ˌhektɪk/ˌvaɪbrənt ˈnaɪtlaɪf/ famous monument/landmark /ˌfeɪməs ˈmɒnjəmənt/ˈlændmɑːk/ gleaming skyscrapers /ˌɡliːmɪŋ ˈskaɪˌskreɪpəz/ historical heart of the city /hɪˌstɒrɪkəl ˌhɑːt əv ðə ˈsɪti/ immigrant /ˈɪməɡrənt/ industrial area /ɪnˈdʌstriəl ˌeəriə/ inner-city area /ˌɪnə ˌsɪti ˈeəriə/ job opportunities /ˈdʒɒb ˌɒpəˌtjuːnətiz/ leafy neighbourhood /ˌliːfi ˈneɪbəˌhʊd/ living costs /ˈlɪvɪŋ kɒsts/ main sights /ˌmeɪn ˈsaɪts/ market square /ˈmɑːkət skweə/ mouth-watering food /ˌmaʊθ ˌwɔːtərɪŋ ˈfuːd/ multicultural population /ˌmʌltiˌkʌltʃərəl ˌpɒpjəˈleɪʃən/ narrow/cobbled/quaint backstreets /ˌnærəʊ/ˌkɒbəld/ˌkweɪnt ˈbækˌstriːts/ nightclub /ˈnaɪtklʌb/ open spaces /ˌəʊpən ˈspeɪsɪz/ packed with partygoers /ˌpækt wɪð ˈpɑːtiˌɡəʊəz/ population /ˌpɒpjəˈleɪʃən/ pride yourself on sth/boast sth /ˈpraɪd jəˌself ɒn/ˈbəʊst/ renowned for /rɪˈnaʊnd fə/ river bank /ˈrɪvə bæŋk/ ruined castle /ˌruːənd ˈkɑːsəl/ sports facilities /ˈspɔːts fəˌsɪlətiz/ sprawling /ˈsprɔːlɪŋ/ steep hill /ˌstiːp ˈhɪl/ steeped in history /ˌstiːpt ɪn ˈhɪstəri/ welcome visitors with open arms /ˌwelkəm ˌvɪzɪtəz wɪð ˌəʊpən ˈɑːmz/ wide range of (cultures/languages/food/arts) /ˌwaɪd ˌreɪndʒ əv (ˈkʌltʃəz/ˈlæŋɡwɪdʒɪz/ˈfuːd/ˈɑːts)/ world-class restaurant /ˌwɜːld ˌklɑːs ˈrestərɒnt/ youth employment /ˈjuːθ ɪmˌplɔɪmənt/ youth friendly /ˌjuːθ ˈfrendli/ youthful /ˈjuːθfəl/ City transport cycle lane /ˈsaɪkəl leɪn/ easy to get around (by bike) /ˌiːzi tə ˌɡet əˌraʊnd (baɪ ˈbaɪk)/ multi-storey car park /ˌmʌlti ˌstɔːri ˈkɑː pɑːk/ reliable network (of buses) /rɪˌlaɪəbəl ˌnetwɜːk əv (ˈbʌsɪz)/ (state-of-the-art) public transport system /(ˌsteɪt əv ði ˌɑːt) ˌpʌblɪk ˈtrænspɔːt ˌsɪstəm/ streetcar/tram /ˈstriːtkɑː/træm/ subway/underground /ˈsʌbweɪ/ˈʌndəɡraʊnd/ traffic jam /ˈtræfɪk dʒæm/ Culture art gallery /ˈɑːt ˌɡæləri/ art installation /ˈɑːt ɪnstəˌleɪʃən/ fashion /ˈfæʃən/ incredible/first-class arts and music scene /ɪnˌkredəbəl/ˌfɜːst ˌklɑːs ˌɑːts ənd ˈmjuːzɪk siːn/ live music /ˌlaɪv ˈmjuːzɪk/ modern art /ˌmɒdn ˈɑːt/ museum night /mjuːˈziəm naɪt/ street art /ˈstriːt ɑːt/ Types of houses and estates Freedom Ship /ˈfriːdəm ʃɪp/ hall of residence /ˌhɔːl əv ˈrezədəns/

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NEXT CLASS

Photocopiable resource 19 50 M03_FOCUS_SB_04GLB_8310_U03.indd (determiners – 15 mins) p. 197, 230


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A PLACE TO LIVE housing estate/(co-)housing development /ˈhaʊzɪŋ ɪˌsteɪt/(kəʊ)ˌhaʊzɪŋ dɪˈveləpmənt/ residential area /ˌrezəˈdenʃəl ˌeəriə/ second home /ˌsekənd ˈhəʊm/ self-contained flat/house /ˌself kənˌteɪnd ˈflæt/ˈhaʊs/ smart house/home /ˌsmɑːt ˈhaʊs/ˈhəʊm/ tall/ten-storey building /ˌtɔːl/ˌten ˌstɔːri ˈbɪldɪŋ/ tower block /ˈtaʊə blɒk/ Looking for/sharing accommodation afford /əˈfɔːd/ affordable /əˈfɔːdəbəl/ bill /bɪl/ campus /ˈkæmpəs/ communal house/meal/kitchen /ˌkɒmjənəl ˈhaʊs/ˈmiːl/ˈkɪtʃən/ communal way of living /ˌkɒmjənəl ˌweɪ əv ˈlɪvɪŋ/ compromise (n, v) /ˈkɒmprəmaɪz/ convenient /kənˈviːniənt/ daily commute /ˌdeɪli kəˈmjuːt/ decoration /ˌdekəˈreɪʃən/ domestic chores /dəˌmestɪk ˈtʃɔːz/ go halves/share/split the cost /ˌɡəʊ ˈhɑːvz/ʃeə/ˌsplɪt ðə ˈkɒst/ hometown /ˌhəʊmˈtaʊn/ included in the rental price /ɪnˌkluːdəd ɪn ðə ˌrentl ˈpraɪs/ kitchen/cooking facilities /ˈkɪtʃən/ˈkʊkɪŋ fəˌsɪlətiz/ living space /ˈlɪvɪŋ speɪs/ located /ləʊˈkeɪtɪd/ location /ləʊˈkeɪʃən/ maintain order /meɪnˌteɪn ˈɔːdə/ messy /ˈmesi/ neighbourly relations /ˌneɪbəli rɪˈleɪʃənz/ noisy /ˈnɔɪzi/ on each floor /ɒn ˌiːtʃ ˈflɔː/ privacy /ˈprɪvəsi/ provide accommodation /prəˌvaɪd əˌkɒməˈdeɪʃən/ rent (v, n) /rent/ resident /ˈrezədənt/ run-down/respectable neighbourhood /ˌrʌn daʊn/rɪˌspektəbəl ˈneɪbəhʊd/ safe /seɪf/ security /sɪˈkjʊərəti/ sense of community /ˌsens əv kəˈmjuːnəti/ share a bedroom/flat /ˌʃeər ə ˈbedrʊm/ˈflæt/ shared (fridge/bathroom) /ˌʃeəd (ˈfrɪdʒ/ˈbɑːθrʊm)/ size /saɪz/ slob /slɒb/ supervisor /ˈsuːpəvaɪzə/ unmade bed /ʌnˌmeɪd ˈbed/ untidy /ʌnˈtaɪdi/ washing/laundry /ˈwɒʃɪŋ/ˈlɔːndri/ within walking/cycling distance /wɪðˌɪn ˌwɔːkɪŋ/ˌsaɪklɪŋ/ˈdɪstəns/ On board a space station arrive on board /əˌraɪv ɒn ˈbɔːd/ astronaut /ˈæstrənɔːt/ at (100 km) per hour /ət (ˌwʌn ˌhʌndrəd ˌkɪləmiːtəz) pər ˈaʊə/ at an altitude of … /ət ən ˈæltətjuːd əv/ attach /əˈtætʃ/ bathed in light /ˌbeɪðɪd ɪn ˈlaɪt/ bedtime schedule /ˈbedtaɪm ˌʃedjuːl/ blinding light /ˌblaɪndɪŋ ˈlaɪt/ cabin /ˈkæbən/ circle /ˈsɜːkəl/ communication system /kəˌmjuːnəˈkeɪʃən ˌsɪstəm/ cruising height /ˌkruːzɪŋ ˈhaɪt/ daylight /ˈdeɪlaɪt/ disrupt the body clock /dɪsˌrʌpt ðə ˈbɒdi klɒk/ electrical power /ɪˌlektrɪkəl ˈpaʊə/ feeling of motion /ˌfiːlɪŋ əv ˈməʊʃən/ globe /ɡləʊb/ gravity /ˈɡrævəti/ ground /ɡraʊnd/ heavens /ˈhevənz/ in mid air /ɪn ˌmɪd ˈeə/ in the night sky /ɪn ðə ˌnaɪt ˈskaɪ/ ISS (International Space Station) /ˌaɪ es ˈes (ˌɪntəˌnæʃənəl ˈspeɪs ˌsteɪʃən)/ lose muscle power/the sense of smell/taste /ˌluːz ˈmʌsəl ˌpaʊə/ðə ˌsens əv ˈsmel/ˈteɪst/ mission controller /ˈmɪʃən kənˌtrəʊlə/ on the horizon /ˌɒn ðə həˈraɪzən/ orbit (v, n) /ˈɔːbət/

panoramic view /ˌpænəˌræmɪk ˈvjuː/ permanent crew /ˌpɜːmənənt ˈkruː/ power source /ˈpaʊə sɔːs/ put down the shutters /pʊt ˌdaʊn ðə ˈʃʌtəz/ reflect off sth /rɪˈflekt ɒf/ rise /raɪz/ shoot /ʃuːt/ sleeping bag /ˈsliːpɪŋ bæɡ/ solar panels /ˌsəʊlə ˈpænəlz/ spacewalk /ˈspeɪswɔːk/ speed /spiːd/ transition /trænˈzɪʃən/ wandering star /ˌwɒndərɪŋ ˈstɑː/ weightlessness/weightless conditions /ˈweɪtləsnəs/ˌweɪtləs kənˈdɪʃənz/ Sea travel chart the route /ˌtʃɑːt ðə ˈruːt/ embark on a voyage /ɪmˌbɑːk ɒn ə ˈvɔɪɪdʒ/ sail /seɪl/ top of the range technology /ˌtɒp əv ðə ˌreɪndʒ tekˈnɒlədʒi/ travel down the coast of (Mexico) /ˌtrævəl daʊn ðə ˌkəʊst əv (ˈmeksəkəʊ)/ trip/voyage of a lifetime /ˌtrɪp/ˌvɔɪɪdʒ əv ə ˈlaɪftaɪm/ Phrasal verbs get down to (work) /ˌɡet ˈdaʊn tə/ hold onto /ˌhəʊld ˈɒntə/ look out for /ˌlʊk ˈaʊt fə/ look up to /ˌlʊk ˈʌp tə/ nod off /ˌnɒd ˈɒf/ rely on /rɪˈlaɪ ɒn/ set off /ˌset ˈɒf/ settle down /ˌsetl ˈdaʊn/ soak up /ˌsəʊk ˈʌp/ Other alarm clock /əˈlɑːm klɒk/ at least /ˌət ˈliːst/ back to back /ˌbæk tə ˈbæk/ balance /ˈbæləns/ be in a hurry /ˌbi ɪn ə ˈhʌri/ be in awe of sth /ˌbi ɪn ˈɔː əv/ be made up of sth /ˌbi meɪd ˈʌp əv/ bin bag /ˈbɪn bæɡ/ bother /ˈbɒðə/ cardboard /ˈkɑːdbɔːd/ coppery /ˈkɒpəri/ disposable /dɪˈspəʊzəbəl/ dispose /dɪˈspəʊz/ downside/drawback/minus /ˈdaʊnsaɪd/ˈdrɔːbæk/ˈmaɪnəs/ face to face /ˌfeɪs tə ˈfeɪs/ feature /ˈfiːtʃə/ gain experience /ˌɡeɪn ɪkˈspɪəriəns/ impose /ɪmˈpəʊz/ in time /ˌɪn ˈtaɪm/ interfere /ˌɪntəˈfɪə/ investment opportunity /ɪnˈvestmənt ˌɒpəˌtjuːnəti/ moist wipes /ˌmɔɪst ˈwaɪps/ offset/balanced by sth /ˈɒfset/ˈbælənst baɪ/ on the outside /ˌɒn ði aʊtˈsaɪd/ persuasive /pəˈsweɪsɪv/ plain/exotic food /ˌpleɪn/ɪɡˌzɒtɪk ˈfuːd/ prevent /prɪˈvent/ profit /ˈprɒfət/ profitable /ˈprɒfətəbəl/ reassuring /ˌriːəˈʃʊərɪŋ/ respect /rɪˈspekt/ self-disciplined /ˌself ˈdɪsəplɪnd/ sensation /senˈseɪʃən/ sense /sens/ splash /splæʃ/ stale /steɪl/ suit /suːt/ suitable /ˈsuːtəbəl/ sustain /səˈsteɪn/ sustainable /səˈsteɪnəbəl/ take your breath away /ˌteɪk jə ˈbreθ əˌweɪ/ to be honest /tə bi ˈɒnəst/ tricky /ˈtrɪki/ upside/benefit/plus /ˈʌpsaɪd/ˈbenəfɪt/plʌs/ wet /wet/

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LANGUAGE IN USE

1 Complete the sentences with the correct form of the words

5 Complete the text with one word in

in capitals.

each gap.

1 There isn’t enough affordable housing, so many young people live with their parents. AFFORD 2 I live in a vast sprawling city with a huge population but I’d much prefer to live somewhere more compact. SPRAWL 3 When I was nine, we moved into a new house in a peaceful, respectable neighbourhood in Los Angeles. RESPECT 4 Most iconic sights are located in the old town, but other parts of the town are also worth a visit. ICON leafy 5 My grandparents live in a neighbourhood in the suburbs. LEAF 6 Some residential areas are in remote places, which makes commuting difficult. RESIDENT

2 Complete the sentences with prepositions. 1 If you’re interested in historic sites, this region is what you are in looking for – it’s steeped history. in 2 I’ve always been awe of those who put their own lives at risk to help others. with 3 During the carnival, Venice gets packed tourists. 4 In the newly built blocks of flats, there are only two large on apartments each floor. by 5 It’s not the cheapest flat to rent but the cost is offset its location.

3 Complete the sentences with the correct future form of the verbs in brackets.

Exercise 6 1 Rob will have designed a new 2 taking out a loan 3 every one of my friends 4 in spite of being 5 a great deal of accommodation 6 we will be papering the walls

will be

1 They’re so excited. This time next week they moving (move) into their new home. 2 How many more places do you want to view today? By teatime will have we viewed (view) six flats! Will you be 3 putting (you/put) in new bathroom fittings next weekend? 4 I hope that by the time Olivia starts living on her own, she will have learnt/ learned (learn) to cook. will have been 5 I’m truly exhausted. By next week I renovating (renovate) our house for a month. will have fixed 6 By tomorrow the plumber (fix) the dripping tap.

4 Choose the correct options. 1 I’ve asked five or six people to help me move. Unfortunately, no / none / neither of them will have enough time tomorrow. 2 In the old days, students at this boarding school were allowed to go home every / each / whole three weeks. 3 I’m sure we had two new light bulbs. But now, when I need them, I can’t find either / both / all of them. 4 Having done some DIY on her apartment, Jane spent all the / most / the whole week trying to clean up the mess. 5 I’ve noticed that a great deal / a number / a couple of furniture has been delivered next door. 6 There’s only a few / a little / a couple of paint left. Do you think it will be enough?

B R I TA I N ’ S N E W T O W N S At the end of the nineteenth century, Sir Ebenezer Howard for became renowned 1 what he called ‘garden cities’: self-contained communities surrounded by a ‘green belt’ which would provide the best of city and country living. to They were thought to be the answer 2 the overcrowding and industrial pollution of Victorian cities. Letchworth and Welwyn Garden City were the only two towns in the UK based on his vision. For various reasons no 3 other/more garden cities were built. After World War II, the provision of inexpensive housing surrounded by green spaces 4 within a short distance of larger industrial towns became an urgent matter. In 1945 the British government created the New Towns Committee, 5 whose aim was to investigate the possibility of building new fully planned self-sufficient towns. The last of these was Milton Keynes, which was formally designated in 1967. And now, more than a century after Howard’s manifesto, Britain is again facing a housing crisis. According to current demographic trends, by 2050 at least another ten million have people will 6 moved to Britain. It means that six million houses should be built to satisfy the most pressing housing needs.

6 Complete the sentences with no more than six words in each gap. Use the correct form of the words in brackets and add any other words necessary. 1 By Saturday, (Rob/design/new) kitchen for us. 2 Despite (take out/loan), they still don’t have enough money to renovate their house. 3 I asked (every/one/friend) to put me up for the night but none of them was able to do so. 4 This semi has been for sale for a year now, (spite/be) relatively cheap. 5 There is (deal/accommodation) for rent but you have to start looking well before the academic year begins. 6 Don’t call tomorrow afternoon because (we/paper/walls) in my parents’ house all day.

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• Photocopiable resource 57A52 M03_FOCUS_SB_04GLB_8310_U03.indd (gapped text – 20 mins) p. 208, 272 • Photocopiable resource 61A (sentence formation – 12 mins) p. 209, 281


• Photocopiable resource 20 (Speaking – 15 mins) p. 197, 231 • Photocopiable resource 21 (Writing – 15 mins) p. 198, 232


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READING

SPEAKING

7 Read the article. Are the statements true (T) or false (F)?

8 In pairs, complete the speaking task. Here are some things people sometimes have problems with when they move to a big town or city, and a question for you to discuss. Talk to each other about why these things can cause problems.

A MODERN CAVEMAN

P

eople have dwelt in caves since the dawn of time. But if you’re picturing a cold, damp and cramped space, you’ll need to think again. In Spain there are literally thousands of modern day cave-dwellers who call a hole in the ground their home and there are a large number of luxurious houses carved into the Andalucian mountains which offer more comfort than you might imagine.

travelling around

doing leisure activities

Why choose to live in a cave? To begin with, cave houses are affordable, easy to heat in the winter and stay cool in the summer. Being carved into stone, their temperature does not fluctuate much, but rather a steady twenty degrees Celsius is maintained throughout the year. Each home is unique and, if you purchase a property which is licensed to be modified, it’s easy enough to carve yourself out an extra shelf in the wall or even a whole new room. The largest cave home boasts as many as forty rooms and can be had for as little as 200,000 euros.

Why can these things cause problems when people move to a big town or city?

shops and prices

noise and pollution Now talk about which of these things is most difficult for people to do in a big town or city.


You don’t need such a vast, sprawling cavern to feel the charm of a cave home, however. Even those of a much more modest size seem surprisingly open – there is no sense of being underground or feeling cooped up. Cave houses exude a warmth and cosiness which is a unique selling point for many buyers: sound is gently muffled and the amount of light seems to defy common logic. Most cave homes face southward to allow for natural light to enter through the windows cut into the rock face. But due to the ingenious layout of many homes and the white matte of the walls, light is easily transmitted throughout. In areas further back, modern builders often use a system of ordinary mirrors to reflect natural light around the interior.

1 Would you prefer to live in a town, a city or in the countryside? Why? 2 Do you think it’s a good idea for children to live and study in cities? Why?/Why not? 3 Some cities attract a lot of tourists. Do you think this is a good thing for the people who live there? Why?/Why not? 4 How important is it to keep old traditional buildings in our cities and towns and not knock them down? Why? 5 Which city in the world would you like to live in for a short time? Why?

Cave dwelling is also surprisingly safe. They are not prone to fires or earthquakes and they do not tend to collapse. Ventilation is important, however, as a cave home needs to breathe and excess moisture can become problematic and in extreme cases even trigger asthma attacks. Electricity is generally preferred over gas – although when gas fittings are provided, these tend to be closer to the front of the cave for safety reasons. As cave communities tend to be in small villages, a car is essential for getting around and nightlife is hard to find. Such homes are very much for those who prefer a quiet rural lifestyle, quaint cobbled backstreets and breathtaking views. 1 Cave homes tend to meet people’s initial expectations of living in a cave. 2 A cave home might be a good purchase for the economically minded. 3 Every cave home can be adapted by the owner to suit their own tastes. 4 Owners typically enjoy the unique ambience and interior design of cave homes. 5 Sophisticated modern technology is used to light the deeper parts of cave homes. 6 Natural disasters are a common hazard of living in a cave house. 7 The article suggests everyone would enjoy living in a cave home.

making new friends

WRITING 10 Complete the writing task. F T F T F F F

In your English class you have been talking about life in a big city. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. What are the advantages and disadvantages of moving from the city centre to the suburbs? Notes Write about: • socialising and free time activities • work or study • (your own idea) Write your essay in 140–190 words.

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4

4.1 Vocabulary Shopping and money • Phrasal verbs • Collocations • Money idioms I can talk about shopping and money.

SHOW WHAT YOU KNOW

THE COST OF LIVING

1 Put the list of shops in order from 1 (= I go in here a lot) to 12 (= I never go in here). Add any other shops you go to.

baker’s bookshop butcher’s chemist’s charity shop department store florist’s greengrocer’s hardware store jeweller’s newsagent’s pet shop

2 In pairs, compare your lists. Then name your top three favourite shops and say why you like them.

3 Read the article. Where would you go to: a improve your skin? Dr Fish Spa b take sewing lessons? Junk Shop UK c stroke a pet? Cat Café

Neither a borrower nor a lender be.

d buy something that is very healthy? Molecule Water Café

COOL

SHAKESPEARE – HAMLET

UNIT LANGUAGE AND SKILLS Vocabulary: Show what you know – shops phrasal verbs – shopping and money • money idioms • collocations – buying and selling • collocations • word families • Word in focus – of

•

•

5

PLACES

•

CAT CAFÉ, Tokyo

1

question tags and reply questions present and past modal structures

10

Listening: • •

an interview about market trading multiple choice

Reading: • •

15

texts about jeans multiple matching

Speaking: •

making and justifying choices a formal email

20


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EXTRA ACTIVITIES

WORKBOOK

• Photocopiable resource 22 (money M04_FOCUS_SB_04GLB_8310_U04.indd 54 and shopping – 12 mins) p. 198, 233–234 • Photocopiable resource 25 (Test yourself pairwork activities – 10 mins), p. 199, 237

p. 50–51


Japanese people love animals, but pets are often forbidden by landlords. The solution: cafés where customers pay an hourly fee to hang out in a room full of cats. In Cat Café more than a dozen cats of all shapes, sizes and colours sit on the counter and curl up on customers’ laps. Cat Café is a chain of cafés in Japan; there are about forty branches in Tokyo alone.

DR FISH SPA, Istanbul

2

Writing: •

I

A recent survey suggests that young people have lost interest in shopping malls, finding the shops overpriced and boring. Instead, they don’t mind shopping around for new, fun and exciting shopping experiences. Here are a few of the trendy and quirky shops and cafés that have opened around the world, hoping to attract young customers .

Grammar: •

T

25

When your feet are tired from all that shopping, how about treating yourself to a fish pedicure? You sit with your feet in a tankful of Garra Rufa fish, often called ‘doctor fish’. The tiny fish nibble away the dry skin from your feet, leaving your skin soft and healthy. You’ll pay £10 for fifteen minutes but some places will knock a few pounds off the price if you bring one or two friends. We don’t recommend it if you’re ticklish!

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Go to WORD STORE 4 page 9. 4 Read the article again and match comments a–g with places 1–4. Which comments do you agree with?

WORD STORE 4A

a ‘I had my first fish pedicure and I didn’t have to pay through the nose for it. It only cost £10.’ b ‘This place is for people who have money to burn. It’s ridiculous to pay for something you can get out of a tap for free! They’re ripping people off!’ c ‘I don’t understand this craze for vintage fashion. They’re making a fortune out of old rubbish!’ d ‘This sounds disgusting! Anyway, I’m broke, so I’m not forking out £10 to have my skin eaten by fish!’ e ‘They’ve uncovered a niche market – clearly it’s for affluent, health-conscious New Yorkers who are not struggling to make ends meet.’ f ‘These clothes are great value for money – they don’t cost an arm and a leg and they’re fun.’ g ‘I can’t imagine anything worse – having to send my coffee back because it’s got cat hairs in it!

6

2

4 3 2

4 3 1

5 What’s the best, worst or most unusual shopping experience you’ve ever had?

TO HANG OUT

IN TOWN

JUNK SHOP UK, Manchester

3 30

35

40

7

Junk Shop UK is the place to snap up a bargain from a range of vintage jewellery and sustainable fashion. This unusual boutique was set up to fill a gap in the market for fun, original and, most importantly, affordable clothes. They don’t only sell one-off vintage pieces, but have recently brought out their own labels. You can also sign up for dressmaking courses, which don’t cost a fortune.

45

50

The range of products on sale in this fashionable New York café is somewhat limited: the only drink customers will be sipping here is filtered tap water costing $2.50 a bottle. Molecule Water Café claims to filter water to its purest form before selling it to customers. To keep costs down, you can fill up your own bottle for a discounted price, and then you can splash out on some extras like vitamin A, electrolytes, calcium and magnesium.


1 shopping around 2 knock money off Replace the underlined phrases with phrasal verbs from 3 snap up WORD STORE 4A. 4 brought out 1 Why are young people looking in different places for 5 splash out on new shopping experiences? 6 ripping their 2 How can you reduce the price of your fish pedicure? customers off/ 3 Where can you find and immediately buy a bargain? ripping off their 4 What new items has Junk Shop UK released recently? customers 5 What extras can you spend a lot of money on in Molecule 7 fork out Water Café? 6 Which place is cheating their customers? 7 Why is one person unwilling to spend £10 on a fish pedicure?

8 Read the article and comments in Exercise 4 again and answer the questions in Exercise 7.

Exercise 8

1 because they are bored with WORD STORE 4B overpriced malls 2 by bringing 9 CD•2.2 MP3•55 Complete WORD STORE 4B with the in one or two underlined idioms in Exercise 4. Then listen, check and friends repeat. Do you have similar idioms in your language? 3 at the Junk 10 Complete the idioms. Then, in pairs, discuss whether Shop you agree or disagree with the statements. 4 clothes under nose for popular brands of their own labels 1 People pay through the 5 vitamin A, trainers. electrolytes, meet . 2 Most university students struggle to make ends calcium and Some end up in debt. magnesium arm and a leg to study English in the UK. 3 It costs an 6 the Water Café Few people can afford it. burn . 7 because they 4 Footballers are paid too much. They have money to are broke and it’s poor 5 It’s better to be and happy than rich and unhappy. disgusting

WORD STORE 4C 11

CD•2.3 MP3•56 Complete WORD STORE 4C with nouns from the highlighted collocations in the article and Exercise 4. Then listen, check and repeat.

12 Complete the questions for a supermarket survey with collocations from WORD STORE 4C. Then, in pairs, ask and answer the questions. Supermarket survey 1 What’s the biggest in your country? 2 What sort of advertising do supermarkets do to ? 3 Which supermarket is the best ? 4 Which supermarket has the lowest ? 5 Which supermarket stocks the widest ? 6 Would a new supermarket fill a in your area?

MOLECULE WATER CAFÉ, New York

4

Exercise 7

Complete WORD STORE 4A with the base form of the phrasal verbs in red in the article and Exercise 4. Then listen, check and repeat. CD•2.1 MP3•54

WORD STORE 4D 13

Exercise 12 1 chain of supermarkets 2 attract customers 3 value for money 4 discounted prices 5 range of products 6 gap in the market

CD•2.4 MP3•57 Complete WORD STORE 4D with more verb-noun collocations. Then listen, check and repeat. Write example sentences.

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4.2 Grammar Question tags and reply questions I can use question tags and reply questions.

buying tickets online, Jamie driving, the fact that Laura is wearing her earrings

CD•2.5 MP3•58 Read GRAMMAR FOCUS I and complete the examples from the conversation with auxiliary verbs. Then listen again and check.

questions in the conversation in Exercise 3. Is it?

GRAMMAR FOCUS I Question tags You form question tags with an auxiliary/modal verb + a pronoun. Positive statement + negative tag I’m always careful when I borrow your things, 1aren't I? don’t you? You know it’s risky buying tickets online, 2 Negative statement + positive tag has He hasn’t passed his driving test, 3 he? do But you never wear them, 4 you?

3

CD•2.6 MP3•59 Complete the conversation between Laura and Jamie with appropriate question tags. Then listen and check. What was Laura concerned about?

Laura: Jamie: Laura: Jamie: Laura: Jamie: Laura: Jamie: Laura: Jamie: Laura: Jamie: Laura:

4

This is the place he told you to meet him, 1isn’ t it ? Yes, it is. He said he’d be waiting at the main entrance. Did he? So why are we waiting at the staff entrance? Oh no, you’re right! Come on, we’d better hurry. shall we Let’s call him, 2 ? I’m sure he’ll wait ten minutes. You didn’t you ? took his phone number, 3 No, but he’s got mine. If he’s wondering where we are, he’ll won’t he call me, 4 ? you Yes – I suppose he wants his cash. Don’t lose it, 5 will ? What cash? have you ? For the tickets! You haven’t paid him yet, 6 Yes, I have – I transferred the money to his account online. Did you? Hey, that’s him over there, 7 isn’t it ? Is it? How do you know? He’s holding up a piece of paper with your name on it.

Complete some things Jamie said at the concert with question tags. Then listen, check and answer the questions. CD•2.7 MP3•60

1 2 3 4 5 6

We can go in now, can’ t we ? there There’s a support band on first, isn’t ? This is a great concert, isn’t it ? didn’t she Beyoncé toured the UK last year, ? you Don’t forget where we’re sitting, will ? have they Excuse me, nobody’s seen a silver earring, ?

1

• Which tags have a rising intonation (

listener to answer your question’? • Which tags have a falling intonation ( listener to agree with you?

) and show you expect the

GRAMMAR FOCUS II Reply questions You use reply questions to react to what somebody has said and to show interest. They usually have rising intonation. Positive statement + positive reply question ‘We’re going to a concert.’ ‘Are you?’ Negative statement + negative reply question ‘Beyoncé hasn’t played here before.’ ‘Hasn’t she?’

6 Write true sentences about you. Then, in pairs, take turns to read your sentences to your partner for him/her to respond with a reply question. 1 I / need / a new phone A: I don’ t need a new phone. B: Don’ t you? 2 my dad / give / me money for my last birthday 3 I / go / shopping recently 4 I / think / I’m a very lucky person 5 my mum / usually / do / the shopping online 6 I / have got / a credit card

7 Write four more true sentences about you. Then, in pairs, take turns to read them to your partner for him/her to respond with a reply question. A: I’m saving up to buy a new laptop. B: Are you?

8 You are going to write a conversation between a teenager and a parent. In pairs, follow the instructions. • Think of a situation. Choose from the box or

use your own ideas. The teenager wants to:

form a band get a tongue piercing give up a sport or a musical instrument get more pocket money go to a music festival go abroad with friends open a bank account • Include at least five different question tags

and/or reply questions in the conversation.

1

Suggested answers: 2 A: My dad gave me money for my last birthday. B: Did he? 3 A: I went shopping recently. B: Did you? 4 A: I think I’m a very lucky person. B: Do you?/Are you? 5 A: My mum usually does the shopping online. B: Does she? 6 A: I’ve got a credit card. B: Have you?

Note: Pay attention to these special cases: will Don’t lose them, 5 you? That’s Jamie at the door, isn’t it? Let’s go, shall we? Everybody had a good time, didn’t they? Nothing happened, did it?

1

Exercise 6

Did he?

5 Read GRAMMAR FOCUS II. Find three reply Did you?

1

2

CD•2.5 MP3•58 Listen to a conversation between Laura and her mum. What is Laura’s mum concerned about?

1

1

) and show you expect the

• Practise your conversation and then act it out.


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Photocopiable resource 23 (question tags – 10 mins), p. 198, 235


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4.3 Listening Multiple choice


I can understand specific details in an interview.

4

Listen again and choose the correct answer, A, B

1 In this episode the interviewer wants to focus on the A increased size of the markets that sell second-hand goods. B increased earnings of people involved in second-hand selling. C increased interest in buying second-hand goods. 2 How does Martin get hold of the second-hand goods he sells? A He buys them from the owners. B He gets them at a special sale. C He claims them from the airport. 3 What kind of things can Martin find in the suitcases he buys? A designer clothes B electrical goods C rotten food 4 The thing that surprises Martin most is that people A check in bags in advance. B forget something important. C come to the airport at the last minute. 5 What is Martin most likely to say about the way he earns his living?’ A ‘It makes me feel sad.’ B ‘It’s just a way to earn a living.’ C ‘It’s very strange.’

1 In pairs, read UK TODAY and discuss the questions. 1 Do you have similar types of market in your nearest town or city? 2 When did you last go to a market? What did you buy there? 3 What sort of pre-owned goods would or wouldn’t you buy?

UK TODAY Where do British people go to buy and sell second-hand/pre-owned goods?

• Flea markets – Camden market is the biggest one in London. It sells both second-hand clothes and reasonably-priced new fashion. • Car boot sales – Every weekend thousands of people take their unwanted domestic clutter to car boot sales around the country. One person’s rubbish is another person’s treasure. • Online auctions – More than 17 million people log on to sites like eBay each month to bid for a bargain. • Antiques markets – London’s Portobello market is located in fashionable Notting Hill. It specialises in antiques and bric-a-brac (old-fashioned ornaments).

CD•2.8 MP3•61

or C.

5 Complete the sentences with the words in the box. Then number the sentences in the correct order to explain what can happen to lost luggage at an airport.

auction auctioneers belongings bid high missing off stall unclaimed

checked

1 Auctioneers throw away things that have gone off . 3 auction 2 Unclaimed bags go for at the auction house. 2 3 Personal belongings from lost luggage end up on a market stall . 5 Checked 4 bags go missing at the airport. 1 5 Market stallholders bid for high quality bags. 4


CD•2.9 MP3•62 Listen and repeat the words in the box. Then put them in the correct column depending on the vowel sound.

auction boot bought could gone goods lose put rotten stall through watch 1 /ɔː/

auction

2 Have you ever been to an auction or bid for 3

bought stall

2 /ɒ/ gone rotten watch

something online? Discuss in pairs.

7

CD•2.8 MP3•61 Listen to an interview. What does Martin do for a living?

WORD STORE 4E

Martin buys lost luggage and sells the contents on his market stall.

8

CD•2.10 MP3•63

3 /u:/ boot lose through

4 /ʊ/ could goods put

Listen, check and repeat.

CD•2.11 MP3•64 Complete WORD STORE 4E. Add the adjectives in the box to complete the collocations. Then listen, check and repeat. Check the meaning of the other collocations.

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4.4 Reading Multiple matching


I can find specific details in short texts.

3 Read the texts about jeans. For questions

1

1–8, choose from the texts (A–D). You can choose each text more than once.

In pairs, discuss whether you think these ‘jean facts’ are true (T) or false (F). Then read and listen to Jeaneology and check your ideas. CD•2.12 MP3•65

1 2 3 4

‘Denim’ and ‘jeans’ are named after two European cities. Blue jeans were invented in Germany. Jeans were mainly worn by cowboys until World War II. During the 50s and 60s jeans were accepted by mainstream society. 5 Every American owns about seven pairs of jeans.

Which text mentions that: 1 jeans can cause health problems for the people making them? B 2 some people think it’s worth paying extra for traditionally-made jeans? A 3 a lot of water is wasted in the after-care of jeans? D 4 the fabric of the jeans can make a difference to the health of the wearer? C 5 we need to change our habits to make our jeans last a long time? D 6 most countries today use modern methods of denim production? A 7 new ways of fading jeans require the use of unnatural substances? B 8 people should avoid a particular type of jeans? C

T T F F T

Jeaneology 1800s

1850s

Denim was a kind of cotton made in Nîmes (‘de Nimes’). The first blue denim trousers were worn by sailors in Genoa – ‘Genes’ in French. ‘Bleu de Genes’ became ‘blue jeans’.

Nîmes Genoa

Blue jeans as we know them originated during the 1849 Californian Gold Rush. German storekeeper Levi Strauss and Latvian tailor Jacob Davis developed a stronger design using copper rivets.

1930s and 40s

At first jeans were only popular in western USA and worn by cowboys. Their popularity spread after World War II.

1950s and 60s

Young people started wearing jeans to imitate young Hollywood stars like James Dean. But jeans became associated with rebellious behaviour and were banned in schools.

4 Add the nouns in the box to the lists to make collocations from the texts.

cloth colours dyes jeans methods (of production) 1 2 3 4 5

Exercise 5

2000s Today jeans are worn by everyone. Every American owns, on average, seven pairs of jeans! 1 a They make it stiffer, denser but also more comfortable. 2 Label the pictures with the words in the box. Then discuss the questions in pairs. b It’s more expensive baggy bootcut cropped distressed because it’s more D flared skinny straight-leg labour-intensive. 2 a To dye the B C denim and give it a vintage look. A b To artificially age the material. 3 a Loss of straight-leg feeling by compressing a flared baggy G major nerve on your thigh. F E bootcut b Pressure on your stomach making it difficult to digest food. 4 a Use less water./Wash skinny our jeans less distressed cropped frequently. b Soak them in 1 What style of jeans do you like best? cold salt water; 2 When do you wear jeans and when don’t you wear jeans? don’t dry in 3 Where can you buy the cheapest/most expensive jeans in your city? sunlight; wash in vinegar. 58


72

dense/mass-produced/stiff cloth deep/intense/rich colours methods (of production) labour-intensive/modern/traditional chemical/toxic/natural dyes affordable/fashionable/hard-wearing jeans

5 Read the texts again and answer the questions. Give reasons for your answers. 1 What effect do Japanese production techniques have on: a the colour of the denim? b the cost of the denim? 2 Why are these products used in modern methods of production? a chemicals b sand 3 In what ways can skinny jeans have a harmful effect on: a your legs? b your digestive system? 4 What can we do to a help the environment? b keep our jeans looking good?

WORD STORE 4F 6

CD•2.14 MP3•67 Complete WORD STORE 4F with nouns and adjectives from the texts. Mark the stress. Then listen, check and repeat.

WORKBOOK 58

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EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 24 (word formation – 8 mins), p. 199, 236



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Lifestyle CD•2.13 MP3•66

A

J

apanese denim has a reputation among enthusiasts as being the best in the world. It has a cult following in Europe and America because of its amazing look and feel. The cloth is stiffer, denser but far more comfortable than the mass-produced denim used in other countries. 5 Japanese denim is different because they use traditional production techniques that have been abandoned elsewhere. Most denim today is produced using chemical dye, but Japanese denim uses natural dye and the material is dipped up to thirty times to produce a deep, intense and rich colour that fades with time. These traditional methods are more 10 labour-intensive, which makes the product more expensive, but Tokyo’s trendsetters are willing to splash out on the perfect pair of jeans. 1

W

B

15

20

25

e’re hooked on jeans! In the UK alone, three pairs are sold every second of every day. But recently, modern methods of production have been causing environmental concerns. Demand for jeans has increased so much that cotton farmers have to rely more and more on pesticides and fertilisers to raise their crops. Traditionally, jeans were dyed with a natural indigo dye. Nowadays, though, the dye is chemical and toxic and even more chemicals are used to give the denim a vintage appearance. Distressed jeans are increasingly popular and to achieve this look – the jeans are blasted with sand. Factory workers complained of breathing problems and as a result, some brands of jeans have banned the process. Another issue is that it takes 6,000 litres of water to produce one pair of jeans. Jeans are fashionable, affordable and hard-wearing, but at what cost to the environment?

D

C 30

35

40

45

R

ecent reports have suggested that skinny jeans enthusiasts may be damaging their health. Wearing jeans that are too tight could compress a major nerve on the outside of your thigh. This can lead to pain or loss of feeling in your legs. In most cases, the nerve damage can be reversed simply by taking the tight jeans off. Jeans that are tight around the waist can also make it difficult to digest your food. Health experts are urging young people who are committed to the skinny jeans look to choose a pair that have some stretch in them and are less likely to have a negative effect on the body. If you notice a strange sensation in your legs, it may be time to change your style.

S

o, you’ve got that top quality pair of jeans you wanted. How can you keep them looking good and stop them from fading? Well, perhaps you’re washing them too often. The CEO of Levi’s caused a stir when he mentioned in public that he hadn’t 50 washed his jeans for over a year! He wanted to show how we can help the environment by using less water. Apparently, by washing our jeans in the machine once a week for two years, we use over 3,500 litres of water. His view is supported by other professionals who believe that it isn’t necessary to wash jeans very often because the material is thick 55 and it’s the top of our bodies that sweats and makes clothes smelly, not the bottom! So, to help the environment and also keep our jeans looking good, wash less frequently, soak in cold salt water, turn them inside out and don’t dry in sunlight. Oh yes, and you could wash them in vinegar.

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4.5 Grammar Present and past modal structures

5 Complete the GRAMMAR FOCUS with the past modal

I can give advice, criticise past actions and talk about past necessity.

GRAMMAR FOCUS

1

Listen to James talking to his sister Ellie. What is James’ problem? CD•2.15 MP3•68

structures in blue in Exercise 4.

Past modal structures • You can use should/shouldn’t have + past participle or

He hasn’t got a present for his girlfriend’s birthday yet and doesn’t know what to get.

ought to/ought not to have + past participle to criticise a past action or show regret. I 1should have listened to your advice. ought to I 2 have asked if it was real gold. • You use had to/didn’t have to + infinitive to say a past

action was necessary/unnecessary. We 3 had to go to the doctor’s. • You can also use didn’t need to + infinitive or needn’t

Exercise 2 Reasons: 1 size problems 2 A bracelet doesn’t have the same ‘meaning’ as a ring. 3 in case you split up 4 Teenagers and mums wear different perfumes. 5 Her friends will know what she likes.

2

have + past participle to say a past action was unnecessary. There is a slight difference in meaning: I didn’t need to bother = I didn’t bother because it wasn’t necessary. needn’t have I 4 bothered = I bothered, but it wasn’t necessary.

CD•2.15 MP3•68 Listen again and choose the advice that Ellie gives. What reasons does she give?

1 You shouldn’t / should buy her clothes. 2 With a bracelet you need to / needn’t worry about giving the wrong message. 3 You ought to / ought not to get her tickets in advance. 4 You mustn’t / must buy her the same perfume as Mum. 5 You had better / had better not ask her friends for advice.

6 Choose the correct meaning for the underlined forms. 1 I needn’t have revised last night – my exam was cancelled. A I revised. B I didn’t revise. 2 I didn’t need to buy a phone – I got one for my birthday. A I bought a phone. B I didn’t buy a phone. 3 I’m tired. I should have gone to bed earlier last night. A I went to bed early. B I didn’t go to bed early. 4 I ought not to have spent so much money last weekend. A I spent a lot of money. B I didn’t spend much money. 5 It’s a lovely day. I needn’t have brought my umbrella. A I brought my umbrella. B I didn’t bring my umbrella.

3 In pairs, complete the advice with the affirmative or negative form of the verbs in brackets. Then discuss whether you agree with the advice. 1 You shouldn’ t (should) leave present buying till the last minute. ought to (ought to) buy a present unless you are 2 You not sure about it. 3 You mustn’t (must) give your credit card details to a stranger. 4 You need to (need to) check if you can take the item back. had better 5 You (had better) remember your dad’s birthday this year!

4

7 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Use no more than four words, including the word in capitals. Do not change the word in capitals. 1 It’s a pity we didn’t stay at home. SHOULD We should have stayed at home. 2 It’s a shame he didn’t tell her. TO He ought to have told her. 3 It was unnecessary to do what he said. HAVE have to do what he said. You didn’t 4 That was a silly thing for me to say. SHOULD have said I shouldn’t that. 5 It wasn’t necessary for her to come. BOTHERED needn’t She have bothered coming.

Read and listen to a second conversation between James and Ellie. Did James choose a good birthday present for his girlfriend? no CD•2.16 MP3•69

Ellie: How was the birthday? James: Oh, a bit of a disaster, actually. I should have listened to your advice, but I didn’t. I got a bracelet. I thought it was such a bargain – €15 for a gold bracelet. I ought to have asked if it was real gold. Ellie: You should have realised you couldn’t get real gold for €15. But anyway, didn’t she like it? James: She’s allergic to metal – she can only wear real gold. She put it on and got a big rash on her arm. We had to go to the doctor’s. Ellie: Oh dear! Did you have to take the bracelet back? James: Yes, but I needn’t have bothered. They refused to exchange it because I didn’t have the receipt. Here you are – you can have it. Ellie: Oh, thanks!

8

CD•2.17 MP3•70 Listen to three conversations. Choose a sentence from the ones you wrote in Exercise 7 to complete each conversation.

A

1

B

4

C

5

9 In pairs, choose a sentence from Exercise 7 and write your own conversation. Then practise and act out your conversation. Grammar Focus page 136

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4.6 Speaking Making and justifying choices

4 In your opinion, which of these is the best place to shop?

I can evaluate options and justify choices. 1 In pairs, look at two ways of shopping for food and answer the questions.

• online auction • street market

• high street shop • car boot sale

5 Complete the sentences about places to shop using the

1 What are the pluses and minuses of each option? 2 If you were university students doing your own food shopping, which option would you prefer? Why? 1

• shopping mall • charity shop

2

words in brackets. 1 It is (much) more likely (likely) that you can find what you want in a shopping mall. 2 I would opt for (opt) the charity shop because you can help other people. (main) reason not to 3 The pick/I wouldn’t pick (reason/not pick) the online auction is because you can end up paying more than you had planned! 4 If you want something unusual and cheap, a street is definitely market (definitely/better) option. the better 5 A high street shop is clearly the best (clearly/best) place to go shopping if you’re looking for good quality. is not the best choice 6 A charity shop if you consider (not/best/choice/ consider) the quality of the things there.

6 In pairs, complete the speaking task. Use the SPEAKING FOCUS to help you.

2

CD•2.18 MP3•71 Listen to Emma and Oscar discussing the options above. Do they mention any of the pluses and minuses you discussed in Exercise 1?

3

Complete the SPEAKING FOCUS with the words in the box. Then listen again and check. CD•2.18 MP3•71

Here are some things that can influence people when they are choosing where to buy clothes. Talk to each other about how important these things are when you’re deciding which shop to buy clothes from. stock of most recent fashion trends

changing rooms

but choice choose compare likely opt reason simply How important are these things when you’re deciding which shop to buy clothes from?

SPEAKING FOCUS Comparing and contrasting options (shopping online) is … (Going to the market) is … 1 but X is the only one/option that … compare the two/X and Y, … When you 2

that … It is (much) more 3 likely X is definitely the cheaper/better/more suitable option.

good customer service

sales or special offers

Choosing an option and justifying the choice for X. That’s why I’d 4 opt . … and therefore, it’s probably/clearly the best 5 choice (that X would be my choice) The main/Another 6 reason is that … I prefer X mainly/7 simply because … This option is (clearly) the most/least + adjective … because … Explaining reasons for rejecting other options it because … X might (require less effort), but I wouldn’t 8 choose X isn’t the best choice if you consider … The reason I wouldn’t go for/pick/choose X is because …

range of prices and sizes Now decide which of these things is most important when you are deciding where to buy clothes.

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4.7 Writing A formal email I can describe an incident and make a complaint about it in writing. 1 Would you hang out with your friends in the places mentioned in the box? Why?/Why not? Discuss in pairs.

coffee shop empty building park fast-food restaurant shopping centre skate park street corner

2 Read the posts on the website. Do you think Jude and his friends were treated unfairly? What is the advice given by YCN?

YCN Youth City News YCN message board

Got comments? Need advice?

This is the place ... Author

C

Jude

write to the centre management and explain the situation

3 Read Jude’s email below and answer the questions. 1 Are the main events described in the email the same as those in Jude’s message to YCN? yes 2 How does the style of the email differ from the style of the message? more formal 3 How do you think the manager will react?

Dear Sir or Madam, of myself and my friends to I am writing on 1 behalf 2 draw your attention to an incident that took place at the Queen Plaza Shopping Centre last Saturday. I would like to 3 make a formal complaint about the way we were treated by staff at the centre. Last Saturday, some friends and I met in the centre at Plaza Café. We had bought some drinks and were enjoying ourselves when the manager of the café approached our table and accused us of being too noisy. When we tried to reason with him, he immediately called security. A moment later, two guards arrived and forced us to leave the café and the shopping centre. To make 4 matters worse, they threatened to call the police and told us not to return in the future. We are particularly upset because the 5truth/fact is we were no noisier than some of the other people in the café. To be honest, we are amazed that the centre security guards are allowed to treat customers in this way. Without doubt, the worst 6 part of this whole incident was being thrown out of the busy shopping centre like criminals. We were so humiliated that we decided to contact you and complain. As you are the manager of the centre, we 7 urge you to reconsider your policies towards teenage customers. It is simply unfair to discriminate against young people in this way. We have contacted the local media about the incident and look forward to your response. Yours faithfully, Jude Seaborne

C YCN

Post Last Saturday, my friends and I were kicked out of Queen Plaza Shopping Centre for … no good reason! We were having a coffee at Plaza Café when the manager came over and told us to be quiet. We honestly weren’t being that loud and my friend explained this to the manager. Next thing, two security guards arrived and told us to leave or they’d call the police! They walked us to the exit and told us not to come back. It was so embarrassing and a total overreaction. What can we do?

If you really weren’t disturbing anyone, then it does seem unfair, Jude. Why don’t you write to the centre management and explain the situation? Be sure to let us know their reaction.

4 Read the WRITING FOCUS and complete Jude’s email. Sometimes more than one answer is possible.

WRITING FOCUS A formal email – describing an incident and making a complaint Introduction • Say why you are writing and summarise your complaint. I am writing on behalf of myself and my friends … I am writing to draw your attention to … I would like to make a formal complaint about … Main paragraphs • Use narrative tenses to describe the incident you are complaining about (see REMEMBER THIS p. 5). • Give your reaction to the incident. We are particularly upset because … To make matters worse, … The truth/fact is (that) … Without doubt, the worst part of this whole incident was … … I/we decided to contact you and complain. Conclusion • Say what you would like to happen. I/We urge you to (reconsider your policies). I/We ask/demand that you (investigate the matter). • Make a final statement. It is simply unfair to discriminate against young people in this way. • Mention that you expect a reply. I/We look forward to your response.

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7 Read the LANGUAGE FOCUS and complete the questions with so or such (a/an). Then, in pairs, ask and answer the questions. When was the last time: 1 you were so angry that you shouted at someone? 2 you had such a good time hanging out with your friends that you didn’t want the day to end? 3 you felt so humiliated that you went red in the face? 4 you received such terrible service that you complained or told someone else about it? 5 you had to deal with such rude people that you felt offended?

LANGUAGE FOCUS Expressing cause and result You can make your writing more varied by using so and such + that clause to give information about a cause and link it to a result: • so + adjective + that clause We were so humiliated that we decided to contact you and complain. • such (+ a/an) (+ adjective) + noun + that clause

It was such a humiliating situation that we decided to contact you and complain.

8 You are going to write an email of complaint to 5 Complete the sentences with the words and phrases in purple in Jude’s email. Use the definitions in brackets to help you.

a manager. Imagine you experienced one of the situations below. In pairs, make notes about: • the details of the incident (what happened and how you

felt/reacted). • what you want the manager to do.

I am writing to complain about an incident that 1took place (happened) last night at Skybowl bowling alley. reason a We told her we had paid and tried to 2 with her

(persuade her to be more sensible).

3

accused b She 3 us (said that we had done something bad) of trying to leave without paying for our drinks.

2

c My friends and I had finished our game and were 4 about to leave when a waitress approached (came towards) us.

1

d All the other customers heard her shouting and we felt really 5humiliated (ashamed or embarrassed).

5

6 threatened

e However, she started shouting at us and (promised to do something bad) to call the police.

4

In the end, the manager checked the computer and found that it was the waitress’s mistake. The worst part of this whole event was that nobody apologised.

6 Put sentences a–e in Exercise 5 in the correct order to form an extract from an email.

1 A bus driver refused to let you and four friends onto a bus late at night. He said he recognised you and that you had caused trouble on the bus the week before. None of you had been on the bus the week before. 2 You and your friends were asked to leave the cinema after a member of staff accused you of throwing popcorn around. It was actually some young children sitting a few rows in front of you. 3 You were leaving a supermarket when the security alarm went off. The security guards were very aggressive and searched all your bags and pockets. After keeping you there for half an hour, they found there was a fault with the alarm.

9 Choose one of the situations in Exercise 8 and complete the writing task below. Use your notes from Exercise 8, the WRITING FOCUS and the LANGUAGE FOCUS to help you. Write a formal email complaining about the way you were treated. Describe the incident and say what actions you expect the recipient to take. Write 140–190 words.

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4.8 Language in focus Modality – alternative structures I can use a range of alternative structures to express modality. Exercise 1 1 be bound to do sth 2 succeed in doing sth 3 be allowed to do sth 4 be banned from doing sth 5 be supposed to do sth

1 Read the information about modality and complete the table with the base form of the structures in blue in sentences a–e. As well as using modal verbs, you can express modality with adverbs (perhaps, etc.), adjectives and participles (be sure to, be obliged to, etc.), or other verbs (manage to, etc.). Here are some of the more common structures: MODAL CONCEPT

ALTERNATIVE STRUCTURES

probability

be (un)likely to do sth, it is (un)likely that … , 1 , be sure to do sth, be certain to do sth

ability

be (un)able to do sth, manage to do sth,

permission

3

prohibition

4

obligation

2

, be permitted to do sth

, be forbidden to do sth/from doing sth

be obliged to do sth, be required to do sth

5

a b c d e

, be meant to do sth

My brothers and sisters are banned from entering my bedroom. I’m supposed to keep my bedroom tidy but I can’t be bothered. I can’t find my house keys but they’re bound to turn up sooner or later. I succeeded in transferring all my photos to my new laptop recently. My mum says I’m allowed to get a tattoo but I don’t want one.

2 Translate the sentences in Exercise 1. Then tick the sentences that are true for you.

Exercise 3 1 was meant to be 2 is banned from competing 3 didn’t succeed in persuading 4 was supposed to call 5 is required to show

04

WORD LIST

Types of shops baker’s /ˈbeɪkəz/ bookshop /ˈbʊkstɔː/ boutique /buːˈtiːk/ branch /brɑːntʃ/ butcher’s /ˈbʊtʃəz/ chain of (cafés/supermarkets) /ˌtʃeɪn əv (ˈkæfeɪz/ ˈsuːpəˌmɑːkɪts)/ charity shop /ˈtʃærəti ʃɒp/ chemist’s /ˈkeməsts/ department store /dɪˈpɑːtmənt stɔː/ florist’s /ˈflɒrɪsts/ greengrocer’s /ˈɡriːnˌɡrəʊsəz/ hardware store /ˈhɑːdweə stɔː/ jeweller’s /ˈdʒuːələz/ junk shop /ˈdʒʌŋk ʃɒp/ newsagent’s /ˈnjuːzˌeɪdʒənts/ pet shop /ˈpet ʃɒp/ shopping mall/centre /ˈʃɒpɪŋ mɔːl/ˌsentə/

Buying and selling advertising /ˈædvətaɪzɪŋ/ attract customers /əˌtrækt ˈkʌstəməz/ counter /ˈkaʊntə/ demand for /dɪˈmɑːnd fə/ fill a gap in the market /fɪl ə ˌɡæp ɪn ðə ˈmɑːkət/ launch/release /lɔːntʃ/rɪˈliːs/ new shopping experience /ˌnjuː ˈʃɒpɪŋ ɪkˌspɪəriəns/ niche market /ˌniːʃ ˈmɑːkət/ on sale /ˌɒn ˈseɪl/ promote a product /prəˌməʊt ə ˈprɒdʌkt/ range of products /ˌreɪndʒ əv ˈprɒdʌkts/ reputation /ˌrepjəˈteɪʃən/ serve customers /ˌsɜːv ˈkʌstəməz/ specialise in sth /ˈspeʃəlaɪz ɪn/ stock /stɒk/ storekeeper /ˈstɔːkiːpə/ supply/monopolise the market /səˌplaɪ/məˌnɒpəlaɪz ðə ˈmɑːkət/ trade /treɪd/ treat yourself to sth /ˈtriːt jəˌself tə ˌsʌmθɪŋ/

Auctions and market places

3 Rewrite the sentences. Replace the underlined phrases with phrases that include the words in capitals. 1 Tim is late. He should be here by now. MEANT 2 Rogers can’t compete for three years because he failed a drugs test. FROM 3 Janet couldn’t persuade her parents to lend her any money. IN 4 Terry should have called me last night, but he forgot. SUPPOSED 5 Everybody has to show their ID card when they enter the UK. REQUIRED

4 Complete the conversation with one word in each gap. Use each word once only. Sometimes more than one answer is possible. A: I’ve got a part-time job in the local supermarket. I’m 1supposed to manage be there at 7 a.m. but I’m not sure if I’ll 2 to get up in time! B: What are you going to wear? forbidden A: You have to wear smart shoes. Trainers are 3 and you’re allowed not 4 to wear jewellery or piercings. You are 5 obliged to put on a uniform and I think I’m 6 meant to wear a hat if I’m working on the fresh food counter. B: What about phones? permitted A: You’re 7 to bring a mobile phone onto the premises but it has to be switched off at all times. B: Knowing you, you’re 8 bound to forget. What happens if it rings? A: I’m not sure, but it’s 9 likely that the manager would be very angry, so I’ll be 10 sure to switch mine off tomorrow!

antiques market /ænˈtiːks ˌmɑːkət/ auction house /ˈɔːkʃən haʊs/ auctioneer /ˌɔːkʃəˈnɪə/ bid for sth /ˈbɪd fə ˌsʌmθɪŋ/ car boot sale /ˈkɑː buːt seɪl/ flea market /ˈfliː ˌmɑːkət/ market stall /ˈmɑːkət stɔːl/ market stallholder /ˌmɑːkət ˈstɔːlˌhəʊldə/ online auction /ˌɒnlaɪn ˈɔːkʃən/

Money and prices affluent /ˈæfluənt/ borrow /ˈbɒrəʊ/ broke /brəʊk/ cash /kæʃ/ charge /tʃɑːdʒ/ cheat /tʃiːt/ cost an arm and a leg /ˌkɒst ən ˌɑːm ənd ə ˈleɡ/ cost of living /ˌkɒst əv ˈlɪvɪŋ/ cost/be worth a fortune /ˌkɒst/bi ˌwɜːθ ə ˈfɔːtʃən/ credit card details /ˈkredət kɑːd ˌdiːteɪəlz/ cut/raise prices /ˌkʌt/ˌreɪz ˈpraɪsɪz/ discounted price /dɪsˌkaʊntɪd ˈpraɪs/ earn a living /ˌɜːn ə ˈlɪvɪŋ/ good/great value for money /ˌɡʊd/ˌɡreɪt ˌvæljuː fə ˈmʌni/ have money to burn /ˌhæv ˈmʌni tə bɜːn/ hourly fee /ˌaʊəli ˈfiː/ in debt /ˌɪn ˈdet/ make a fortune /ˌmeɪk ə ˈfɔːtʃən/ make ends meet /ˌmeɪk endz ˈmiːt/ open a bank account /ˌəʊpən ə ˈbæŋk əˌkaʊnt/ overpriced /ˌəʊvəˈpraɪst/ owe sb money /ˌəʊ ˌsʌmbɒdi ˈmʌni/ pay through the nose /ˌpeɪ θruː ðə ˈnəʊz/ pocket money /ˈpɒkət ˌmʌni/ reasonably-priced /ˌriːzənəbli ˈpraɪst/ reduce the price /rɪˌdjuːs ðə ˈpraɪs/

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THE COST OF LIVING spend a lot of money on sth /ˌspend ə lɒt əv ˈmʌni ɒn ˌsʌmθɪŋ/ thirty percent off /ˌθɜːti pəˌsent ˈɒf/ transfer /trænsˈfɜː/ withdraw money /wɪðˌdrɔː ˈmʌni/ Goods antique /ænˈtiːk/ bracelet /ˈbreɪslət/ brand/label /brænd/ˈleɪbəl/ bric-a-brac /ˈbrɪk ə ˌbræk/ consumer goods /kənˈsjuːmə ɡʊdz/ designer clothes /dɪˈzaɪnə kləʊðz/ domestic clutter /dəˌmestɪk ˈklʌtə/ electrical goods /ɪˈlektrɪkəl ɡʊdz/ evening/party/wedding dress /ˈiːvnɪŋ/ˈpɑːti/ ˈwedɪŋ dres/ fashion /ˈfæʃən/ item /ˈaɪtəm/ jewellery /ˈdʒuːəlri/ ornament /ˈɔːnəmənt/ perfume /ˈpɜːfjuːm/ pre-owned/second-hand/used goods /ˌpriː ˌəʊnd/ˌsekənd ˌhænd/ˌjuːzd ˈɡʊdz/ vintage piece /ˈvɪntɪdʒ piːs/ Adjectives describing goods affordable /əˈfɔːdəbəl/ fashionable/trendy /ˈfæʃənəbəl/ˈtrendi/ fun /fʌn/ hard-wearing /ˌhɑːd ˈweərɪŋ/ high quality /ˌhaɪ ˈkwɒləti/ one-off /ˌwʌn ˈɒf/ quirky /ˈkwɜːki/ unwanted /ʌnˈwɒntəd/ vintage /ˈvɪntɪdʒ/ Complaints apologise /əˈpɒlədʒaɪz/ complain /kəmˈpleɪn/ demand /dɪˈmɑːnd/ draw sb’s attention to sth /ˌdrɔː ˌsʌmbɒdiz əˈtenʃən tə ˌsʌmθɪŋ/ exchange /ɪksˈtʃeɪndʒ/ fault /fɔːlt/ incident /ˈɪnsədənt/ investigate the matter /ɪnˌvestəɡeɪt ðə ˈmætə/ make a formal complaint about sth /ˌmeɪk ə ˌfɔːməl kəmˈpleɪnt əˌbaʊt ˌsʌmθɪŋ/ receipt /rɪˈsiːt/ reconsider your policies /ˌriːkənˌsɪdə jə ˈpɒləsiz/ refuse /rɪˈfjuːz/ response /rɪˈspɒns/ Jeans

Production process blast with sand /ˌblɑːst wɪð ˈsænd/ chemical/toxic/natural dye /ˌkemɪkəl/ˌtɒksɪk/ ˌnætʃərəl ˈdaɪ/ dense/stiff/mass-produced cloth /ˌdens/ˌstɪf/ mæs prəˌdjuːst ˈklɒθ/ dye /daɪ/ indigo dye /ˈɪndɪɡəʊ daɪ/ labour-intensive/modern/traditional methods of production /ˌleɪbər ɪnˌtentsɪv/ˌmɒdn/ trəˌdɪʃənəl ˌmeθədz əv prəˈdʌkʃən/ produce /prəˈdjuːs/ producer /prəˈdjuːsə/ production cycle/technique /prəˈdʌkʃən ˌsaɪkəl/ tekˌniːk/

Look and style

baggy /ˈbæɡi/ bootcut /ˈbuːtkʌt/ copper rivet /ˌkɒpə ˈrɪvət/ cotton /ˈkɒtn/ cropped jeans /ˌkrɒpt ˈdʒiːnz/ deep/rich/intense colour /ˌdiːp/ˌrɪtʃ/ɪnˌtens ˈkʌlə/ design /dɪˈzaɪn/ distressed /dɪˌstrest/ˌ

fade /feɪd/ feel /fiːl/ flared jeans /ˌfleəd ˈdʒiːnz/ skinny /ˈskɪni/ stiff/stretch denim /ˌstɪf/ˌstretʃ ˈdenəm/ straight-leg /ˌstreɪt ˈleɡ/ tight /taɪt/ Phrasal verbs bring out /ˌbrɪŋ ˈaʊt/ deal with (customers) /ˈdiːl wɪð/ fork out (£10) /ˌfɔːk ˈaʊt/ go off /ˌɡəʊ ˈɒf/ hang out /ˌhæŋ ˈaʊt/ keep (costs) down /ˌkiːp ˈdaʊn/ knock (a few pounds) off (the price) /ˌnɒk ˈɒf/ rely on /rɪˈlaɪ ɒn/ rip off /ˌrɪp ˈɒf/ run out (of) /ˌrʌn ˈaʊt əv/ save up /ˌseɪv ˈʌp/ shop around /ˌʃɒp əˈraʊnd/ sign up /ˌsaɪn ˈʌp/ snap up (a bargain) /ˌsnæp ˈʌp/ splash out on /ˌsplæʃ ˈaʊt ɒn/ take/send (an item) back /ˌteɪk/ˌsend ˈbæk/

recent /ˈriːsənt/ risky /ˈrɪski/ security alarm /sɪˈkjʊərəti əˌlɑːm/ security guard /sɪˈkjʊərəti ɡɑːd/ stolen goods /ˌstəʊlən ˈɡʊdz/ stroke /strəʊk/ succeed in doing sth /səkˌsiːd ɪn ˈduːɪŋ ˌsʌmθɪŋ/ threaten /ˈθretn/ to make matters worse /tə ˌmeɪk ˌmætəz ˈwɜːs/ tongue piercing /ˌtʌŋ ˈpɪəsɪŋ/ tradition /trəˈdɪʃən/ traditional /trəˈdɪʃənəl/ traditionalist /trəˈdɪʃənələst/ trendsetter /ˈtrendˌsetə/ waist /weɪst/ wardrobe /ˈwɔːdrəʊb/

Other abandon /əˈbændən/ accuse (of) /əˈkjuːz (əv)/ be banned from doing sth /bi ˈbænd frəm ˌduːɪŋ ˌsʌmθɪŋ/ be bound to do sth /bi ˌbaʊnd tə ˈduː ˌsʌmθɪŋ/ be committed to sth /bi kəˈmɪtəd tə ˌsʌmθɪŋ/ be hooked on sth /bi ˈhʊkt ɒn ˌsʌmθɪŋ/ be permitted to do sth /bi pəˌmɪtɪd tə ˈduː ˌsʌmθɪŋ/ checked/unclaimed luggage /ˌtʃekt/ʌnˌkleɪmd ˈlʌɡɪdʒ/ chemical /ˈkemɪkəl/ compress /kəmˈpres/ concern /kənˈsɜːn/ craze (for) /ˈkreɪz (fə)/ digest /daɪˈdʒest/ digestive system /daɪˈdʒestɪv ˌsɪstəm/ discriminate against /dɪˈskrɪməneɪt əˌɡenst/ domestic/long-haul/international flight /dəˌmestɪk/ˌlɒŋ hɔːl/ˌɪntəˌnæʃənəl ˈflaɪt/ enthusiasm /ɪnˈθjuːziæzəm/ enthusiast /ɪnˈθjuːziæst/ enthusiastic /ɪnˌθjuːziˈæstɪk/ environment /ɪnˈvaɪrənmənt/ environmental /ɪnˌvaɪrənˈmentl/ environmentalist /ɪnˌvaɪrənˈmentələst/ expert (n, adj) /ˈekspɜːt/ expertise /ˌekspɜːˈtiːz/ fertiliser /ˈfɜːtəˌlaɪzə/ fish pedicure /ˈfɪʃ ˌpedɪkjʊə/ go missing /ˌɡəʊ ˈmɪsɪŋ/ go mouldy/rotten /ˌɡəʊ ˈməʊldi/ˈrɒtn/ go red in the face /ɡəʊ ˌred ɪn ðə ˈfeɪs/ hips /hɪps/ humiliated /hjuːˈmɪlieɪtɪd/ increase /ɪnˈkriːs/ intellectual/private property /ˌɪntəˌlektʃuəl/ ˌpraɪvət ˈprɒpəti/ likely /ˈlaɪkli/ loss of feeling /ˌlɒs əv ˈfiːlɪŋ/ lost property /ˌlɒst ˈprɒpəti/ major/root/common cause /ˌmeɪdʒə/ˌruːt/ˌkɒmən ˈkɔːz/ member of staff /ˌmembər əv ˈstɑːf/ offended /əˈfendəd/ on behalf of sb /ɒn bɪˈhɑːf əv/ opt for sth /ˈɒpt fə/ perfect /ˈpɜːfɪkt/ perfection /pəˈfekʃən/ perfectionist /pəˈfekʃənəst/ personal belongings /ˌpɜːsənəl bɪˈlɒŋɪŋz/ pesticide /ˈpestɪsaɪd/ productive /prəˈdʌktɪv/ rebellious /rɪˈbeljəs/

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LANGUAGE IN USE

1 Match the sentence halves.

5 Read the text and choose the correct answer,

1 2 3 4 5

Have you ever been ripped c When did you last pay e What do you like to splash a Why is it a good idea to shop d Do you think you’ll manage to knock a few pounds b

a b c d e

out on when you’re feeling rich? off the original price of the headphones you want to buy? off while shopping abroad? around before choosing what you want to get? through the nose for a piece of electronic equipment?

2 Complete the sentences with the words in the box. There is one extra word.

consumer fork make snap value withdraw

market

snap 1 You must be quick if you want to up a bargain during the sale. The best items disappear in no time. 2 I think that our brand new car is good value for money. It’s very economical. make 3 It's difficult to ends meet when you only work part-time. fork 4 You must be joking! Why should I out £20 on something that I don’t really like? 5 The prices of most consumer goods have risen recently. 6 A bank clerk explained to me how to withdraw money from a cash machine using PayPal.

3 Complete the sentences with questions tags or reply questions. Nobody has had a refund yet, have they ? That’s a nice dress she’s wearing tonight, isn’t it ? Let’s talk about insuring the house, shall we ? A: Tim had to take out a loan to buy a car. Did he ? B: 5 A: I’m not going to lend him money ever again! B: Aren’t you ? 6 A: Eve wants to pay a deposit on the house next week. B: Does she ? 1 2 3 4

4 Choose the correct options. 1 We had better / had to find the receipt before we even attempted to take the camera back to the shop. 2 I told you not to order a wedding dress online. You should listen / ought to have listened to me then, and we wouldn’t have to look for one now! 3 Amy is a shopaholic. She really mustn’t / needn’t spend any more on unnecessary purchases. 4 I didn’t need to spend / needn’t have spent a fortune on all this fancy food. They didn’t come after all. 5 Hurry up, Kate. There are bound / supposed to be crowds trying to get into the shop when it opens.

A, B, C or D.

BAR CODE You may have never heard of Joe Woodland or Bernard Silver, but you 1 to come across their groundbreaking invention on a daily basis – the bar code. While studying engineering, Woodland and Silver were approached by a retail food company and asked to find ways to automate checkout operations. They designed and then 2 a bar code in the shape of a bull’s eye. It meant that manually input prices for every single employees no longer 3 product at the checkout or replace price tags whenever an item’s cost the idea didn’t catch on at first, the food industry changed. 4 didn’t give up looking for an easy way to scan products. Finally, an IBM employee, George Laurer, designed the bar code as a rectangular box with vertical lines and numbers. The first ever item was scanned on is now 26 June 1974. It was a pack of chewing gum, 5 a museum exhibit, together with the scanner used. of products are branded Nowadays, not only food but a wide 6 with a bar code. It has even become a feature in some modern paintings.

1 2 3 4 5 6

A are meant A brought out A ought to A Despite A what A matter

B manage B kicked off B must B Only if B which B chain

C are certain D are required C put in D set up C should D had to C Even though D However C that D whose C niche D range

6 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 It would have been better if we hadn't given Tony so much money for his birthday. SHOULD shouldn’t We have given Tony so much money for his birthday. 2 Sam’s advice was so good that I knew immediately which bank account to open. ADVICE such good Sam gave me advice that I knew immediately which bank account to open. 3 It wasn’t necessary for Sarah to pay her university fees because they were covered by her employer. NEED didn’t need Sarah to pay her university fees because they were covered by her employer. 4 If I were you, I wouldn’t exceed the credit card limit just because it's Christmas. HAD had better You not exceed the credit card limit just because it’s Christmas. 5 We didn’t manage to launch a new campaign due to lack of funding. SUCCEED didn’t succeed We in launching a new campaign due to lack of funding.

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• Photocopiable resource 56A (multiple choice – 12 mins) p. 208, 270


• Photocopiable resource 60C (transformations – 20 mins) p. 209, 279 • Photocopiable resource 27 (Writing – 10 mins) p. 199, 239 • Photocopiable resource 28 (Speaking – 10 mins) p. 199, 240


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LISTENING

SPEAKING

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9 In pairs, complete the speaking task.

CD•2.19 MP3•72 Listen to an interview with Anne, a mystery shopper. Choose the correct answer, A, B or C.

1 Anne is asked by her clients to A buy specific products. B dress in a particular way. C go to any store she wants. 2 The services of mystery shoppers are in demand mainly because A shops want to attract more customers. B they provide information on the competition. C online shopping is becoming a danger to regular stores. 3 Anne believes she is doing a good job because the stores she has visited A are hiring more staff. B are cleaner than they were before. C are winning awards for customer service. 4 What does Anne say about being a mystery shopper in expensive restaurants? A It's a task requiring a good memory. B She has to take notes during the meal. C She finds it a rather disappointing experience overall. 5 What is Anne’s attitude to her job? A It isn’t always easy. B It’s quite monotonous. C It pays well.

Here are different ways in which companies advertise their products or services. Talk to each other about how effective these forms of advertising are. online adverts

TV commercials

How effective are these forms of advertising?

phone calls

junk mail and leaflets

adverts on buses or billboards

WRITING Which form of advertising do you think irritates people the most?

8 Complete the writing task. Read part of an email you sent to an English friend. Write an email of complaint to the manager of the museum.

I really enjoyed our visit to the museum yesterday, but I can’t believe that they wouldn’t let you go into the Egyptian room. They said that your wheelchair might damage the delicate exhibits in there! I think their attitude was really wrong and totally unfair. I’m going to write an email to the director of the museum and complain about their behaviour.

10 In pairs, discuss the questions. 1 Do you often buy things because of adverts? Why?/ Why not? 2 What’s your favourite TV advert at the moment? 3 Do you think a personal recommendation is better than an advert? Why?/Why not? 4 Some people say that adverts persuade us to buy things we don’t need. What do you think? 5 Which forms of advertising do you think will become less common in the future? Why?

Write your email in 140–190 words.

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5

5.1 Vocabulary Employment • Phrasal verbs • Collocations • Word families I can talk about work and employment.

SHOW WHAT YOU KNOW

THE WORLD AT YOUR FEET

1 In pairs, try to note down a job title for each letter of the alphabet. How many can you think of in two minutes?

accountant

beautician

civil servant

detective

2 In pairs, choose three jobs from your list and discuss the advantages and disadvantages of each one. Compare the following: • requirements (qualifications/training/experience) • terms and conditions (salary/working hours/place of work)

If a job is worth doing, it’s worth doing well. A PROVERB

I


5

Show what you know – job titles employment – phrasal verbs, collocations, word families • adjectives to describe jobs • linking phrases • Word in focus – at • •

10

Grammar: Reported Speech • reporting verbs •

15

Listening: an interview on the future of work people talking about their jobs • multiple matching • •

20

Reading: a literary text about men’s and women’s roles • multiple choice •

25

Speaking: •

discussing problems and solutions, expressing annoyance

Writing: •

30

an article


35

n 2009 Ben Southall applied for ‘The Best Job in the World’ and after a rigorous selection process, he was taken on as Island Caretaker on the Great Barrier Reef. The dream post was not just an opportunity to pick up new surfing skills: it came with a pay packet of $150,000 for six months’ work, and accommodation in a five-millionAllan, Ireland dollar villa on Hamilton Island, off the coast of Queensland Australia. Ben’s 2009 contract expired long ago, but Tourism Queensland decided to keep him on as their official Ambassador. The new role that he took up still involves travelling and blogging about his adventures. In 2013 as he stepped down from his Island Caretaker job and became an official Ambassador for Tourism Queensland, he said this: ‘Unfortunately for me, my time is up. But luckily for the world “The Best Job in the World” is back. It was one of the most successful tourism campaigns in recent times, so they decided to do it again but this time they’re recruiting for several vacancies around Australia!’ The successful applicant for each job was paid a six-month package of up to $100,000, including living expenses. More than 330,000 people from 196 countries expressed interest in the dream jobs, and Tourism Australia had to deal with more than 40,000 video applications. A final shortlist of eighteen candidates was drawn up and they were flown in to Australia for interview.

PERKS Trying out the coolest dining places in Melbourne.

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EXTRA ACTIVITIES

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• Photocopiable resource 29 (employment – 8 mins) p. 200, 241


DUTIES This role requires a sense of adventure; adventure his job is to uncover the best holiday experiences in the Outback of Northern Australia. PERKS Being immersed in indigenous Aboriginal culture.

The aim of the promo was to push Australia’s lucrative holiday Roberto, industry and target the international youth market from Brazil around the world – they wanted to attract people on LIFESTYLE holiday but also employ people PHOTOGRAPHER who wanted to work, helping DUTIES to fill many vacant posts in the He’s responsible for documenting tourism industry. Here are four Melbourne’s unique culture and of the jobs and the lucky people lifestyle. who were hired to do them:

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OUTBACK ADVENTURER



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a.

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3 How would you define the best job in the world?

WORD STORE 5A

Complete the table and compare with a partner. Location

Working hours

Duties

Salary

Perks

4 Read the article and answer the questions.

6

CD•2.20 MP3•73 Complete WORD STORE 5A with the base form of the phrasal verbs in red in the article. Then listen, check and repeat.

7 Replace the underlined verbs in the questions with the correct form of a phrasal verb. Then read the article again and answer the questions.

1 What was the original Best Job in the World? 2 What does the role of official Ambassador for Tourism Queensland involve? 3 How did people apply for the new vacancies? 4 Why did Tourism Australia run the competition again? 5 What are the key responsibilities of each job described?

taken on

1 When was Ben Southall employed as an Island Caretaker? pick up 2 What new skill could Ben learn as an Island Caretaker? 3 When Ben’s contract expired, did Tourism Queensland keep him on retain him? took up 4 What is the title of the new post Ben accepted in 2013? stepping down from 5 How do you think Ben felt about leaving his island job? 6 What happened to the candidates after the shortlist had drawn up been prepared?

5 Which of the four jobs described in the article is the closest to your ideas in Exercise 3?

WORD STORE 5B 8

Elisa, France

CD•2.21 MP3•74 Complete WORD STORE 5B with the underlined collocations in the article. Then listen, check and repeat. Add a translation.

9 Complete the text with collocations from WORD STORE 5B. Did the person find their dream job? Why?/ Why not? filled a vacant post in a restaurant but When I left school, I 1 expired , I left. I didn’t enjoy the job. So when my contract 2 3 At school I had always expressed interest in working abroad. sense of adventure and so when I found out I have a good 4 market , that the tourist industry were targeting the youth 5 I took a restaurant job on a cruise ship. The perks were good – my living 6expenses were covered. But the job was the same as my previous one, just on a ship.

PARK RANGER

DUTIES Her primary responsibilities are protecting Australian native plants and animals and informing people about them. PERKS Experiencing the Great Barrier Reef.

CHIEF FUNSTER

DUTIES He’s in charge of promoting and reviewing gigs, parties, VIP events and festivals in Sydney. PERKS Andrew, the USA Having fun!

WORD STORE 5C

1 Island Caretaker 2 travelling and blogging about his adventures 3 They sent video applications. 4 to get more young tourists visiting 5 Chief Funster: in charge of promoting and reviewing gigs, parties, VIP events and festivals in Sydney Park Ranger: protecting Australian native plants and animals and informing people about them Lifestyle Photographer: documenting Melbourne’s unique culture and lifestyle Outback Adventurer: uncovering the best holiday experiences in the Outback of Northern Australia

Exercise 7

1 in 2009 Complete WORD STORE 5C with the 2 surfing words in the box to make more collocations. Then listen, 3 yes check and repeat. Write example sentences. 4 Ambassador 5 sad WORD STORE 5D 6 They were 11 CD•2.23 MP3•76 Complete WORD STORE 5D with words flown to Australia from the article. Then listen, check and repeat. Which for interview. verbs and nouns have the same forms?

10

CD•2.22 MP3•75

12 Complete the sentences with words from WORD

Exercise 12

STORE 5D. 1 You should always your homework before you hand it in. 2 Most people would prefer to be an than an interviewee. 3 Few local companies teenagers for part-time jobs. 4 Very few men for primary school teaching posts. 5 Full is an impossible dream for this country.

to, il

5 14:09

Exercise 4


1 2 3 4 5

review interviewer recruit apply employment

13 In pairs, discuss whether you agree or disagree with the statements in Exercise 12.

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5.2 Grammar Reported Speech I can report speech naturally and fluently, making appropriate grammatical changes.

Exercise 4 2 (that) he would never get a job if he didn’t have his hair cut. 3 (that) he had forgotten to clean his shoes last time and that they always looked at shoes. 4 (that) he should buy a new suit. 5 (that) he mustn’t drink too much coffee beforehand because he would be nervous. 6 not to worry if he didn’t get it. They told him (that) something better might come up.

Exercise 5 2 not to call them, they would call me. 3 (that) he’ll be contacting my references tomorrow. 4 if/whether I’ll be available to start there next month. 5 (that) I’m exactly the person they’re looking for. 6 if/whether they could give me some advice.

1

CD•2.24 MP3•77 Listen to three people in job interview situations. Would you employ them? Why?/Why not?

2

CD•2.24 MP3•77 Read the reports of the interviews in Exercise 1. Rewrite the underlined parts in Direct Speech. Then listen again and check.

1 We were interviewing someone to be a part-time 4 postman. We asked him to tell us about his weaknesses. 1 He told us that he wasn't a morning person. In fact, he 1 4 said he had struggled to get up that morning. He said 3 he would like to start work after lunch. about your A: Tell us weaknesses .

’m not a morning person. In fact, I struggled to get up this morning. I’d like to B: I start work after lunch .

4 Harry is preparing for a job interview. Report his parents’ comments. Don’t change the tense if it isn’t necessary.

2 We interviewed two young men for jobs as waiters. We 1 said it was a pity that they hadn’t had any experience of 6 restaurant work. They told us not to worry. They were very good at eating and that was why they thought they 3 should get the job. pity you haven’t had any experience of

restaurant A: It’s a work

.

worry. We’re very good at eating and that’s why we think we should job. B: Don’t get the .

3 We’re currently interviewing somebody for a receptionist 5 position. We’ve just asked her whether she likes the job 2 she has now. She says she doesn’t because she has to answer the phone a lot, and she hates that. you like the job you

have now? A: Do

?

I don’t because I have to answer the phone a

lot, and I hate that B: ‘No,

.

3 Read the GRAMMAR FOCUS. Then look at the way Direct Speech is reported in Exercise 2 and find examples for each rule. See numbers in Exercise 2.

GRAMMAR FOCUS Reported Speech When you report someone’s words, remember these rules: • You usually move the verbs ‘one tense back’ when your reporting verb is in a past tense (She said …). • You don’t change the verb form if your reporting verb is in a present tense (She says … or He has told me …). • You don’t change verbs in the Past Perfect or modal verbs such as would, should, could, might. • You change pronouns, possessive adjectives and words for time and place as necessary. • You change the word order in questions and don’t use do, does or did. • You use told + sb + to-infinitive to report orders and ask + sb + to-infinitive to report requests.

1 ‘You didn’t prepare well enough for your last interview.’ They said that he hadn’ t prepared well enough for

his previous interview. 2 ‘You’ll never get a job if you don’t have your hair cut.’ They said … 3 ‘You forgot to clean your shoes last time and they always look at shoes.’ They said … 4 ‘You should buy a new suit.’ They said … 5 ‘You mustn’t drink too much coffee beforehand because you’ll be nervous.’ They said … 6 ‘Don’t worry if you don’t get it. Something better might come up.’ They told him …

5 Report the interview questions. Don’t change the tense if it isn’t necessary. Which questions would you be happy with/worried about? Why? 1 ‘Did you write this CV?’ They asked me whether I had written that CV. 2 ‘Don’t call us, we’ll call you.’ They told me … 3 ‘I’ll be contacting your references tomorrow.’ He says … 4 ‘Will you be available to start here next month?’ They’ve asked me … 5 ‘You’re exactly the person we’re looking for.’ She says … 6 ‘Could we give you some advice?’ They asked me …

6 Complete the reported statements to make them true for you. 1 The last time my friends gave me good advice, they told me … 2 My brother/sister annoys me when he/she tells me … 3 I think I’m pretty good/bad at English. My teacher says … 4 I heard something interesting recently. Somebody told me … 5 I don’t know what I want to do when I leave school. My parents say … 6 The last person who spoke to me was . He/She said … Grammar Focus page 136

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Photocopiable resource 30 (Reported Speech – 12 mins) p. 200, 242–243


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5.3 Listening

A

B

Multiple matching I can understand the main points in short talks.

Exercise 2

1 In pairs, look at the photos and discuss which of these categories each job belongs to. Think of three more jobs for each category. • jobs that will always be needed

• jobs that are at risk • jobs of the future

2

Listen to an interview with a data analyst. Compare his findings with your ideas in Exercise 1.

3

CD•2.25 MP3•78 Complete the sentences with the words in the box. Then listen again and check.

lawyer

CD•2.25 MP3•78

decline

marked

rise

sharp

C

shop assistant

7

4 Match the phrases in green in Exercise 3 with these

1

d a drop in the number of e a rapid decline in

5 2

3

5 In pairs, describe trends in your country using the phrases in Exercise 4. Think about the things in the box.

cost of going out cycling to work/school getting married in your twenties shopping online studying English

CD•2.26 MP3•79 Listen to four people talking about their jobs. Choose from the list (A–F) what each speaker says. Use the letters only once. There are two extra letters.

Speaker 1: B Speaker 2: F

1 Would you prefer to work from home or commute? Why? 2 What are the pros and cons of working freelance? 3 What kind of qualifications and skills do you hope to gain in the future?

Exercise 7 1 Laws don’t change fast. 2 so trainees can earn a salary 3 There’s less pain. 4 to handle difficult customers 5 two-year course in applied science; be good with your hands; have some experience of mechanics


Speaker 3: A Speaker 4: E

The speaker: A is concerned about his/her elderly customers. B believes that technology has replaced parts of the jobs in his/her industry. C has seen a decrease in his/her salary. D thinks that it’s better to do an apprenticeship than go to university. E has a hobby that has taught him/her skills that are relevant for his job. F thinks technology has led to a better experience for his/her clients.

Listen again and answer the questions.


EXAM FOCUS Multiple matching 6

CD•2.26 MP3•79

wind turbine technician

1 What makes law such a stable profession? 2 Why are law firms now offering apprenticeships? 3 How have dental patients benefited from medical advances? 4 Why is it useful to have good interpersonal skills as a shop assistant? 5 What qualifications and skills do you need to be a wind turbine technician?

phrases with similar meanings. 5

D

unchanged

1 There’s been a steady rise in people working from home. 2 There’s been a sharp drop in the number of people commuting to work. 3 Jobs in the medical and teaching professions will unchanged be . marked 4 There will be a increase in jobs connected with alternative energy. 5 There will be a gradual decline in jobs in retail.

a a sharp rise in b a growing number of c remain constant

dentist

Jobs that will always be needed: actors, artists, carers, doctors, fire fighters, lawyers, managers, politicians, solar panel engineers, wind turbine technicians, writers Jobs that are at risk: factory workers, office workers, shop assistants Jobs of the future: body-part makers, robot mechanics, space tourist guides

CD•2.27 MP3•80 Listen and repeat the words said as nouns and as verbs. Mark the stress. Which pairs have different stress patterns?

contract export import increase market recruit review target

a contract/to contract 10 In pairs, take turns to say a word from Exercise 9. Your partner must decide whether the word is a noun or a verb.

WORD STORE 5E 11

Exercise 9 an export/to export an import/to import an increase/to increase a market/to market a recruit/to recruit a review/to review a target/to target

CD•2.28 MP3•81 Complete WORD STORE 5E. Match the adjectives in the box with the synonym that has the closest meaning. Then listen, check and repeat.

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5.4 Reading Multiple choice I can find specific detail in a literary text. Exercise 2 1 are primary breadwinners 2 child-rearing duties 3 dual-income marriages, generations

1 In pairs, read US TODAY and answer the questions.

CD•2.29 MP3•82

1 What percentage of women earn the biggest salary in the family? forty percent 2 How much time do men spend doing the housework and child care? 161 minutes per day 3 What is the trend for couples where both people work compared to previous eras? Numbers are rising.

US TODAY

CHAPTER 1

5

Work/Home life for the average American family • Seventy percent of American children live in households where both parents are employed. • Women are primary breadwinners in forty percent of homes with children. Two thirds of these women are single parents.

10

15

• With the rise of dualincome marriages, women do less housework than in previous generations, and men do more. However, women still tend to do more housework than men; in the USA, women spend 248 minutes per day on domestic work, while American men spend 161 minutes per day cooking, cleaning or on childrearing duties.

20

25

2 Replace the underlined words and phrases in Exercise 1 with the words and phrases in blue in US TODAY.

3 In pairs, discuss what similarities/differences there are between working life in the US and in your country.

Exercise 4 1 She was a ‘home furnishings editor’. His father was in favour. 2 He had two siblings (a brother and a sister). They lived in a big white house with black shutters and a porch. 3 a memoir

30

4 Read the text and answer the questions. 1 What was the author’s mother’s job and what did his father think about it? 2 How many siblings did the author have and what sort of house did they live in? 3 Which of these descriptions do you think best describes the book that this extract was taken from? • a historical novel • a memoir • a travel guide

35

Harper’s magazine in December 1951 published an article by Nancy B. Mavity on an unsettling new phenomenon, the two-income family, in which husband and wife both went out to work to pay for a more ambitious lifestyle. Mavity’s worry was not how women would cope with the demands of employment on top of child-rearing and housework, but rather what this would do to the man’s traditional status as breadwinner. ‘I’d be ashamed to let my wife work,’ one man told Mavity tartly, and it was clear from her tone that Mavity expected most readers to agree. Remarkably, until the war many women in America had been unable to work whether they wanted to or not. Up until Pearl Harbor, half of the forty-eight states had laws making it illegal to employ a married woman. In this respect, my father was commendably – I would even say enthusiastically – liberal, and was completely in favour of my mother working. She worked for the Des Moines Register, as the Home Furnishings Editor, in which capacity she provided calm reassurance to two generations of homemakers who were anxious to know whether the time had come for paisley in the bedroom and whether they should have square sofa cushions or round. […] Because they both worked, we were better off than most people of our socio-economic background (which in Des Moines in the 1950s was most people). We – which is to say, my parents, my brother, Michael, my sister, Mary Elizabeth (or Betty) and I – had a bigger house on a larger lot than most of my parents’ colleagues. It was a white clapboard house with black shutters and a big screened porch on top of a shady hill on the best side of town. […]

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EXTRA ACTIVITIES

NEXT CLASS

Photocopiable resource 31 (vocabulary from reading text – 10 mins) p. 200, 244



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EXAM FOCUS Multiple choice vb

5 Read the text again. For questions 1–6, choose the correct answer, A, B, C or D. The Life and Times of the Thunderbolt Kid, by Bill Bryson

40

45

50

55

60

65

70

75

80

1 Nancy B. Mavity A believed both husbands and wives should work. B worried about women who were ambitious in their work. C wondered how couples would share housework. D thought that gender roles should not be changed. 2 The writer’s family A were sure that their home furnishings were up-to-date. B came from a better socio-economic background than most people. C had a more comfortable lifestyle thanks to their dual income. D knew a lot of people with large houses in a good part of town. 3 In paragraph 4, the writer A sympathises with his mother’s situation. B complains that his mother was always late. C suggests that his mother was overworked. D recommends that women shouldn’t work.

The only downside of my mother’s working was that it put a little pressure on her with regard to running the home and particularly with regard to dinner, which, frankly, she wasn’t very good at anyway. My mother always ran late and was dangerously forgetful. You soon learned to stand aside about ten to six every evening, for it was then that she would fly in the back door, throw something in the oven and disappear into some other quarter of the house to embark on the thousand other household tasks that greeted her each evening. In consequence, she nearly always forgot about dinner until a point slightly beyond way too late. As a rule, you knew it was time to eat when you could hear potatoes exploding in the oven. We didn’t call it the kitchen in our house. We called it the Burns Unit. ‘It’s a bit burned,’ my mother would say apologetically at every meal, presenting you with a piece of meat that looked like something – a much-loved pet perhaps – salvaged from a tragic house fire. ‘But I think I scraped off most of the burned part,’ she would add, overlooking that this included every bit of it that had once been flesh.

4 How does the writer’s mother feel about the food she cooks? A upset that her food is burned B uncaring about the family’s reaction C aware that it is not perfect D confident that the family will enjoy it 5 What does this refer to in line 62? A the lack of meat on the plate B his wife’s way of cooking C his wife’s apology D the appearance of his meal 6 The writer liked reading the magazines because A they showed a different way of living. B he didn’t have anything else to read. C he wanted to learn about his mother’s job. D he envied the lifestyle they portrayed.

Happily, all this suited my father. His palate only responded to two tastes – burned and ice cream – so everything was fine by him so long as it was sufficiently dark and not too startlingly flavourful. Theirs truly was a marriage made in heaven, for no one could burn food like my mother or eat it like my dad. As part of her job, my mother bought stacks of housekeeping magazines – House Beautiful, House and Garden, Better Homes and Gardens, Good Housekeeping – and I read these with a certain avidity, partly because they were always lying around and in our house all idle moments were spent reading something, and partly because they depicted lives so absorbingly at variance with our own. The housewives in my mother’s magazines were so collected, so organized, so calmly on top of things, and their food was perfect – their lives were perfect. They dressed up to take their food out of the oven!

6 Think about your grandparents’, your parents’ and your own generation. Discuss how family/working life has changed.

WORD STORE 5F 7

CD•2.30 MP3•83 Complete WORD STORE 5F with the phrases in the box. Then listen, check and repeat. Find and underline examples in the text on pages 72–73.

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5.5 Grammar Reporting verbs

4 Read Part 2 of the article and choose the correct

I can use a range of reporting verbs correctly. 1 In pairs, look at the title of the article below. What do you think it means? Then read Part 1 of the article. What’s the answer?

SPOILT BRAT OR NEGLECTED CHILD? US teenager Rachel Canning took her parents to court and tried to sue them for financial support. She accused them of abandoning 5 her when she had turned eighteen and refusing to fund her college education. She claimed that they had thrown her out of her home and explained that she had been living at a friend’s house.

Exercise 2 Can be replaced with said: claimed, explained, suggested, insisted, added Can be replaced with told: assured (because it takes an object)

10

15

Mr Canning refused to accept his daughter’s version of events. He denied kicking Rachel out and assured the court that she had left voluntarily after an argument about household rules and her choice of boyfriends. He suggested that Rachel’s friends had encouraged her to take the matter to court. He insisted that he and his wife loved and missed their child and added that the situation was having a terrible effect on them. He begged his daughter to come home soon.

2 Translate the verbs in blue in Exercise 1. Which five can be replaced with said? Which one can be replaced with told?

3 Read the GRAMMAR FOCUS. Then find five more Exercise 5 1 kicking his daughter out/ (that) he had kicked his daughter out. 2 taking her parents to court/ (that) she (should) take her parents to court. 3 being terribly upset/(that) they had been terribly upset. 4 having some family counselling/ (that) they should have some family counselling. 5 to relax some of the house rules/(that) they would relax some of the house rules. 6 to move back in/(that) she would move back in.

reporting verbs in Exercise 1. Which verb patterns do they illustrate?

GRAMMAR FOCUS Reporting verbs 1 Verbs without a direct object • verb + that clause: add, admit, agree, claim, deny, explain, insist, promise, propose, recommend, suggest She promised that she would come home. • verb + to-infinitive: agree, claim, offer, promise, refuse He offered to help. • verb + -ing form: admit, deny, propose, recommend, suggest deny They suggested talking to the lawyer. • verb + preposition + -ing form: apologise for, object to, insist on I insisted on paying for everything. 2 Verbs with a direct object • verb + object + that clause: assure, convince, inform, promise, remind, warn She assured me that she was OK. • verb + object + to-infinitive: advise, beg, convince, encourage, invite, order, persuade, remind, urge, warn (not) beg, encourage He begged them to leave. • verb + object + preposition + -ing form: accuse sb of, blame sb for, congratulate sb on, thank sb for accuse sb of I accused her of telling lies.

answer, A, B, C or D. Do you agree with the judge’s decision? The judge rejected the teenager’s demands and 1 everyone in the court that in future, children may consider suing their parents for a smartphone. The judge 2 Rachel and her family to have family counselling. The teenager has 3 to return home and the Cannings have 4 the media to give the family some privacy while they work things out. The parents have 5 to relax the house rules and in return, Rachel has 6 them that she won’t leave home again. Rachel Canning and her father in court

1 2 3 4 5 6

A A A A A A

warned denied agreed refused convinced agreed

B B B B B B

explained insisted proposed warned offered denied

C C C C C C

promised advised reminded insisted suggested warned

D D D D D D

suggested reminded ordered urged told promised

5 Some reporting verbs can follow two or more patterns. Report each of these sentences in two different ways. 1 ‘I did not kick my daughter out!’ Rachel’s father denied … 2 ‘We reckon you should take your parents to court.’ Rachel’s friends suggested … 3 ‘We have been terribly upset.’ Her parents admitted … 4 ‘You should have some family counselling.’ The judge recommended … 5 ‘OK. We’ll relax some of the house rules.’ Rachel’s parents promised … 6 ‘All right. I’ll move back in.’ Rachel agreed …

6 Complete the sentences with the correct form of the verbs in the box. Use the correct verb pattern. Add me if necessary.

buy

have

lose

not copy

owe

redecorate

Recently: me to 1 my friends have persuaded have a haircut. me of 2 my brother/sister has accused losing his/her camera. me not to copy 3 a teacher has warned homework from the Internet. me that 4 a friend has reminded I owe him/her some money. 5 my grandparents have offered to buy me a laptop. redecorating/ 6 Dad has suggested (that) we my bedroom. (should) redecorate

7 In pairs, discuss whether the sentences in Exercise 6 are true for you. Use the sentence beginnings to report other things that people have said to you. Grammar Focus page 137

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5.6 Speaking Problem solving I can discuss problems and solutions, and express annoyance. 1 In pairs, describe what happened last time you experienced one of these problems. • Something was lost or stolen (bag, keys, bike, etc.). • Something was broken (computer, car, phone, etc.). • Something was forgotten (test, alarm, appointment, etc.).

4

CD•2.32 MP3•85 Complete the conversations with one word in each gap. Sometimes more than one answer is possible. Then listen and check.

1 Abi and Beth are working in a supermarket during the school holidays. Abi: What’s 1 up ? Beth: Well, unfortunately, I 2 seem to have broken the bar code scanner. Abi: Oh no. What happened? Beth: I put it on the table during the break and spilled my coffee on it – like an idiot! Abi: Whoops. The manager isn’t going to be happy. Beth: Yeah, tell me about it. 3 Every time I try to switch it on, it beeps and switches off again. Abi: Have you 4 tried drying it under the hand dryer in the toilets? Beth: Actually, no, but it’s worth a go, I 5 suppose . 2

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CD•2.31 MP3•84 Listen to two friends, Hannah and Daniel, discussing a problem and answer the questions.

1 What was the problem and how did Hannah and Daniel try to solve it? 2 What would be a better solution in your opinion? 3 What do you think might happen next?

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CD•2.31 MP3•84 Choose the correct options to complete the SPEAKING FOCUS. Then listen again and check.

SPEAKING FOCUS Talking about a problem What’s wrong/the matter? What’s 1up/on (with it)? I seem/appear to have lost/forgotten/broken ... I haven’t (got) a clue./I’ve no 2thought/idea./I wish I knew. Every time I try to …, it … Perhaps there’s something wrong/a problem with the … Talking about a solution Have you tried …+ -ing? It’s worth a try/a go, I suppose. I 3doubt/know that’ll work/help, but let’s see. Problem solved! No, that doesn’t/didn’t make any 4solution/difference. Expressing annoyance What are we 5about/supposed to do now? Why on earth did/didn’t you … ? How should I 6know/ hink? You should’ve checked/asked first. You should’ve thought about that earlier.

Leo is working on his uncle’s farm in the summer. Pete: Hello, Woodtop Farm. Leo: Uncle Pete, it’s me. I’m in the bottom field. The tractor has broken down. Pete: What? What’s the 6 matter with it? Leo: Er … I 7 wish I knew. Pete: OK, listen, are the lights working? Leo: Hang on a second … Yep. Pete: OK, then it’s not the battery. You did remember to put some fuel in it, right? Leo: Er … oh. Pete: Leo! I told you it was nearly empty. Leo: I, er … I forgot. Sorry. Pete: Well, you’ll have to walk back up here and get some, won’t you? Leo: What? It’s miles! Pete: Well, you should have thought about that 8 earlier . Next time, perhaps you’ll remember. Leo: Can’t you bring some down in the … Hello? Hello?

Exercise 2 1 The door to the shop wouldn’t open. The key broke off in the lock. Then Hannah tried to get into the shop through an open window at the back, but she got stuck and the alarm went off.

5 In pairs, follow the instructions to prepare a conversation. Use the SPEAKING FOCUS to help you. As part of a school project, you are giving a joint presentation about summer job opportunities in your local area. Together, you prepared notes and visuals on a laptop at home. Student A: You were responsible for bringing a pen drive with all the notes and visuals. The presentation is in twenty minutes and you’ve just realised you left the pen drive at home. Student B: You worked hard on the presentation and are very annoyed that your partner forgot to bring the pen drive. There isn’t enough time to go home. Together, you need to come up with a solution.

6 Practise your conversation and act it out.

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5.7 Writing An article

3 Read Ben's plan. Then mark the paragraphs in

I can introduce the topic of main paragraphs, generalise and discuss consequences in an article. 1 You are going to suggest a suitable job for your partner based on his/her interests. In pairs, follow the instructions. 1 Thinking about yourself, make a list of the following items: • two personal interests • the two school subjects you enjoy most • two university subjects that interest you 2 Exchange lists with your partner and suggest at least one job that would suit him/her, based on their interests. 3 Do you like your partner’s suggestion(s)? Why?/Why not?

2 Read the writing task and Ben’s article. Do you agree with the author’s point of view? Why?/Why not? An increasing number of young people choose a university subject based on what is likely to lead to a good job rather than what interests them. Write an article for a website in which you explain the reasons for such a decision and discuss the possible consequences.

his article. See

in the text.

Introduction Introduce the topic. Refer to school. Ask the reader what they would do.

Main paragraph 1 Though interesting, some subjects are unlikely to lead to a career. Graduates have to be lucky, or the best, to get a job.

Main paragraph 2 Even if some subjects are likely to lead to a job, how will you motivate yourself to study a subject you find boring? Likely to lead to low grades and unhappiness. Conclusion Difficult decision. I’ll take my chances on a subject I enjoy. Four years is a long time so think carefully!

4 Underline two sentences in Ben’s article that tell you what the topic of each main paragraph will be. See

in the text.

Teen2Teen School Relationship Parents Health Career Ben, Manchester

posted on 7 March, 8.17 p.m.

We are not robots

At school we all have to study the subjects we do not like alongside the ones we find interesting. However, would you consider spending four years studying a single subject that does not interest you in order to have a bigger chance of getting a good job? Although some university courses sound very interesting, young people often avoid them because in many cases they don’t lead to an obvious career. Examples include film studies, popular music and philosophy. To get a job in one of these areas, graduates have to be very lucky or be the very best. It is fair to say that there are not many millionaire philosophers in this world! Understandably, many students decide that a more practical degree, in accountancy or engineering, for example, is a safer option, even if the particular subject doesn’t really interest them. However, we are humans, not robots, and opting for a subject we find boring creates significant problems when it comes to motivation. The outcome of such a choice could be low grades and a very unhappy time at university. Deciding which way to go is difficult, but personally, I think I will take my chances and choose a subject I am interested in. Four years is a long time to dedicate yourself to anything, especially if you do not enjoy it. It is a good idea to think very carefully before you make your choice. It could affect the rest of your life.

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Exercise 7

5 Read three main paragraphs from other articles on this subject.

7 Make the following statements more general

Then choose the best topic sentence for each paragraph. 1

using the prompts in brackets and phrases from the WRITING FOCUS. 1 Secondary school students in my country don’t have Saturday jobs. (tend)

According to recent figures, nearly half of new

UK graduates work in jobs that don’t normally require a degree. Some would say they are the fortunate ones, compared to around ten percent of new graduates who can’t find employment at all.

Secondary school students in my country tend not to have Saturday jobs. 2 In my country, lots of people think students should focus only on their studies. (most/agree) 3 Secondary school students don’t need to work to help pay for their education. (rarely/case) 4 Work experience is as valuable as a university education. (some/say) 5 The skills young people learn through a part-time job are valued by future employers. (most/cases)

A More and more young people are completing university degrees these days. B It is increasingly difficult for university graduates to find jobs that suit their qualifications. C Unemployment among young people has reached worrying levels in recent years. 2

Compared to decades spent in a poorly-paid and

unsatisfying job, a few years of studying a course that you may not always find stimulating seems like a small sacrifice. This should be a strong enough motivation for most young people. A People tend to retire much later in life nowadays. B Most people agree there is no such thing as a job for life these days. C When deciding what to study, it is important to consider the long-term future. It is therefore often the case that, once you have chosen to study one of these subjects, your other career options are limited. As a consequence, before you decide on one of these courses, you need to be certain that this is the career for you. 3

A Courses such as nursing, architecture and primary school teaching lead to very specific jobs. B Examples of traditional courses include medicine, law and economics. C Such courses as management or business studies prepare graduates for a wide range of jobs.

6 Complete the WRITING FOCUS with the words in purple in Ben’s article and Exercise 5.

WRITING FOCUS An article Generalising Broadly speaking,/In general,/On the whole, … In some/certain/1 many /most cases … It is rarely/sometimes/often/usually the case that … Many/Most people/of us feel/believe/2 agree … People 3 tend (not) to … 4 Some would say (that) … Describing possible consequences outcome The result/consequence/5 of (such a decision/choice) could be (that) … This could lead to/result in/cause/trigger … As a 6consequence /result/Consequently, …

8

Match the underlined adjectives in Ben’s article with the adjectives with similar meanings in the LANGUAGE FOCUS.

LANGUAGE FOCUS Range of adjectives Hold the reader’s attention by using a wide range of adjectives in your writing. 1 2 3 4 5 6 7

interesting = stimulating very interesting boring diffi cult bigger very unhappy lucky

= fascinating = dull = tough = greater = miserable = fortunate

2 In my country, most people agree (that) students should focus only on their studies. 3 It is rarely the case that secondary school students need to work to help pay for their education. 4 Some would say (that) work experience is as valuable as a university education. 5 In most cases, the skills young people learn through a parttime job are valued by future employers./ The skills young people learn though a parttime job are valued by future employers in most cases.

9 Read the writing task. Then follow the instructions below. You have seen this announcement on an international students’ website. Get a part-time job! Have you had or would you like to have a parttime job? Why? Can a part-time job be useful for your education or future career? Write an article for our website answering these questions. Write your article in 140–190 words. 1 Note down your ideas for each of the questions in the task. 2 Organise your notes into a plan similar to the one in Exercise 3. 3 Think about how you will attract and hold the reader’s attention (see page 35 if necessary). 4 Write sentences that tell the reader what each main paragraph is going to be about. 5 Develop these sentences into full paragraphs, then add a title, an introduction and a conclusion.


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5.8 Language in focus Phrasal verbs I can recognise and use common phrasal verbs. 1 Read the information about phrasal verbs and complete the table with examples a–d. With phrasal verbs you need to think about:

• the meaning: is it literal – she picked the baby up (= lifted), or idiomatic – she picked a skill up (= learnt)?

• the grammar and syntax: you can say she picked French up, she picked up French, she picked it up but NOT she picked up it. Phrasal verbs are usually divided into four types: GRAMMAR (SYNTAX)

EXAMPLES

verb + particle + object

1deal

verb + particle

2Hang

verb + object + particle verb + particle + object (NOT pronouns)

3taken

verb + particle + particle + object

4

a b c d

with them on her on

We’ve taken on Jo. made up for it

The service was bad but the food made up for it. I’m busy. Can you deal with them? Sarah’s good so we’ve taken her on./We’ve taken on Jo. Hang on, I’m not ready yet!

2 Complete the phrasal verbs with in, off or out. Then answer the questions. 1 separate sth by cutting 2 stop working (a machine, an engine)

CUT out

3 hand sth to sb (an essay) 4 accept that you can’t win

GIVE in

5 remove sth (clothing) 6 become successful very fast (a business)

TAKE off

• Which phrasal verbs have a literal meaning? • Which phrasal verbs have an idiomatic meaning?

3 For each gap, choose from options A–D to complete the sentences. Which statements do you agree with? A 1 2 3 4 5

come B take C get D put Most people enjoy their job and just want to get on. People always try to get out of paying their taxes. Do tasks you hate straight away and don’t put them off. On your first day in a new job there’s always a lot to take in. It’s important to come across as confident in an interview.

4 Rewrite the sentences. Replace the underlined phrases with phasal verbs that include the words in capitals. Which sentences are true for you? 1 2 3 4 5 6

got away with it

My friend once cheated in a test but he didn’t get caught. GOT look up to Police officers are people who I really respect. TO making up My sister is always inventing stories that aren’t true. UP turn down I’d never reject part-time work. I need the money! DOWN fallen out I’ve never quarrelled with my friends. OUT laid off Half the workforce have been dismissed at a local factory. LAID

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WORD LIST

Jobs accountant /əˈkaʊntənt/ beautician /bjuːˈtɪʃən/ caretaker /ˈkeəˌteɪkə/ civil servant /ˌsɪvəl ˈsɜːvənt/ detective /dɪˈtektɪv/ lifestyle photographer /ˈlaɪfstaɪl fəˌtɒɡrəfə/ official ambassador /əˌfɪʃəl æmˈbæsədə/ park ranger /ˈpɑːk ˌreɪndʒə/ wind turbine technician /ˈwɪnd ˌtɜːbaɪn tekˌnɪʃən/ Career accept a post /əkˌsept ə ˈpəʊst/ application /ˌæplɪˈkeɪʃən/ apply for sth /əˈplaɪ fə/ available /əˈveɪləbəl/ be in charge of sth /bi ɪn ˈtʃɑːdʒ əv/ be responsible for sth /bi rɪˈspɒnsəbəl fə/ candidate /ˈkændədət/ career prospects/options /kəˈrɪə ˌprɒspekts/ˌɒpʃənz/ colleague /ˈkɒliːɡ/ commute to work /kəˌmjuːt tə ˈwɜːk/ contract /ˈkɒntrækt/ create a vacancy/vacant post /kriˌeɪt ə ˈveɪkənsi/ˌveɪkənt ˈpəʊst/ dedicate yourself to sth /ˈdedəkeɪt jəˌself tə/ degree /dɪˈɡriː/ dismiss /dɪsˈmɪs/ do an apprenticeship /ˌduː ən əˈprentəsʃɪp/ duties /ˈdjuːtiz/ employ/hire /ɪmˈplɔɪ/ˈhaɪə/ employee /ɪmˈplɔɪiː/ employer /ɪmˈplɔɪə/ experience of restaurant work /ɪkˌspɪəriəns əv ˈrestərɒnt wɜːk/ expire /ɪkˈspaɪə/ express interest in sth/concern about sth /ɪkˌspres ˈɪntrəst ɪn/kənˈsɜːn əˌbaʊt/ fill a vacancy/vacant post /ˌfɪl ə ˈveɪkənsi/ˌveɪkənt ˈpəʊst/ find employment /ˌfaɪnd ɪmˈplɔɪmənt/ gain skills/qualifications /ˌɡeɪn ˈskɪlz/ˌkwɒlɪfɪˈkeɪʃənz/ graduate /ˈɡrædʒuət/ interpersonal skills /ˌɪntəˌpɜːsənəl ˈskɪlz/ interview (n, v) /ˈɪntəvjuː/ interviewee /ˌɪntəvjuˈiː/ interviewer /ˈɪntəvjuːə/ involve /ɪnˈvɒlv/ job opportunities /ˌdʒɒb ˌɒpəˈtjuːnətiz/ (key/primary) responsibilities /(ˌkiː/ˌpraɪməri) rɪˌspɒnsəˈbɪlətiz/ leave a job /ˌliːv ə ˈdʒɒb/ living expenses /ˈlɪvɪŋ ɪkˌspensɪz/ living standards /ˈlɪvɪŋ ˌstændədz/ long-term future /ˌlɒŋ tɜːm ˈfjuːtʃə/ medical/teaching profession/post /ˈmedɪkəl/ˈtiːtʃɪŋ/prəˌfeʃən/ pəʊst/ morning person /ˈmɔːnɪŋ ˌpɜːsən/ motivate yourself to do sth /ˈməʊtəveɪt jəˌself tə duː ˌsʌmθɪŋ/ motivation /ˌməʊtəˈveɪʃən/ pay packet of … /ˈpeɪ pækət ˌəv/ perk /pɜːk/ place of work /ˌpleɪs əv ˈwɜːk/ position/post /pəˈzɪʃən/pəʊst/ prepare a shortlist of candidates /prɪˌpeər ə ˌʃɔːtlɪst əv ˈkændɪdəts/ promote /prəˈməʊt/ recruit (v, n) /rɪˈkruːt/ recruitment /riˈkruːtmənt/ reference /ˈrefərəns/ relevant /ˈreləvənt/ replace /rɪˈpleɪs/ require /rɪˈkwaɪə/ requirements /rɪˈkwaɪəmənts/ retail /ˈriːteɪl/ retain sb as … /rɪˈteɪn ˌsʌmbɒdi əz/ retire /rɪˈtaɪə/ review (n, v) /rɪˈvjuː/ reviewer /rɪˈvjuːə/ (rigorous) application/selection process /(ˌrɪɡərəs) ˌæplɪˈkeɪʃən/səˈlekʃən ˌprəʊses/ run a competition /ˌrʌn ə ˌkɒmpəˈtɪʃən/ salary /ˈsæləri/ sense of achievement /ˌsens əv əˈtʃiːvmənt/

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THE WORLD AT YOUR FEET sense of adventure /ˌsens əv ədˈventʃə/ stable profession /ˌsteɪbəl prəˈfeʃən/ (successful) applicant /(səkˌsesfəl) ˈæplɪkənt/ suit your qualifications /ˌsuːt jə ˌkwɒlɪfɪˈkeɪʃənz/ target the youth market/the college sector /ˌtɑːɡət ðə ˈjuːθ ˌmɑːkət/ ðə ˈkɒlɪdʒ ˌsektə/ terms and conditions /ˌtɜːmz ənd kənˈdɪʃənz/ tourism industry /ˈtʊərɪzəm ˌɪndəstri/ training /ˈtreɪnɪŋ/ unemployment /ˌʌnɪmˈplɔɪmənt/ VIP event /ˌviː aɪ ˈpiː ɪˌvent/ weaknesses /ˈwiːknəsɪz/ work freelance /ˌwɜːk ˈfriːlɑːns/ work from home /ˌwɜːk frəm ˈhəʊm/ workforce /ˈwɜːkfɔːs/ working hours /ˈwɜːkɪŋ ˌaʊəz/ Adjectives to describe jobs challenging/demanding /ˈtʃæləndʒɪŋ/dɪˈmɑːndɪŋ/ fulfilling/rewarding /fʊlˈfɪlɪŋ/rɪˈwɔːdɪŋ/ high-powered /ˌhaɪ ˈpaʊəd/ lucrative/well-paid /ˈluːkrətɪv/ˌwel ˈpeɪd/ monotonous/tedious /məˈnɒtənəs/ˈtiːdiəs/ part-time /ˌpɑːt ˈtaɪm/ poorly-paid /ˌpɔːli ˈpeɪd/ secure/stable /sɪˈkʊə/ˈsteɪbəl/ unsatisfying /ʌnˈsætɪsˌfaɪɪŋ/ University courses Accountancy /əˈkaʊntənsi/ Architecture /ˈɑːkətektʃə/ Business studies/Management /ˈbɪznəs ˌstʌdiz/ˈmænɪdʒmənt/ Economics /ˌekəˈnɒmɪks/ Engineering /ˌendʒəˈnɪərɪŋ/ Law /lɔː/ Medicine /ˈmedsən/ Nursing /ˈnɜːsɪŋ/ Philosophy /fəˈlɒsəfi/ Primary School Teaching /ˈpraɪməri skuːl ˌtiːtʃɪŋ/ Gender roles, family issues abandon /əˈbændən/ be engaged in sth /bi ɪnˈɡeɪdʒd ɪn/ childcare/child-rearing duties /ˈtʃaɪldkeə/ˈtʃaɪld ˌrɪərɪŋ ˌdjuːtiz/ disagreement /ˌdɪsəˈɡriːmənt/ do the housework/domestic work/domestic duties/household tasks /ˌduː ðə ˈhaʊswɜːk/dəˈmestɪk wɜːk/dəˌmestɪk ˈdjuːtiz/ˈhaʊshəʊld tʃɔːz/ ˈhaʊshəʊld tɑːsks/ dual-income/two-income family /ˌdjuːəl ˌɪŋkʌm/ˌtuː ˌɪŋkʌm ˈfæməli/ family counselling /ˌfæməli ˈkaʊnsəlɪŋ/ fund /fʌnd/ homemaker /ˈhəʊmˌmeɪkə/ neglect /nɪˈɡlekt/ overworked /ˌəʊvəˈwɜːkt/ primary breadwinner /ˌpraɪməri ˈbredˌwɪnə/ privacy /ˈprɪvəsi/ put pressure on sb /ˌpʊt ˈpreʃər ɒn/ quarrel /ˈkwɒrəl/ reject sb’s demands /rɪˌdʒekt ˌsʌmbɒdiz diˈmɑːndz/ relax the house rules/household rules /rɪˌlæks ðə ˌhaʊs ˈruːlz/ ˌhaʊshəʊld ˈruːlz/ run late /ˌrʌn ˈleɪt/ run the home /ˌrʌn ðə ˈhəʊm/ sacrifice /ˈsækrəfaɪs/ siblings /ˈsɪblɪŋz/ socioeconomic background /ˌsəʊsiəʊekəˌnɒmɪk ˈbækɡraʊnd/ spoilt brat /ˌspɔɪlt ˈbræt/ take sb/sth to court/sue sb (for sth) /ˌteɪk ˌsʌmbɒdi/ˌsʌmθɪŋ tə ˈkɔːt/ ˈsjuː ˌsʌmbɒdi fə ˌsʌmθɪŋ/ turn (eighteen) /ˌtɜːn (ˌeɪˈtiːn)/

Phrasal verbs carry out (a study) /ˌkæri ˈaʊt/ come across as (polite) /ˌkʌm əˈkrɒs əz/ cut out /ˌkʌt ˈaʊt/ deal with /ˈdiːl wɪð/ draw up (a list) /ˌdrɔː ˈʌp/ embark on (household tasks) /ɪmˈbɑːk ɒn/ fall out /ˌfɔːl ˈaʊt/ get away with /ˌɡet əˈweɪ wɪð/ get on /ˌɡet ˈɒn/ get out of /ˌɡet ˈaʊt əv/ give in /ˌɡɪv ˈɪn/ hang on /ˌhæŋ ˈɒn/ keep sb on (as …) /ˌkiːp ˈɒn/ kick/throw out /ˌkɪk/ˌθrəʊ ˈaʊt/ lay off /ˌleɪ ˈɒf/ lead to /ˈliːd tə/ look down on /ˌlʊk ˈdaʊn ɒn/ look up to /ˌlʊk ˈʌp tə/ make up /ˌmeɪk ˈʌp/ make up for /ˌmeɪk ˈʌp fə/ pick up (new skills) /ˌpɪk ˈʌp/ put off /ˌpʊt ˈɒf/ step down (from a job) /ˌstep ˈdaʊn/ take off /ˌteɪk ˈɒf/ take on /ˌteɪk ˈɒn/ take in /ˌteɪk ˈɪn/ take off /ˌteɪk ˈɒf/ take up (a post) /ˌteɪk ˈʌp/ try out /ˌtraɪ ˈaʊt/ turn down /ˌtɜːn ˈdaʊn/ work (things) out /ˌwɜːk ˈaʊt/ Other at dawn /ˌət ˈdɔːn/ at last /ˌət ˈlɑːst/ at once /ˌət ˈwʌns/ at present /ˌət ˈprezənt/ at risk /ˌət ˈrɪsk/ attract /əˈtrækt/ be immersed in sth /bi ɪˈmɜːst ɪn/ be short of money /bi ˌʃɔːt əv ˈmʌni/ benefit (n, v) /ˈbenəfɪt/ blame /bleɪm/ campaign (n, v) /kæmˈpeɪn/ campaigner /kæmˈpeɪnə/ collective responsibility /kəˌlektɪv rɪˌspɒnsəˈbɪləti/ congratulate /kənˈɡrætʃəleɪt/ consequently/in consequence/as a consequence /ˈkɒnsəkwəntli/ ɪn ˈkɒnsəkwəns/əz ə ˈkɒnsəkwəns/ dull /dʌl/ fortunate /ˈfɔːtʃənət/ indigenous culture /ɪnˌdɪdʒənəs ˈkʌltʃə/ memoir /ˈmemwɑː/ miserable /ˈmɪzərəbəl/ object /əbˈdʒekt/ outcome /ˈaʊtkʌm/ persuade /pəˈsweɪd/ phenomenon /fɪˈnɒmənən/ provide reassurance /prəˌvaɪd ˌriːəˈʃʊərəns/ stimulating /ˈstɪmjəleɪtɪŋ/ tough /tʌf/ warn /wɔːn/ well-off /ˌwel ˈɒf/

Statistics average /ˈævərɪdʒ/ be unchanged/remain constant /ˌbi ʌnˈtʃeɪndʒd/rɪˌmeɪn ˈkɒnstənt/ gradual decline/drop in the number of /ˌɡrædʒuəl dɪˌklaɪn/ˌdrɒp ɪn ðə ˈnʌmbər əv/ marked increase/sharp rise in sth /ˌmɑːkt ˈɪŋkriːs/ˌʃɑːp ˈraɪz ɪn/ recent figures /ˌriːsənt ˈfɪɡəz/ sharp drop/rapid decline in sth /ˌʃɑːp ˈdrɒp/ˌræpəd dɪˈklaɪn ɪn/ steady rise in/growing number of sth /ˌstedi ˈraɪz ɪn/ˌɡrəʊɪŋ ˈnʌmbər əv/

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LANGUAGE IN USE

1 Complete the sentences with the correct form of the words

5 Complete the article with the correct form

in capitals.

Exercise 3 1 should take 2 (that) she had been working in that company 3 (that) he had to notify the police because some important documents had gone 4 when I am going to look for

Exercise 4 1 refused to give her 2 suggested making/suggested (that) we (should) make 3 thanked the team for working 4 convinced me to sign up 5 offered to show my class 6 denied (that) the boss had spent

Exercise 6 1 congratulated her on winning the scholarship 2 offered to help Karen prepare for the job interview 3 asked Dan if /whether he wanted to become a fitness instructor 4 apologised for making a mistake with our flight reservation 5 reminded the class to fill in the questionnaire

1 It is important that interviewees try to be relaxed when they talk to their prospective employers. INTERVIEW 2 Having done the same monotonous job for five years, Alan decided to leave and set up his own business. MONOTONY living 3 My brother’s salary covers his expenses, but he doesn’t save anything at all. LIFE 4 There aren’t many vacancies in the car factory at the moment. VACANT 5 Rob felt a certain sense of achievement when an extensive leisure centre was built to his avant-garde design. ACHIEVE

2 Choose the correct options. 1 Now that we’ve won the contract, we need to keep on / pick up / take on some new architects. 2 Are you going to apply for a job in a different company once your contract has expired / secured / declined? 3 How long are you going to put off / draw up / hold up asking the boss for a pay rise? 4 Since you have so many family issues, have you thought of looking down on / stepping down from / coming up with the position of Finance Director? 5 Josh found his first job so high-powered / tedious / fulfilling that he quit after a month.

apply

come

get

look

prize

reward

My first summer job I was just twenty-one and a student of Tourism when I took my first summer job. A friend of mine wastold me that looking for more the hotel where she was a receptionist 1______ staff to work on reception during the summer holidays. I applied and, to my surprise, I got the job. I realised that it wasn’t going to be the most 2rewarding ______ job but probably good enough to gain some experience. My duties included answering the phone, dealing with the came guests’ queries and complaints. Apparently, I 3______ across as communicative and efficient, which was nice to know. After three months, it was time for me to go back to my university studies. I was happy to return home but, at the same time, I knew I had been extremely lucky to 4 have been chosen from all the applicants ______ for the job. The hotel manager offered me a permanent post, which I obviously declined. But I promised to be back the following summer.

k

3 Rewrite the sentences in Reported Speech. 1 ‘You should take a few days off,’ the manager said. The manager said that he a few days off. 2 ‘I’ve been working in this company for ten years,’ Ann told them. Ann said for ten years. 3 ‘I must notify the police because some important documents have gone missing,’ Mr Jones explained. Mr Jones explained missing. 4 ‘When are you going to look for a permanent post?’ my parents keep asking me. My parents keep asking me a permanent post.

4 Complete the sentences using the words in brackets. 1 The other day mum’s boss (refuse/give/she) a pay rise. 2 Our new interpreter (suggest/make) a few changes in the speech so that it would sound more natural. 3 The manager (thank/team/work) so hard. 4 My team leader (convince/I/sign) for a training course. 5 Last month my dad (offer/show/I/class) around different departments in his company. 6 Yesterday the chief accountant (deny/boss/spend) any of the company’s money on personal expenses.

6 Rewrite the sentences using the verbs in brackets. 1 ‘Congratulations on winning the scholarship, Amanda!’ said her mum. Amanda’s mum . (congratulate) 2 ‘I’ll help you prepare for the job interview, Karen,’ said Dave. Dave . (offer) 3 ‘Do you want to become a fitness instructor, Dan?’ asked Ronny. Ronny . (ask) 4 ‘I’m sorry I made a mistake with your flight reservation,’ the travel agent told me. The travel agent . (apologise) 5 ‘Don’t forget to fill in the questionnaire,’ the teacher said to the class. The teacher . (remind)

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EXTRA ACTIVITIES

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of the verbs in the box. There are two extra verbs.

• Photocopiable resource 59B (word M05_FOCUS_SB_04GLB_8310_U05.indd 80 building cloze – 20 mins) p. 208, 276 • Photocopiable resource 60D (transformations – 20 mins) p. 209, 280


• Photocopiable resource 34 (Writing – 10 mins) p. 201, 247


NEXT CLASS • Ask students to do Self-check 5.11 in 16/10/2015 the WB, p. 77. • Ask students to do Show what you know 6.1 in the WB, p. 78.

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READING 7 Read the article and choose the correct answer, A, B, C or D.

The human scarecrow Being told to bring a deckchair and a good book for the first day in a new job might not be the kind of advice you’d expect to receive from your new boss, but that’s exactly the advice Jamie Fox was given when he took up a post to help out a local farmer.

F

ox, twenty-two, a music graduate from Bangor University, uses a range of musical instruments to scare off partridges that have been destroying crops because ordinary scarecrows don’t quite seem up to the job. Despite working from 7.30 a.m. to 4.00 p.m. for a minimum wage, Fox, who is saving up to finance a trip to New Zealand, is quite content with his unique position. Indeed, he’d much rather be out in the open air reading and playing instruments, he says, and time passes much quicker than sitting at home doing nothing and claiming unemployment benefit. Fox can do anything he likes to pass the time. As well as playing musical instruments and reading to relieve the monotony, other perks of the job include doing Sudoku puzzles, observing the wildlife and daydreaming. He does, however, need to get out of the comfort of his chair occasionally to scare the partridges off the fields. And although the work is far from lucrative, some of Jamie’s friends, including those with more generously paid jobs, are reportedly envious of his position and the fact that he spends the best part of the day doing largely as he pleases. His employer, farmer William Youngs, claims that he was forced to take someone on as a human scarecrow after the partridges didn’t respond to more traditional methods of frightening them away. Since losing thirty acres worth of crops to the birds at a cost of thousands of pounds, Youngs has tried a variety of approaches to protect his livelihood. Now, however, he is happy with the solution and claims that Jamie’s presence in the fields is proving very effective and making a real difference.

1 Jamie Fox’s plans include A joining a band. B becoming a farmer. C travelling abroad. D earning more money. 2 Jamie Fox is happy with his job because A he never gets bored. B he uses his educational background. C he has plenty of free time during the day. D he thinks it is better than being out of work. 3 What is true about Jamie’s job? A He doesn’t need to move. B He has replaced another person. C He gets uncomfortable. D He makes a lot of noise. 4 Jamie’s friends are envious because of A the hours he works. B the nature of his work. C the money he earns. D the fact he enjoys what he is doing. 5 Mr Youngs decided to employ Jamie because A he can pay him a low wage. B he considered Jamie a good worker. C he lost lots of crops previously. D he wants to help with the problem of unemployment.

SPEAKING 8 In pairs, discuss the questions. 1 What types of part-time jobs are offered to teens in your area? 2 What are the advantages and disadvantages of setting up your own business? 3 Is it better to choose a job that you like doing or one which has a good salary? 4 How can young people find out about the best job for them? 5 Some famous people, like footballers, earn very high salaries. Is this a good thing? Why?/Why not?

WRITING 9 Complete the writing task. You have seen this advertisement in an international students’ website. Gap year students, we want articles! Are you considering taking a year off before university or have you already done this? Write an article for our magazine about your plans for a gap year or your experiences. How can a gap year help or hinder your education? The best articles will be published in the next edition. Write your article in 140–190 words.

81 • Ask students to prepare for Unit test 5 (Focus Assessment Package). M05_FOCUS_SB_04GLB_8310_U05.indd 81

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Exercise 1

6

6.1 Vocabulary Truth and falsehood • Phrases with take • Compound adjectives I can describe people and talk about the media.

SHOW WHAT YOU KNOW

TRUE OR FALSE?

Possible answers: blue-eyed/hazeleyed/wide-eyed pale-skinned/ olive-skinned/ dark-skinned thin-faced/roundfaced good-looking/ great-looking well-dressed/ elegantly-dressed

1 In pairs, make two compound adjectives with each word in the box. -haired

-eyed

-skinned

-faced

-looking

-dressed

wavy-haired, dark-haired 2 In pairs, take turns to describe people you know using your compound adjectives from Exercise 1.

3 In pairs, describe the photos of people in the article using the words in the box.

Never let the truth get in the way of a good story.

acne bags under the eyes crow’s feet furrowed brow fine lines greying hair

wrinkles

MARK TWAIN (1835–1910), AN AMERICAN WRITER

Why can't you believe everything you see in the media?

UNIT LANGUAGE AND SKILLS Vocabulary: Show what you know – adjectives to describe people • describing truth and falsehood • phrases with take • compound adjectives • word families • phrasal verbs • Word in focus – or

Models and celebrities are airbrushed

•

5

Grammar: • •

conditional clauses – alternatives to if mixed conditionals

Listening: • •

a conversation about a street artist sentence completion

10

When celebrities and models appear on posters with smooth skin, the aim is to create the illusion that they are perfect. Most celebrities take it for granted that their photos will be digitally improved. But it’s far-fetched to suggest that anybody over the age of thirty would have wrinkle-free skin, and this is why Brad Pitt has refused airbrushing because he felt it was inauthentic – he prefers his photos to show his crow’s feet and furrowed brow. Lorde 15

Reading: • •

Before

an article about an imposter gapped text

Speaking: •

answering questions, expressing tentative opinions

20

Writing: •

an opinion essay

FOCUS EXTRA

25

Grammar Focus pp. 137–138 WORD STORE booklet pp. 12–13 • Workbook pp. 78–91 or MyEnglishLab • MP3s – www.english.com/focus • •

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• Photocopiable resource 35 (appearance and the media – 10 mins) p. 201, 248



30

After

Eighteen-year-old singer Lorde tweeted two photos of herself: one had been airbrushed to remove her acne and the other one was left as she is. She commented that imperfections are fine. Other celebrities such as Keira Knightley take pride in the fact that they reject any digital alteration. Most people recognise digitally improved images and take them with a pinch of salt, but these images can affect young people’s self-image. Photographers, designers and editors should take some responsibility for showing true images that don’t distort the truth. But it’s unlikely to happen, so young people must become more worldly-wise and learn to see the difference between fake images and genuine ones.


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WORKBOOK p. 78–79

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Go to WORD STORE 6 page 13. 4 Read the article and answer the questions. 1 What do Brad Pitt and Keira Knightley have in common? 2 How does Lorde feel about her skin? 3 What is an important message for young people in Part 1 (lines 1–33) of the article? 4 Why was the photographer of the Obama selfie angry with the press? 5 Does the writer think the photo of the shark in New York was real? How do we know?

5 In pairs, talk about some of the weird or hilarious photos and video clips you have seen online. How do you know whether they are true or false?

Photos can be taken out of context 35

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5 14:14

40

45

When President Obama posed for a selfie with the Danish and British Prime Ministers at Nelson Mandela’s funeral, the press went crazy. The photo showed three Heads of State sharing a light-hearted moment. Meanwhile, Michelle Obama remained stony-faced and appeared unamused. Newspapers around the world thought it was ill-advised to pose for a selfie on such a sombre occasion and published it on their front pages.

50

1 They both Complete WORD STORE 6A with the base reject airbrushing. form of the words in red in the text. Then listen, check and 2 She thinks it’s OK not to be repeat. Are the words verbs (v) or adjectives (adj)? ideal/accepts her 7 Complete the sentences about the text with words or acne. phrases from WORD STORE 6A. 3 Young people distort truth. 1 Journalists and photographers often try to the need to become create the more worldly2 Not all celebrities want to illusion that they are perfect. wise. Fake images can be harmful for young people. 3 4 Because authentic 4 The Obama selfie was . 5 The photographer described the Obama selfie as misleading . the press used a momentary 6 The press used the selfie to deceive the public. image which did not reflect the WORD STORE 6B actual events. 8 CD•2.34 MP3•87 Complete WORD STORE 6B with the 5 No, he/she underlined phrases with take in the text. Then listen, check suggests it’s been and repeat. Add a translation. doctored. 9 Complete the sentences with phrases from WORD STORE 6B. Then tick the sentences that are true for you.

6

This is the most extreme form of digital alteration, and often just a bit of fun. Photos like this went viral during floods in New York. Real or doctored? You decide!

CD•2.33 MP3•86

1 I admire people who admit their mistakes and responsibility for their actions. take 2 I don’t realise how much my parents do for me. for I just take them granted . 3 I tend to believe what people tell me. I generally take at face value . things 4 I think the media manipulate the truth by taking out of things context . 5 I don’t believe most of the silly stories I read online. with a pinch of salt . I usually take them 6 I’m a perfectionist and like to do my homework well. in my work. I take pride

However, you can’t take everything you read in the press at face value. The photographer responsible for the shot claimed that the press had taken his photo out of context and called it ‘a misleading image’. He wrote on his blog: ‘Photos can lie. In reality, just a few seconds earlier Mrs Obama was joking with those around her.’ This is an example of how photos can manipulate public opinion. The photograph is authentic and the photographer’s intention was not to deceive the public, but the press saw an opportunity to sensationalise the story.

Some photos are doctored

Exercise 4

WORD STORE 6A

WORD STORE 6C 10

CD•2.35 MP3•88 Complete WORD STORE 6C with the highlighted compound adjectives in the text. Then listen, check and repeat.

11 Complete each question with a contrasting compound adjective. Then, in pairs, ask and answer the questions. light-

1 Are people in your family usually serious or hearted ? ill2 Is it wise or advised to believe everything you read in the media? worldlywise ? 3 Would you describe your best friend as naive or 4 Is it more natural for older people to have wrinkles or wrinklefree ? be 5 Is the chance of your national football team winning the farWorld Cup likely or fetched ? stonyfaced when you 6 Does your English teacher look cheerful or don’t do your homework?

WORD STORE 6D 12

CD•2.36 MP3•89 Complete WORD STORE 6D with more compound adjectives. Then listen, check and repeat. Write example sentences.

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6.2 Grammar Exercise 4

Conditional clauses – alternatives to if

2 I wouldn’t be able to do my homework unless I had a laptop. 3 I wouldn’t study English unless I needed it to get a job. 4 My parents wouldn’t have let me go out last night unless I had finished my homework. 5 I’d never get to school on time unless my mum woke me up. 6 I can’t understand American films unless I watch them with subtitles.

I can form conditional sentences using if, unless, imagine, provided, suppose and inversion.

1 I’ll fail all my exams if I don’t revise properly.

I’ll fail all my exams unless I revise properly.

students. In pairs, think of other excuses.

2 Read the story. What excuse did the students use for missing their exam? What happened next?

They said they had a flat tyre. They sat the exam and Q2 was ‘Which tyre?’

w

5

10

20

If you were taking an important exam on Monday, ... ... if they didn’t get back in time for the exam ... ... if they hadn’t had a flat tyre. ... if they arrived before 9 a.m.

tick the sentences that are true for you.

1 ‘The dog ate my homework’ is a typical excuse used by

15

Exercise 3

4 Rewrite the conditional sentences using unless. Then

Imagine you were taking an important exam on Monday, what would you do the weekend before? You almost certainly wouldn’t do what two Chemistry students did in Kansas, Missouri. They went to a different city and partied all weekend. They had a great time, but they knew that unless they got back in time for the exam, they wouldn’t be able to take it. So they drove through the night and got back to college in the early hours of Monday morning. Sadly for them, they overslept and missed the exam. When they found their professor afterwards, they decided to invent a story. They told him that they would have got back for the exam had they not had a flat tyre. The professor thought about this for a moment and then agreed that, provided they arrived before 9 a.m., they could take the exam the next day. He placed them in separate rooms and gave them the exam paper. The first question was simple and worth five points. But they were unprepared for the question on the next page: Question 2 (95 points): Which tyre?

3 Read the GRAMMAR FOCUS. Then rewrite the conditional clauses in blue in the story using if.

GRAMMAR FOCUS Conditional clauses – alternatives to if • You use unless to mean ’except if’.

I wouldn’t lie to you unless it was necessary (= … if it wasn’t necessary.) • You use imagine or suppose/supposing to ask questions. Imagine you were getting married, how would you feel? (= If you were getting married, …) • You use provided/providing to create a condition. I’ll lend you €10 provided you pay me back tomorrow … (= if you pay me back …) • You can use inversion in formal contexts – mostly with the auxiliary verbs were, had or should. Had they followed my instructions, they wouldn’t have got lost. (= If they had followed …) Note: In inversion you do not contract negative forms. … had they not called, we wouldn’t have known. (NOT … hadn’t they called …)

2 I wouldn’t be able to do my homework if I didn’t have a laptop. 3 I wouldn’t study English if I didn’t need it to get a job. 4 My parents wouldn't have let me go out last night if I hadn’t finished my homework. 5 I’d never get to school on time if my mum didn’t wake me up. 6 I can’t understand American films if I don’t watch them with subtitles.

5 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Use no more than six words, including the word in capitals. Do not change the word in capitals. Then tick the sentences that are true for you. 1 I’ll probably go out this evening if I don’t get too much homework. PROVIDED provided I don’t get I’ll probably go out this evening too much homework. 2 If my mum hadn’t reminded me, I would’ve forgotten her birthday. NOT my mum not reminded Had me, I would’ve forgotten her birthday. 3 I’d never eat fast food unless I was absolutely starving. WASN’T I wasn’t absolutely If starving , I’d never eat fast food. 4 I’d have watched Mr Bean if I’d known it was on TV last night. WAS I known Mr Had on TV last night, I’d have watched it. Bean was 5 I don’t watch football unless my team are playing. IF if my team I don’t watch footballaren’t playing . 6 If I wasn’t so tired, I’d go out this evening. NOT I not so Were tired , I’d go out this evening. 7 If I should ever get married, I’d want a huge party. EVER I ever get Should , I’d want a huge party. married

6 Use the prompts to write conditional questions. Begin each question with Imagine … or Suppose … and complete it with your own ideas. 1 You can’t live anywhere in the world.

Imagine/Suppose you could live anywhere in the world, where would you live?

Imagine/Suppose

You didn’t find €100 in the street yesterday. you had found ... you You’re not able to travel back in time.Imagine/Suppose were able to travel ... Imagine/Suppose You don’t have to live without technology.you had to live ... You didn’t see an old man steal something from a shop you last week. Imagine/Suppose had seen an old man ... 6 You can’t have three wishes. Imagine/Suppose you could have ... 2 3 4 5

7 In pairs, ask and answer your questions from Exercise 6. Grammar Focus page 137

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EXTRA ACTIVITIES Photocopiable resource 36 (Test M06_FOCUS_SB_04GLB_8310_U06.indd 84 yourself pairwork activities – 10 mins), p. 202, 249

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6.3 Listening Sentence completion I can identify specific detail in a conversation. 1 In pairs, describe these two murals by controversial British artist Banksy. What do you think they mean?

2

CD•2.37 MP3•90 Listen to a news report. Tick the information if it has been confirmed. If not, put a question mark.

1 real name is Robin Gunningham ? 2 was born in Bristol in 1973

?

3 trained to be a butcher

?

4 became famous in the 1990s

✓

5 has never been arrested

✓

6 authenticates his work on his website

✓

7 is a multi-millionaire

?

6 Complete the sentences with the words in the box. aware law peaceful stand strong underlying 1 Breaking the law is always wrong. 2 It’s a bad idea to make people aware of your political views. 3 Teenagers have no idea what they stand for. peaceful 4 Street art can be an effective form of protest. underlying 5 Only experts understand the messages in modern art. 6 Nobody has strong beliefs about anything any more.

3 In pairs, add pro- or anti- to the words to describe whether you think Banksy is for or against these things. pro1 anonymity 2 anti authority 3 anti war

4

pro4 peaceful protest pro5 fairness pro6 equality

CD•2.38 MP3•91 Listen to Robert and Alice talking about Banksy and check your ideas in Exercise 3.

7 In pairs, discuss whether you agree or disagree with the statements in Exercise 6.

EXAM FOCUS Sentence completion 5

CD•2.38 MP3•91 Listen again and complete the sentences with a word or short phrase.

1 Robert needs information to write a(n) essay . 2 Alice did something like Robert when she was doing degree (module) her . American 3 Alice first thought Banksy was . ve years ago. 4 Banksy started painting graffiti twenty-fi 5 He used spray cans and stencils instead of speed paintbrushes so that he could up his work. 6 Banksy doesn’t want to be identified because his activities are illegal . 7 Some murals show soldiers with flowers in their hands. 8 Robert admires a mural showing a little girl with red hearta shaped balloon .


CD•2.39 MP3•92 Listen and put these four-syllable words into the correct group A, B or C.

alteration authority ceremony commentator inauthentic photographer uncomfortable underlying vandalism

9

A

B

C

ceremony commentator vandalism

authority photographer uncomfortable

alteration

CD•2.40 MP3•93

inauthentic underlying

Listen, check and repeat.

WORD STORE 6E 10

CD•2.41 MP3•94 Complete WORD STORE 6E. Add nouns or adjectives to the table. Mark the stress. Then listen, check and repeat.

85



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6.4 Reading Gapped text

6 Complete the sentences about the article with one word in each gap.

I can understand the structure of a text.

1 Bourdin wanted a new identity in order to run away from a home in Spain. 2 Bourdin had the wrong coloured eyes. What is more, he had a French accent. 3 Initially Bourdin thought Carey would reject him but she swore he was her brother. 4 Bourdin was twenty-three when he adopted his new identity. Conversely , Nicholas would have been much younger. 5 Despite Bourdin’s deception, the Barclay family happily accepted him as their son. 6 Parker analysed Bourdin’s ears so that he could prove that Bourdin was an imposter.

1 Look at the ways of changing one’s appearance. Put ✓ if they are reversible and ✗ if they are irreversible. Which changes would/wouldn’t you consider?

bleach or dye your hair change your hairstyle draw a mole/beauty spot/scar go on an extreme diet have a fake/real tattoo have plastic surgery wear colour-change contact lenses wear a wig

2 Read the introduction and first paragraph (lines 1–12) of the article. Explain the link between Nicholas Barclay and Frederic Bourdin. Frederic Bourdin pretended to be Nicholas Barclay.

Exercise 3 1 to get a new identity and run away from a home for young people in Spain 2 very certain 3 that Bourdin was her brother 4 the different shape of their ears 5 after Parker had discovered the truth 6 that they were covering up a nasty secret

Exercise 8 1 covered up 2 passed himself off as 3 were taken in 4 see through 5 keeping up the lie 6 swore under oath

3 Read the rest of the article and answer the questions. 1 2 3 4 5 6

Why did Bourdin try to make people believe he was Nicholas? How certain was Bourdin that Carey would realise it was a trick? What solemn promise did Carey make in Spain? What made Parker suspect that Bourdin wasn’t Nicholas? When did Bourdin stop pretending that he was Nicholas? What suggestions does the writer make about the family’s motivations?

EXAM FOCUS Gapped text

7 Match the phrases in blue in the article with these definitions. 1 2 3 4 5 6

8 Complete the text with the correct form of the phrases in Exercise 7.

4 Read the article again. Choose from the sentences (A–F) the one which fits each gap. There is one extra sentence. A In spite of Bourdin’s brown eyes and French accent, she was in no doubt that this was her long-lost family member. B In fact, he managed to live as Nicholas for three and a half months, moving into the teenager’s bedroom and even attending a local school. C Conversely, the boy claiming to be him had dark features and spoke with a French accent. D His mother’s health prevented her from making the trip, so Nick’s older married sister Carey flew to Spain in order to be reunited with her brother. E Initially he was puzzled by the boy’s accent, but it was when he came across a photo of the missing teenager that he realised something was very wrong. F Having seen a photo of Nicholas on a missing person’s flyer, Bourdin bleached his dark hair.

Frederic Bourdin Born in June 1974 near Paris, Bourdin was abandoned by his parents. Raised by his poor grandparents, he 1 the truth about his family and claimed his dad was a British secret agent. From the age of sixteen, Frederic Bourdin 2 an orphan. Orphanages, hospitals and schools 3 by his stories. Authorities in more than sixteen countries failed to 4 more than forty false identities. In particular, he used to lie about his age and he was so good at 5 that when one doctor examined him, she confirmed that he was in his teens, although he was thirty years old at the time. Bourdin finally got married and 6 that he would never pretend to be anyone again.

5 Complete the table with the underlined linkers in Exercise 4. Function

Linker

Showing contrast

despite = 1in spite of in contrast = 2 conversely

Giving a reason

having because he had = 3 4 in order to so that =

Adding more information Sequencing events

continue to pretend – keep up the lie covering hiding the truth about sth – up making people believe he is sb – pass himself off as realise the truth about sth – see through swore under solemnly promised – oath wasn’t deceived – wasn’t taken in

what is more = 5 at first =

6

in fact

initially

9 In pairs, discuss who you would choose to be if you could be anybody for one day.

WORD STORE 6F 10

CD•2.43 MP3•96 Complete WORD STORE 6F. Add particles to complete the phrasal verbs from the article. Then listen, check and repeat.

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THE IMPOSTER Thirteen-year-old Nicholas Barclay disappeared on his way home from a basketball game in San Antonio, Texas. He was never found and was eventually assumed to be dead.

5

Three and a half years later, Nicholas’s family were contacted with the news that the missing boy had been found in Spain. Carey, Nicholas’s sister, travelled from Texas to Spain to take her long-lost brother home. It was an emotional reunion, and when she took the boy home to Texas, the family embraced him and told him how much they’d missed him. Nobody in the family questioned why Nicholas, who disappeared in Texas, ended up in Spain. And more surprisingly, nobody questioned the fact that this boy looked nothing like the

10

missing boy. Nicholas was fair-haired and blue-eyed. 1 C This is the amazing story of twenty-three-yearold Frederic Bourdin, a mixed-race Parisian who, in the late 90s, adopted the identity of Nicholas Barclay, a sixteen-year-old American.

15

I

n 1997 Bourdin was living in a

was her brother and an American

fingerprints, he told the cameraman

home for young people in Spain

citizen, and he was granted an

to zoom in on his ears. Once he was

and was planning to run away. He

40

needed a new identity, so he tried to

On the flight back to America,

thumb, so he got a friend to give

45

his brown eyes, but he decided that

35

In

and he quickly blended into family life.

impossible to keep up the lie and

Not long after Bourdin had settled

found

it

55

to look into the disappearance of Parker and the TV crew turned up at

disguise and realise he wasn’t her

Carey’s house to interview Bourdin.

was later sentenced to six years in

Many questions remain unanswered: how could the family not recognise

Charlie Parker, a private investigator,

she would instantly see through his

that he wasn’t their flesh and blood? 80

Were they really taken in by Bourdin or were they covering up a more sinister truth?

Right from the start, Parker wasn’t

brother. But instead, Carey rushed


Bourdin

jail.

sixteen-year-old Nicholas and hired

Nicholas Barclay for a TV show.

Real life stories

75

about the extraordinary return of the

to pick him up, Bourdin was sure that

She even swore under oath that he

end,

he finally admitted to Charlie Parker

into his new home, a TV station heard

he was Nicholas Barclay.

towards him and hugged him. 3 A

the

that he was Frederic Bourdin. He 50

local government office and said that

When Nicholas’s sister Carey came

believed that Bourdin was their son.

reject him, but they took him in B

was ready, he presented himself at a 30

what he had discovered, yet they still 70

4

he would say his eyes had changed had been through. When his disguise

he could recognise them later. He was worried that the family would

There was nothing he could do about

colour as a result of the traumas he

called Nicholas’s family to tell them

learning everyone’s name so that

him a tattoo using a needle and ink.

25

suspicions to the police. He then

the family and he listened carefully,

that Nicholas had a cross tattooed

ears of both boys and found that they didn’t match. He passed on his

Carey showed Bourdin photos of

from Texas. F He read on the flyer 2

between his right index finger and

back in his office, he studied the 65

pass himself off as the missing boy

20

American passport.

60

taken in by Bourdin. 5 E

Having

once read that ears are distinct, like

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5 For each sentence, tick the explanations (a

I can use mixed conditionals to talk about hypothetical situations in the past or present. 1 Read the article and find out what these two British actors think about their screen characters.

Radcliffe doesn’t mind being called Harry Potter. Pattinson hated Edward Cullen.

ACTORS LIKE THEIR SCREEN CHARACTERS. OR DO THEY? Daniel Radcliffe doesn’t mind being called Harry Potter. If he hadn’t played the part of Harry Potter, he wouldn’t be one of the 1c richest young stars in cinema today. But 5 there have been times when his fame has been difficult for him to deal with. If he was less famous, he would have gone out dancing 2a with his friends more, but sadly, he’s never had that freedom. Daniel Radcliffe 10 Robert Pattinson didn’t like the character he played in the Exercise 6 Twilight series. He says that if Edward 1b I don’t know Cullen wasn’t a fictional character, 3d who Edward he would have been an axe murderer. Cullen is. 15 Pattinson understands that he wouldn’t 4a Pattinson be so mega-famous if he hadn’t played 4d and Radcliffe are the role of Edward Cullen Cullen, but he says it’s enjoying success. really weird being famous for a character he Robert Pattinson doesn’t like.

Exercise 7

2 I wouldn’t be reading this book if my friend hadn’t recommended it. 3 If I liked football, I would have watched the game last night. 4 I wouldn’t have passed all my exams if I wasn’t/ weren’t a good student. 5 If I had had a big breakfast, I wouldn’t be hungry now. 6 I wouldn’t be learning how to drive if my parents hadn’t paid for some lessons.

2 Read the article again and match the situations with the results. Situations 1 Radcliffe played Harry Potter. 2 Radcliffe is very famous. 3 Edward Cullen is fictional. 4 Pattinson played Edward Cullen.

Results a He didn’t go out dancing much. b He is very famous. c He is very rich. d He wasn’t an axe murderer.

c a d b

3 Match the conditional sentences in blue in the article with the situations and results in Exercise 2. See text in Exercise 1.

4 Read the GRAMMAR FOCUS and complete the gaps with past or present.

Mixed conditionals You use a mixed conditional to describe certain imaginary situations and their imaginary results. There are two main types: 1 imaginary 1present condition

➞

past result imaginary 2

would/wouldn’t have + past participle

If he was less famous, he would have gone out dancing with his friends more. past condition 2 imaginary 3

if + Past Perfect,

1 If I’d watched the Twilight films, I’d know who Edward Cullen was. ✓ a I didn’t watch the Twilight films. b I know who Edward Cullen is. 2 If I was interested in Harry Potter, I’d have read the books. ✓ a I’m not interested in Harry Potter. b I haven’t read any of the books. ✓ 3 If Robert Pattinson was ugly, I might not have watched Twilight. ✓ a Robert Pattinson is handsome. b I watched Twilight. ✓ 4 Pattinson and Radcliffe wouldn’t be enjoying so much success if they hadn’t worked hard on these roles. a They aren’t enjoying success. b They worked hard on these roles. ✓

6 In pairs, compare your answers to Exercise 5 and correct the explanations that are wrong.

7 Use the prompts to write mixed conditional sentences. Begin with the words in brackets. Then tick the sentences that are true for you. 1 It’s cold today, so you came to school by bus. (if)

If it wasn’t cold today, I wouldn’t have come to school by bus. 2 You’re reading this book because your friend recommended it. (I) 3 You don’t like football, so you didn’t watch the game last night. (if) 4 You passed all your exams because you’re a good student. (I) 5 You didn’t have a big breakfast, so you’re hungry now. (if) 6 You’re learning how to drive because your parents paid for some lessons. (I)

8 Complete the sentences to make them true for you. Then compare with a partner.

GRAMMAR FOCUS

if + Past Simple,

and b) that are correct.

➞

present result imaginary 4

would/wouldn’t + infinitive

If he hadn’t played the part of Harry Potter, he wouldn’t be one of the richest young stars in cinema today. Note: As well as would, you can also use could, might and should in mixed conditional sentences.

1 If I didn’t have a smartphone, (imaginary past result) … 2 If antibiotics hadn’t been invented, (imaginary present result) … 3 If I had been born in the USA, (imaginary present result) … 4 If I could fly, (imaginary past result) … 5 If I was a better student, (imaginary past result) … 6 If my dad hadn’t woken me up this morning, (imaginary present result) … 7 If my parents were famous actors, (imaginary past result) … Grammar Focus page 138

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6.6 Speaking Ethical issues I can express tentative opinions and add comments using adverbials. 1 Which of these ways of highlighting ethical issues is the

A

IVE I CAN’T SURV COAT. Y WITHOUT M

CAN YOU?

B

most effective and why? Discuss in pairs.

handing out leaflets posts on social media the involvement of public figures protest marches petitions

2 Look at the posters. Which one do you think would be most effective in an anti-fur campaign? Why?

3

CD•2.44 MP3•97 Listen to three extracts from an interview with an anti-fur campaigner. For each extract, choose the question the campaigner is answering.

1 a Do awareness-raising campaigns and protests really make a difference and if so, how? b How important is it to stop the fur trade? 2 a Why do you think fur is still popular with fashion designers and wealthy consumers? b What are the advantages of getting public figures involved in anti-fur protests? 3 a Apart from avoiding fur products, what else can members of the public do to help? b If you could send any message to people who wear fur, what would it be?

4


argued emphasise firmly obvious particularly

SPEAKING FOCUS Beginning your answer firmly believe / I’m not convinced they do because … I 1

1a

obvious /clear advantage/disadvantage is that … One 2

2b

/explain that/how … I think I’d 3emphasise

3b

It’s absolutely vital/quite important, I think, because … As well as (avoiding fur products), other (things that can help) include …

1b 3a

I think the main/one/a significant reason is that …

2a

Expressing tentative opinions argued It could be 4 that …

strongly about … I don’t feel 5particularly I don’t have a strong opinion about … I suppose you could say that …

5 Match the questions in Exercise 3 with appropriate ways to begin answers to them in the SPEAKING FOCUS. See Exercise 4.

6 Read the extracts from the interview and complete REMEMBER THIS with the words in orange. 1 Sadly, fur seems to be fashionable again these days … 2 Obviously, protesting is a good way to promote awareness … 3 Frankly, I find some of the pictures extremely difficult to look at.

REMEMBER T HIS You can use comment adverbials to add your opinion to statements you make. obviously • You use clearly/1 to introduce something that can easily be noticed or understood. • You use to be honest/2 frankly to show that you are saying what you really think about something. • You use regrettably/3 sadly to show you wish something was not true.

7 In pairs, follow the instructions. • Decide who is A and who is B. • Read the questions below and make notes on how you

will answer them. • Use the SPEAKING FOCUS and REMEMBER THIS to

help you. • Ask and answer the questions.

Student A: Ask Student B the questions below. 1 How important is it to stop the practice of testing cosmetics on animals? 2 If you could send any message to the governments of countries that still test cosmetics on animals, what would it be? Student B: Ask Student A the questions below. 1 Why do you think hunting animals for sport is still popular with certain groups and individuals? 2 How important is it to stop the practice of hunting animals for sport?

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6.7 Writing An opinion essay I can explore an issue in writing from different aspects or viewpoints. 1 In pairs, discuss whether you enjoy celebrity gossip magazines and websites.

2 Read the extract from a website. In pairs, discuss which of the opposing opinions you agree with. Give reasons.

IMHO

IN MY HUMBLE OPINION

?

o YES o NO

Today’s question: should the media have greater respect for the private lives of public figures?

77% say YES

23% say NO

Latest comment:

Latest comment:

YES! Politicians, sports personalities and entertainers do their jobs in the public eye, but they have the same rights to privacy and fair treatment by the media as you or me. Working life and private life are separate and the media should respect this.

NO! Public figures use the media to increase their popularity and sometimes to earn large amounts of money. Dealing with media attention is part of being famous. You can’t have it both ways.

3 Read the writing task and the essay below. Which of the opinions in Exercise 2 do you think the author would agree with? probably ‘Yes’

The private lives of public figures are often reported 1 in the media. Personally, I think this should only be allowed when there is a clear benefit to society.2To justify this point of view, it is necessary to consider public figures’ responsibility as role models as well as their rights to privacy.

Magazines, newspapers and websites often report on the personal lives of politicians, sports stars and entertainers. In your opinion, should the media be allowed to print stories about the private lives of public figures? Write an opinion essay on this topic, analysing the two aspects below: • public figures’ responsibilities as role-models • public figures’ rights to privacy.

In terms of public figures as role models, I believe that those with influence should take responsibility for the 3 example they set. Politicians, for example, are chosen as representatives and lawmakers, and so have a duty to behave as model citizens. Likewise, entertainers and sports stars should be aware that their behaviour influences their fans. With this in mind, I feel the media should be allowed to report unacceptable behaviour such as racism or drug abuse among public figures, even if this means looking into their private lives. It is also important to consider this issue with regard to public figures’ rights to privacy. Whereas certain stories may expose unacceptable behaviour, others are really only printed to satisfy people’s curiosity and make money. 3 Articles concerning celebrities who have gained or lost weight or left their house without make-up, for instance, serve no useful purpose. Unless permission is given, I personally don’t think such articles should be allowed. 4

All in all, I am of the opinion that public figures’ private lives should only be reported if this benefits society by exposing irresponsible behaviour. Otherwise, I think it is unfair unless the person has specifically given permission. 5 I certainly would not like my own private life to be reported on in this way.

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4 Read the WRITING FOCUS. Then find these

5 Read the LANGUAGE FOCUS. Then join each pair of sentences in

things in the essay.

two different ways. Begin with the words in brackets.

1 a sentence which states the writer’s main opinion 2 a sentence that says which two aspects will be discussed 3 two sentences which expand the discussion by giving examples 4 a sentence which restates the writer’s main opinion 5 a final comment

1 Some people claim we should always tell the truth. Others feel there are times when it is acceptable to lie. (some people claim, while others feel)

WRITING FOCUS An opinion essay Introduction • Introduce the topic and state your main opinion.

• Say which two points of view or aspects will be discussed. To explain the reasons for my opinion, I will explore this issue from the viewpoint of (an old person) and (a teenager). It is my intention to examine this issue in terms of (freedom of speech) and (public safety). This essay will look at this question from the perspective of (both) (customers) and (shop owners). Main paragraphs • Discuss different aspects of the issue and support the main opinion you stated in the introduction. In terms of (public figures as role models), I believe … It is also important to consider this issue with regard to (public figures’ rights to privacy). Another important angle on this issue is (public safety). From the perspective/viewpoint of (a teenager), … • Expand the discussion by giving examples. Conclusion • Use a linking phrase to introduce a conclusion. In conclusion, … To sum up, … All things considered, … All in all, …

• Restate your main opinion. • Include a final comment.

Some people claim we should always tell the truth, while others feel there are times when it is acceptable to lie. While some people feel … 2 Some lies are told for the benefit of the liar. Others are told to avoid hurting someone else’s feelings. (whereas, some lies) 3 Pretending to like a gift may be acceptable. Lying about your qualifications is clearly wrong. (while, pretending ) 4 A white lie can sometimes protect someone’s self-esteem. The truth may hurt them. (a white lie, whereas)

LANGUAGE FOCUS Expressing contrast You can use the conjunctions while and whereas as more advanced alternatives to but when expressing contrast. Note the position of the commas and the different word order patterns. While/Whereas certain stories may expose unacceptable behaviour, others are really only printed to satisfy people’s curiosity and make money. Certain stories may expose unacceptable behaviour, while/whereas others are really only printed to satisfy people’s curiosity and make money.

6 You are going to write an essay about honesty. In pairs, discuss what you would say to a friend in these situations and why. What might the consequences be for you and your friend? 1 A friend has cooked a meal for you. The food is tasteless and looks awful. However, they seem to be enjoying it and ask for your opinion. 2 You saw your friend’s new girlfriend/boyfriend on a date with someone else. Your friend is clearly falling in love and asks what you think of their new partner. 3 A friend has spent a lot of money on a new outfit which, in your opinion, doesn’t fit well and doesn’t suit them. They ask if you think they should wear it for the first date they are going on tonight.

7 Complete the writing task. Use the WRITING FOCUS and the

Exercise 5 2 Whereas some lies are told for the benefit of the liar, others are told to avoid hurting someone else’s feelings./ Some lies are told for the benefit of the liar, whereas/ while others are told to avoid hurting someone else’s feelings. 3 While pretending to like a gift may be acceptable, lying about your qualifications is clearly wrong./ Pretending to like a gift may be acceptable, whereas/while lying about your qualifications is clearly wrong. 4 A white lie can sometimes protect someone’s selfesteem, while/ whereas the truth may hurt them./ Whereas a white lie can sometimes protect someone’s selfesteem, the truth may hurt them.

LANGUAGE FOCUS to help you. In your English class you have been talking about telling the truth. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. Some people say that it’s not always a good idea to be completely honest. Do you agree? Notes Write about: • friends and family • people in positions of authority • (your own idea) Write your essay in 140–190 words.

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6.8 Language in focus Word families – suffixes

Appearance

I can recognise and form a wide range of words using suffixes. 1 Read the information and complete the table. Mark the stress. Words are formed and word families are created by adding different suffixes to the same ‘root word’. Root words can be nouns, verbs or adjectives. The table lists the most common suffixes for each part of speech. NOUN (concept)

NOUN (person)

VERB

ADJECTIVE

-al -ance/-ence -cy -dom -ful -hood -ing -ion -ism -ity -ment -ness -ship -y

-ant -ee -ess -er -ian -ist -or

-ate -en -ify -ise

-able/-ible -al -ary -ed -ent -ful -ic -ing -ish -ive -less -like -ly -ous -y

employer/employee

employ

8

employment

3

perfection

4

6

perfect

5sympathiser

7sympathise

9sympathetic

1 2

sympathy

perfectionist

perfect

employable

2 Translate the word families in Exercise 1. How are new words Exercise 3

formed from a root word in your language?

1 qualifications, employable 2 sympathise, terrorists 3 pointless, perfection 4 strengthen, leadership

3 Complete the statements using the root words in the box. Make any

Exercise 4

4 Form words from the ‘person’ nouns in the box and write them in

NOUN (concept): belief, creation, dependence, peace, purity NOUN (person): believer, creator, dependant, pacifist, purist VERB: believe, create, depend, pacify, purify ADJECTIVE: believable, creative, dependent, peaceful, pure

Exercise 6 1 2 3 4 5 6

friendship freedom honesty trust understanding communication

necessary spelling changes. Which statements do you agree with?

employ lead perfect point strong sympathy terror 1 2 3 4

qualify

The more ions you get, the more able you become. You should never ise with ists. Violence is always wrong. It’s less looking for ion; it’s unattainable. There is a need to en the political ship in our country.

the table. Mark the stress.

applicant

believer

WORD LIST

creator

dependant

pacifist

purist

NOUN (concept)

NOUN (person)

VERB

ADJECTIVE

application

applicant

apply

applicable

5 Complete the sentences with the correct form of the words in brackets. Then tick the sentences that are true for you. 1 We should never justify (just) biased or dishonest journalism (journal). disgusting fattening 2 I think most fast food is (disgust) and very (fat). 3 I’d like to deepen (deep) my knowledge (know) of British rock music. successful 4 I have no idea what the secret to a (success) artistic (art) career is.

6 Complete the quote with the noun form of the words in brackets. Do you agree with the quote? Six keys to a good relationship: 1 (friend), 2 (free), (honest), 4 (trust), 5 (understand) and 6 (communicate). 3

acne /ˈækni/ bags under the eyes /ˈbæɡz ˌʌndə ði aɪz/ bleach/dye your hair /ˌbliːtʃ/ˌdaɪ jə ˈheə/ (blue-/hazel-/wide-)eyed /(ˌbluː/ˌheɪzəl/ˌwaɪd) ˈaɪd/ change your hairstyle /ˌtʃeɪndʒ jə ˈheəstaɪl/ colour-change contact lenses /ˌkʌlə tʃeɪndʒ ˈkɒntækt ˌlenzɪz/ features /ˈfiːtʃəz/ fine lines /ˈfaɪn ˈlaɪnz/ furrowed brow /ˌfʌrəʊd ˈbraʊ/ greying hair /ˌɡreɪɪŋ ˈheə/ imperfection /ˌɪmpəˈfekʃən/ mole/beauty spot /məʊl/ˈbjuːti spɒt/ outfit /ˈaʊtfɪt/ scar /skɑː/ (pale-/olive-/dark-)skinned /(ˌpeɪl/ˌɒlɪv/ˌdɑːk) ˈskɪnd/ plastic surgery /ˌplæstɪk ˈsɜːdʒəri/ (thin-/round-)faced /(ˌθɪn/ˌraʊnd) ˈfeɪst/ (untidy-)looking /(ʌnˌtaɪdi) ˈlʊkɪŋ/ (wavy-/ginger-/grey-/fair-)haired /(ˌweɪvi/ˌdʒɪndʒə/ˌɡreɪ/ ˌfeə) ˈheəd/ wear a wig /ˌweər ə ˈwɪɡ/ (well-/elegantly-)dressed /(ˌwel/ˌelɪɡəntli) ˈdrest/ wrinkle-free skin /ˌrɪŋkəl friː ˈskɪn/ wrinkle /ˈrɪŋkəl/

Truth, falsehood and manipulation adopt a new identity /əˌdɒpt ə njuː aɪˈdentəti/ airbrushed /ˈeəbrʌʃt/ authentic/inauthentic /ɔːˈθentɪk/ˌɪnɔːˈθentɪk/ authenticate /ɔːˈθentɪkeɪt/ be in no doubt that … /ˌbi ɪn ˌnəʊ ˈdaʊt ðæt/ be taken in/be deceived /bi ˌteɪkən ˈɪn/ˌbi dɪˈsiːvd/ believable /bəˈliːvəbəl/ claim/pretend to be sb /ˌkleɪm/prɪˌtend tə ˈbi ˌsʌmbɒdi/ create an illusion /kriˌeɪt ən ɪˈluːʒən/ deceive (the public) /dɪˌsiːv (ðə ˈpʌblɪk)/ deception /dɪˈsepʃən/ digital alteration /ˌdɪdʒətl ˌɔːltəˈreɪʃən/ digitally improved /ˌdɪdʒɪtəli ɪmˈpruːvd/ discover /dɪsˈkʌvə/ disguise /dɪsˈɡaɪz/ distort/hide the truth about sth /dɪˌstɔːt/ˌhaɪd ðə ˈtruːθ əˈbaʊt/ doctored /ˈdɒktəd/ fake /feɪk/ false identity /ˌfɔːls aɪˈdentəti/ far-fetched /ˌfɑː ˈfetʃt/ genuine /ˈdʒenjuən/ honest /ˈɒnəst/ honesty /ˈɒnəsti/ imposter /ɪmˈpɒstə/ in reality /ˌɪn riˈæləti/ invent a story /ɪnˌvent ə ˈstɔːri/ liar /ˈlaɪə/ lie (to) /ˈlaɪ (tə)/ make sb aware of sth /ˌmeɪk ˌsʌmbɒdi əˈweər əv/ manipulate the truth/public opinion /məˌnɪpjʊleɪt ðə ˈtruːθ/ ˌpʌblɪk əˈpɪnjən/ misleading image /mɪsˌliːdɪŋ ˈɪmɪdʒ/ mysterious /mɪˈstɪəriəs/ mystery /ˈmɪstəri/ objective /əbˈdʒektɪv/ sensationalise /senˈseɪʃənəlaɪz/ solemn promise /ˌsɒləm ˈprɒmɪs/ solemnly promise /ˌsɒləmli ˈprɒmɪs/ suspicion /səˈspɪʃən/ swear under oath /ˌsweər ˌʌndə ˈəʊθ/ take sth at face value /ˌteɪk ˌsʌmθɪŋ ət ˌfeɪs ˈvæljuː/ take sth out of context /ˌteɪk ˌsʌmθɪŋ ˈaʊt əv ˈkɒntekst/ tell lies/the truth /ˌtel ˈlaɪz/ðə ˈtruːθ/ trick /trɪk/ white lie /ˌwaɪt ˈlaɪ/

Personality, emotions, attitude admit one’s mistake /ədˌmɪt wʌnz mɪˈsteɪk/ appear unamused /əˌpɪər ʌnəˈmjuːzd / approve /əˈpruːv/ become worldly-wise /bɪˌkʌm ˌwɜːldli ˈwaɪz/ convinced /kənˈvɪnst/ embrace/hug /ɪmˈbreɪs/hʌɡ/

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TRUE OR FALSE? express your views /ɪkˌspres jə ˈvjuːz/ kind-hearted /ˌkaɪnd ˈhɑːtəd/ loyal /ˈlɔɪəl/ loyalty /ˈlɔɪəlti/ naive /naɪˈiːv/ perfect (adj) /ˈpɜːfɪkt/ perfect (v) /pəˈfekt/ perfection /pəˈfekʃən/ perfectionist /pəˈfekʃənɪst/ puzzled by sth /ˈpʌzəld baɪ/ reject /rɪˈdʒekt/ role model /ˈrəʊl ˌmɒdl/ self-esteem /ˌself ɪˈstiːm/ self-image /ˌself ˈɪmɪdʒ/ sombre /ˈsɒmbə/ stony-faced /ˌstəʊni ˈfeɪst/ strong belief /ˌstrɒŋ bəˈliːf/ stupid /ˈstjuːpɪd/ stupidity /stjuːˈpɪdəti/ sympathetic /ˌsɪmpəˈθetɪk/ sympathise /ˈsɪmpəθaɪz/ sympathiser /ˈsɪmpəθaɪzə/ sympathy /ˈsɪmpəθi/ take pride in sth /ˌteɪk ˈpraɪd ɪn/ take responsibility (for) /ˌteɪk rɪˌspɒnsəˈbɪləti (fə)/ take sth for granted /ˌteɪk ˌsʌmθɪŋ fə ˈɡrɑːntəd/ take sth with a pinch of salt /ˌteɪk ˌsʌmθɪŋ wɪð ə ˌpɪntʃ əv ˈsɔːlt/ trust /trʌst/ trustworthy /ˈtrʌstˌwɜːði/ two-faced /ˌtuː ˈfeɪst/ wise /waɪz/ worldly-wise /ˌwɜːldli ˈwaɪz/

Ethical issues anonymity /ˌænəˈnɪməti/ anti-fur protest /ˌænti ˈfɜː ˌprəʊtest/ anti-war /ˌænti ˈwɔː/ authorities /ɔːˈθɒrətiz/ avoid fur products /əˌvɔɪd ˈfɜː ˌprɒdʌkts/ awareness-raising campaign /əˈweənəs ˌreɪzɪŋ kæmˌpeɪn/ benefit society /ˌbenəfɪt səˈsaɪəti/ benefit to society /ˌbenəfɪt tə səˈsaɪəti/ break the law /ˌbreɪk ðə ˈlɔː/ drug abuse /ˈdrʌɡ əˌbjuːs/ equal /ˈiːkwəl/ equality /ɪˈkwɒləti/ expose unacceptable behaviour /ɪkˌspəʊz ˌʌnəkˌseptəbəl bɪˈheɪvjə/ fair treatment /ˌfeə ˈtriːtmənt/ fairness /ˈfeərnəs/ freedom of speech /ˌfriːdəm əv ˈspiːtʃ/ get public figures involved /ɡet ˌpʌblɪk ˈfɪɡəz ɪnˌvɒlvd/ hunt animals for sport /ˌhʌnt ˌænɪməlz fə ˈspɔːt/ involvement of public figures /ɪnˌvɒlvmənt əv ˌpʌblɪk ˈfɪɡəz/ member of the public /ˌmembər əv ðə ˈpʌblɪk/ peaceful protest /ˌpiːsfəl ˈprəʊtest/ petition /pəˈtɪʃən/ pro-(anonymity/fairness) /ˌprəʊ (ˌænəˈnɪməti/ˈfeərnəs)/ promote awareness /prəˌməʊt əˈweənəs/ protest (v) /prəˈtest/ protest march /ˈprəʊtest mɑːtʃ/ public safety /ˌpʌblɪk ˈseɪfti/ racism /ˈreɪsɪzəm/ respect (v; n) /rɪˈspekt/ right to (privacy) /ˌraɪt tə (ˈprɪvəsi)/ stop the practice of sth /ˌstɒp ðə ˈpræktəs əv/ test cosmetics on animals /ˌtest kɒzˌmetɪks ɒn ˈænɪməlz/ violence /ˈvaɪələns/ wrong /rɒŋ/

see through /ˈsiː θruː/ settle in /ˌsetl ˈɪn/ stand for /ˈstænd fə/ take in /ˌteɪk ˈɪn/ turn up /ˌtɜːn ˈʌp/ zoom in (on) /ˌzuːm ˈɪn (ɒn)/

Other assumed to be dead / əˌsjuːmd tə bi ˈded/ be reunited with sb /bi ˌriːjuːˈnaɪtɪd wɪð/ clearly /ˈklɪəli/ conversely/in contrast /kənˈvɜːsli/ɪn ˈkɒntrɑːst/ crew /kruː/ deepen your knowledge /ˌdiːpən jə ˈnɒlɪdʒ/ distinct /dɪˈstɪŋkt/ employable /ɪmˈplɔɪəbəl/ enigma /ɪˈnɪɡmə/ enigmatic /ˌenɪɡˈmætɪk/ explore/examine/consider an issue /ɪkˌsplɔːr/ɪɡˌzæmən/kənˌsɪdər ən ˈɪʃuː/ fame /feɪm/ far-reaching consequences /ˌfɑː ˌriːtʃɪŋ ˈkɒnsɪkwənsɪz/ get in the way /ˌɡet ɪn ðə ˈweɪ/ grant /ɡrɑːnt/ have a flat tyre /ˌhæv ə ˌflæt ˈtaɪə/ ill-advised /ˌɪl ədˈvaɪzd/ ill-timed /ˌɪl ˈtaɪmd/ in terms of /ɪn ˈtɜːmz əv/ in the public eye /ɪn ðə ˌpʌblɪk ˈaɪ/ lawmaker /ˈlɔːmeɪkə/ leadership /ˈliːdəʃɪp/ light-hearted /ˌlaɪt ˈhɑːtəd/ long-lost /ˌlɒŋ ˈlɒst/ missing person’s flyer /ˌmɪsɪŋ ˈpɜːsənz ˌflaɪə/ (model) citizen /(ˌmɒdl) ˈsɪtəzən/ obviously /ˈɒbviəsli/ orphan /ˈɔːfən/ orphanage /ˈɔːfənɪdʒ/ oversleep /ˌəʊvəˈsliːp/ pointless /ˈpɔɪntləs/ pose (for) /ˈpəʊz (fə)/ private investigator /ˌpraɪvət ɪnˈvestɪɡeɪtə/ question a fact /ˈkwestʃən ə fækt/ regrettably/sadly /rɪˈɡretəbli/ˈsædli/ representative /ˌreprɪˈzentətɪv/ reunion /riːˈjuːnjən/ right from the start /ˌraɪt frəm ðə ˈstɑːt/ satisfy people’s curiosity /ˌsætəsfaɪ ˌpiːpəlz ˌkjʊəriˈɒsəti/ sb’s flesh and blood /ˌsʌmbɒdiz ˌfleʃ ənd ˈblʌd/ serve a useful purpose /ˌsɜːv ə ˌjuːsfəl ˈpɜːpəs/ shot /ʃɒt/ significant /sɪɡˈnɪfɪkənt/ sinister /ˈsɪnəstə/ streetwise /ˈstriːtwaɪz/ strengthen /ˈstreŋθən/ tax-free /ˌtæks ˈfriː/ trauma /ˈtrɔːmə/ unanswered question /ʌnˌɑːnsəd ˈkwestʃən/ unattainable /ˌʌnəˈteɪnəbəl/ underlying message /ˌʌndəˌlaɪɪŋ ˈmesɪdʒ/ unlikely to happen /ʌnˌlaɪkli tə ˈhæpən/ unprepared /ˌʌnprɪˈpeəd/ viewpoint/point of view /ˈvjuːpɔɪnt/ˌpɔɪnt əv ˈvjuː/ vital /vaɪtl/ with regard to /wɪð rɪˈɡɑːd tə/ working life /ˌwɜːkɪŋ ˈlaɪf/

Phrasal verbs blend into /ˈblend ˌɪntə/ come across /ˌkʌm əˈkrɒs/ cover up /ˌkʌvər ˈʌp/ end up /ˌend ˈʌp/ go through /ˈɡəʊ θruː/ hand out /ˌhænd ˈaʊt/ keep up (a lie) /ˌkiːp ˈʌp/ look into /ˌlʊk ˈɪntə/ pass yourself off as sb /ˌpɑːs jəˌself ˈɒf əz/ pick up /ˌpɪk ˈʌp/ run away /ˌrʌn əˈweɪ/

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LANGUAGE IN USE

1 Match words from box A with words from box B to make

5 Complete the text with the correct form of

compound adjectives. Then use them to complete the sentences. A

far-

illtwo-

light- taxworldly-

+

B advised faced fetched free hearted wise

1 The mayor’s plan to raise taxes is rather ill-advised . It’ll make him unpopular. 2 Tessa’s articles are never serious mainly because she chooses rather light-hearted topics. 3 Peter is extremely worldly-wise – he’s been a peace negotiator in war zones and created several international companies. 4 How can you be so two-faced , praising your brother when you see him and criticising him behind his back? 5 Suggesting that John committed the crime is a bit far-fetched . He’s just not capable of breaking the law. 6 Whenever I fly abroad, I buy gifts at the airport because they’re tax-free , which means they’re cheaper.

2 Complete the sentences with words from the unit. The first letter of each word is given. 1 Journalists should never d istort the truth when reporting a story. 2 Teenagers often take it for g ranted that they'll have Internet access wherever they go. 3 You really shouldn’t take all her explanations at face v alue . She is rarely truthful. 4 I’m sure the photos of the model have been d octored – her waist doesn't look natural. 5 My neighbour claims he’s climbed Mt Everest, but I took his story with a p inch of salt.


Exercise 6 1 wouldn’t have told/wouldn’t tell 2 had listened to the advice 3 you had missed 4 wouldn’t be standing 5 unless the company releases 6 were he not

1 Would / Should you need any further information, please don’t hesitate to ask. 2 Had the government not / Hadn’t the government acted, there would soon have been more riots. 3 I would ask people for their IDs before letting them in providing / unless I knew them personally. 4 We wouldn’t get involved in your project weren’t we / were we not enthusiastic about it. 5 Imagine / Provided you were offered a job as a foreign affairs correspondent, would you accept it?

4 Complete the sentences with the correct form of the verbs in brackets.

had

1 If Karen checked (check) her sources before submitting her article last week, she would not be (not be) in trouble with the editor today. would 2 John have told (tell) us the truth about the school incident if he was/were (be) an honest person. took 3 If Jerry generally (take) his job seriously, his manager would have promoted (promote) him a long time ago. 4 If my grandparents were not (not be) such generous people, they would not have helped (not help) me financially at university. would not 5 Of course, we have to (not have to) take them to court now if they had paid (pay) the loan back on time.

the words in brackets.

THE SECRET KEEPER Do you know stories that could harm someone if the media tried to 1 sensationalise (sensation) them? Have you ever been told a secret and asked to keep it quiet? Are there any secrets that we shouldn’t even try to 2 deepen (deep) our knowledge about?

D

ilemmas like this are part of Laurel Nicholson’s life, a character in Kate Morton’s The Secret Keeper. At the age of sixteen, Laurel witnesses an act of shocking 3 violence (violent) committed by her mother, Dorothy. Even as a teenager, Laurel realises that there is more to the story. She wants to know what is really behind her mother’s actions but at the same time she feels it’s 4 pointless (point) trying to discover the truth. Her mother would never share a secret with her teenage daughter. As a mature woman, Laurel has to take care of her terminally ill mother. One day prompted by the discovery of a long forgotten photo, she decides to unearth the 5 hidden (hide) family secret. She knows it’s the last chance to find out the truth before her mother dies. 6 Complete the sentences using the words in brackets. 1 I (not tell) Christie my secret if she were not a trustworthy person. 2 I’m pretty sure that if you (listen/ advice) which I gave you last time, you wouldn’t be in such a terrible situation now. 3 Suppose (you/miss) your flight last night, what would you have done? 4 If you hadn’t forgotten the keys, we (not stand) outside our house in the cold now. 5 I’m sure there will be an investigation (unless/company/release) its financial report. 6 Tim wouldn’t be giving you any free lessons (be/he/not) your good friend.

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EXTRA ACTIVITIES

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• Photocopiable resource 61B (sentence M06_FOCUS_SB_04GLB_8310_U06.indd 94 formation – 12 mins) p. 209, 282 • Photocopiable resource 62 (mini-test 1 – 15 mins) p. 209, 283




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READING

SPEAKING

7 Read the article. Choose from the sentences (A–E) the


one which fits each gap. There is one extra sentence.

Student A, your photos show people doing different things to protest against something. Compare the photos and say how useful these ways of protesting are.

THE CONMAN WHO FIGHTS FRAUD Frank Abagnale, the former identity thief who inspired the Leonardo DiCaprio film Catch Me If You Can, is now working for the FBI.

A

T

here was a time when Frank Abagnale would have come to London having deceived his way onto a plane, engineered a free room for himself at a five-star hotel, and then spent the rest of his time coming up with scams to cheat people out of their money. But those days are well and truly over. 1 B He has now been associated with the US crime-fighting agency for more than three decades.

B

No longer the slick young man portrayed on screen in the film Catch Me If You Can by Leonardo DiCaprio, Abagnale is now in his midsixties, with receding white hair and heavy bags under his eyes. 2 E Despite a lifestyle of crime and running from the law, time it would appear has been rather kind to him. Recently, Abagnale was in London once again involved in fraud – only this time he was there as a good guy. As the chief executive of Abagnale & Associates, he was helping to launch a verification system that promises to authenticate financial transactions with greater security than ever before. 3 C ‘The crooks are now targeting where the real big money is,’ he says. His job is to combat the latest craze in cyber crime: the theft of corporate identities in order to steal millions of pounds from well-stocked bank accounts. So far, the attacks have mostly been in the States, particularly in government-backed enterprises. But large companies, especially banks, have also recently been targeted. Last year, nearly 90 million dollars was drained from a corporate account held in one of America’s best-known Wall Street banks. 4 D ‘Identity theft has become a big problem in the US and elsewhere and so it will happen in Great Britain. It’s just a matter of time.’ Only now the challenges are bigger than ever.

A Fifteen years ago he set up a company to facilitate electronic payments over the Internet – an ‘early version of PayPal’, as he describes it. B After being locked up in a US prison on multiple accounts of forgery, America’s legendary imposter was eventually freed by the FBI on the basis that he taught them everything he knew. C For years, he explains, identity theft has been the problem of individuals and small businesses. But now modern-day criminals are developing the taste and the technology for far bigger sums. D Abagnale believes that Britain is likely to start being hit too and that UK bosses are being far too complacent about the risks. E There is, however, still very much an air of mischievousness in the warm smile and light-hearted laugh of this smartly-dressed and charismatic elderly man.

Student B, have you ever taken part in a protest march?


10 In pairs, discuss the questions. 1 Should young people get involved in campaigns that concern their local areas? Why?/Why not? 2 Is it better to express one’s opinion on a controversial issue or to keep quiet? Why? 3 What’s the most effective way to persuade somebody to change their opinion? Why? 4 What are the advantages of using social media to organise an event?

WRITING 11 Complete the writing task. In your English class you have been talking about journalists and the press. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. Should journalists use information they got illegally when writing about politicians? Notes Write about: • informing the public • politicians’ privacy • (your own idea) Write your essay in 140–190 words.

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7

7.1 Vocabulary Collocations to do with Internet use • Health issues • Collocations in set phrases I can talk about technology and the effects it has on people.

SHOW WHAT YOU KNOW

LOG ON

1 Write four sentences – three true and one false – about things you have/haven’t done. Use verbs and nouns from the boxes. verbs attach click download follow open save send surf text visit

One machine can do the work of fifty ordinary men. No machine can do the work of one extraordinary man. ELBERT HUBBARD (1856–1915), AN AMERICAN WRITER AND PHILOSOPHER

UNIT LANGUAGE AND SKILLS Vocabulary: Show what you know – using computers collocations to do with Internet use • health issues • collocations in set phrases • electronic communication • what the body does • Word in focus – on • •

Grammar: • •

advanced passive forms passive reporting verbs

nouns attachment e-book email file + icon Internet music photo somebody (on Twitter) website

I have never visited this school’s website. 2 In pairs, take turns to read your sentences to each other. Guess which of your partner’s sentences is false.

3 Look at the title and the headings in the article. Do you agree with the statements? Discuss in pairs. Then read the article and compare your ideas.

TECHNOLOGY: DANGER OR USEFUL TOOL TOOL? USE 1 Technology makes you lonely. Constant access to social media means teens are always aware of what everyone is doing. When they compare themselves to their online friends, they think that everyone else is having more fun, and this can lead to anxiety.

2 Technology makes you dependent.

Listening: a news report and conversations about problems with technology • multiple choice •

AGREE

AGREE

Parents who have trouble tearing their teens away from their device they’re addicted to technology. Withdrawal symptoms may think they experienced by young people deprived of gadgets and technology is similar to those felt by drug addicts who need their drugs.

Reading: • •

an article about wearable technology multiple choice

Speaking: •



96

4 Technology makes you stupid.

EXTRA ACTIVITIES

WORKBOOK

CULTURE NOTES ››› p. 163 M07_FOCUS_SB_04GLB_8310_U07.indd AUDIO SCRIPT ››› p. 176

• Photocopiable resource 42 (technology and its effects – 10 mins) p. 203, 255–256 • Photocopiable resource 45 (Test yourself pairwork activities – 10 mins), p. 204, 259

p. 92–93

110


AGREE

Technology is making us lazy: why would we think for ourselves when we can google it? Why would we try to work out how to get from A to B when the GPS will plan a route? Our attention span is getting shorter.

REFERENCES 96

AGREE

The number of obese and overweight children is rising due to their lifestyle. This can lead to health problems such as sedentary lifestyle diabetes, high blood pressure and insomnia, as well as physical diabetes problems such as eye strain, joint pain or new ailments like WhatsAppitis, a repetitive strain injury caused by using thumbs for texting.

clarification

Writing: •

3 Technology makes you ill.

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4 Complete the questions with prepositions. Then read the article again and answer the questions. 1 2 3 4 5 6 7 8

to ? What do teenagers have constant access of ? What are teenagers always aware to ? What can comparisons with online friends lead to ? What do parents think their children are addicted to ? What is the rise in childhood obesity due by ? What is ‘WhatsAppitis’ caused with ? What sort of ailments can apps help on ? What does technology allow people to focus

6

Complete WORD STORE 7A with the base form of the collocations in red in the article. Then listen, check and repeat. Add a translation. CD•3.1 MP3•98

7 For each question, cross out the noun that does not collocate with the verb. Then, in pairs, ask and answer the questions. When was the last time you: 1 uploaded a laptop / a video clip / a photo? 2 updated your status / bookmark / profile? 3 posted a comment / a link / social media? 4 browsed an icon / a website / the net? 5 bookmarked a webpage / a homepage / a password? 6 shared a link / an icon / a Facebook post?

1 Which of the opinions in the text do you agree with? Why? 2 How would you answer the question in the title?

o

Exercise 4

WORD STORE 7A


o

5 14:18

Go to WORD STORE 7 page 15. 1 social media 2 what everybody else is doing 3 anxiety 4 technology 5 a sedentary lifestyle 6 using thumbs for texting 7 stress, weight gain 8 more interesting things

WORD STORE 7B 8

9

CD•3.2 MP3•99 Complete WORD STORE 7B. Match the underlined phrases in the article with typical symptoms. Then listen, check and repeat. CD•3.3 MP3•100

Listen and match conversations 1–6 with

ailments a–f. a addiction 6 b diabetes 5 c eye strain 2

WORD STORE 7C

DISAGREE Social media plays a crucial role in teenagers’ lives. Whether they are updating their status, posting comments or uploading photos,, teenagers use social media to supplement face-to-face socialising.

DISAGREE

DISAGREE

d high blood pressure 1 e insomnia 3 f joint pain 4

Some teens enjoy video games so much that they lose track of time. But addiction is a serious condition! Checking social media a bit too often is one thing, but that doesn’tt mean you’re obsessed with your device at the expense of other aspects of your life. There are apps to help with those minor ailments. Stressed? Worried about inactivity? Get an app that measures your movements. Weight gain? A fitness app counts calories. A sedentary lifestyle is not the only reason why children suffer from obesity. Until our society addresses all the issues connected with childhood obesity,, the trend is likely to continue.

10

CD•3.4 MP3•101 Complete WORD STORE 7C with the highlighted phrases in the article. Then listen, check and repeat.

Exercise 11

11 In pairs, complete the statements with phrases

1 at the expense of 2 at your 1 Young people spend too much time in front of screens fingertips their health. 3 plays a crucial 2 With the Internet , you don’t need to ‘know’ role anything anymore. 4 sedentary 3 Social media in maintaining friendships. lifestyle 4 The only way to improve a is to do more exercise. 5 address the 5 Doctors do not know how to of obesity. issue 6 It’s so easy to when you are online. 6 lose track of 7 Drug addicts suffering from deserve our sympathy. time 8 Teenagers these days have a very limited . 7 withdrawal symptoms 8 attention span WORD STORE 7D

from WORD STORE C. Then choose four statements to discuss.

12

CD•3.5 MP3•102 Complete WORD STORE 7D with more collocations. Then listen, check and repeat. Write example sentences.

DISAGREE Technology is making us more efficient. With a search engine at our fingertips, we can browse the net, bookmark useful sites andw with our friends. We have more head space to focus on other, more interesting things.


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7.2 Grammar Advanced passive forms I can use a range of advanced passive forms. 1 In pairs, discuss what would happen in your home if all screens were banned for six months. Then read what happened to the Maushart family and compare.

WHAT HAPPENED WHEN MUM

PULLED THE PLUG ON TECHNOLOGY

Susan Maushart with children

S 5

10

usan Maushart unplugged her teenagers and for six months the family lived without their devices. Family rooms were no longer lit up by the light of screens and no electronic noises could be heard through the night. Maushart decided to unplug the family because nothing was ever properly switched off. She’d constantly told her children to turn their devices off

when doing their homework but even when they should have been switched off, they were bleeping away in the background. 15

20

So what happened? Once the children had been made to turn off their technology, the family rediscovered small pleasures like board games, books and listening to music together. Susan Maushart’s son was given a

2 Read the GRAMMAR FOCUS. Complete the examples with the

GRAMMAR FOCUS

sentence. Then rewrite the sentences in the Passive using by if necessary. Which sentences are true for you?

Advanced passive forms

1 Yesterday, people sent me fifty messages.

• Passive forms with present or past modal verb structures

2 The importance of the Internet could not have been predicted back in the 1970s. 3 Your computer must be protected by using anti-virus software. 4 Bill Gates’s house may have been designed on an Apple computer. 5 The volume of a YouTube video can be controlled with the up/down arrows on your keyboard. 6 Albert Einstein should have been given a Nobel Prize for his theory of relativity.

30

4 Underline the indirect object in each

correct form of be. Then check your answers in the text.

Exercise 3

25

saxophone and took up music seriously. If the Internet was needed for homework, her older daughter just went to the library. The youngest daughter hated being unplugged but Susan Maushart believes her children became more focused thanks to being less dependent on technology. She now believes all families need to be encouraged to unplug periodically.

be … no electronic noises could 1 heard through the night. … even when they should 2 have been switched off, they … • Passive forms with verbs that take two objects, i.e. a person and a thing (give sb sth, send sb sth, show sb sth, etc.) was Her son 3 given a saxophone. (the ‘person’ is the topic – more common) A saxophone was given to her son. (the ‘thing’ is the topic – less common) • Verbs followed by passive infinitives or passive -ing forms being unplugged. The youngest daughter hated 4 to be encouraged ... … all families need 5 Note: make sb do sth ➞ be made to do sth Once the children had been made to turn off their technology ...

Yesterday, I was sent fifty messages. 2 My parents might give me a new laptop for might be given a new laptop for my next birthday. Imy next birthday. 3 They have promised us some new computers have been promised some new for the school. We computers for the school. 4 People owe me lots of money. I am owed lots of money. father should be 5 They should offer my father a new job. My offered a new job. 6 Today a temporary teacher is teaching us IT. Today we are being taught IT by a temporary teacher.

5 Use the prompts to write sentences using the passive infinitive or -ing form. Then, in pairs, discuss the statements. Most teenagers: 1 don’t enjoy / shout at

Most teenagers don’ t enjoy being shouted at.

3 Rewrite the sentences in the Passive starting with the underlined object.

2 3 4 5 6 8 7

1 You can buy absolutely anything on the Internet these days.

Absolutely anything can be bought on the Internet these days. 2 Nobody could have predicted the importance of the Internet back in the 1970s. 3 You must protect your computer by using anti-virus software. 4 Architects may have designed Bill Gates’s house on an Apple computer. 5 You can control the volume of a YouTube video with the up/down arrows on your keyboard. 6 They should have given Albert Einstein a Nobel Prize for his theory of relativity.

can’t stand / ignore can’t stand being ignored. would prefer / not criticise would prefer not to be criticised. would like / take / seriously would like to be taken seriously. get tired of / judge get tired of being judged. just want / love just want to be loved. dislike / tell / what to do dislike being told what to do. aren’t interested in / compare / to other interested in being compared teenagers aren’t to other teenagers.


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Photocopiable resource 43 (advanced passive forms – 15 mins) p. 204, 257

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uld be job.

5 14:19

7.3 Listening

Turn left now.

Multiple choice I can understand the main points in news reports and conversations.

Exercise 1

1 Look at the cartoons. What problems do they illustrate? Have you had any similar problems?

2

A

Listen and match three of the cartoons (A–D) with the situations (1–3).

B

CD•3.6 MP3•103

1 D

2 B

It’s the best model for you.

Technical Support. Sorry, we only support top-of-the-range laptops.

3 A

But I can’t afford it.



1 The shop assistant wants to A warn the girl against buying cheap laptops. B persuade the girl to increase her planned budget. C encourage the girl to store films and music on a laptop. 2 Which sentence best describes the situation? A The sat-nav has taken them the wrong way. B The man wants to avoid the motorway. C The woman thinks that the man should trust the sat-nav. 3 What does the report say about mobile phones? A Mobile phone theft is on the rise in the UK. B Mobile phones are a risk to children’s safety. C Mobile phone thieves target male teenagers.

4

C

D

5 Match the phrasal verbs in green in Exercise 4 with these definitions. 1 2 3 4 5 6 7

into persuaded = talked it over consider it = think bring in introduce = wind up annoy, irritate = come out been released or published = figure out understand = do without cope without =

6 Complete the sentences to make them true for you. Then compare with a partner. 1 I couldn’t do without my phone because … 2 The last time I wanted to buy something expensive and I had to think it over was … 3 I always find it difficult to figure out … 4 I can’t talk my parents into buying me … 5 The person who winds me up most is … 6 The government should bring in new laws to … 7 The next new book/film/album/game I want to buy is coming out …

CD•3.6 MP3•103 Listen again and choose the correct options.

1 a The shop assistant thinks / doesn’t think the girl will be able to do without a big hard drive in future. b The girl decides that she needs / doesn’t need to think it over. 2 a The couple can / can’t figure out which way to go. b The man is happy / unhappy that he was talked into buying a sat-nav. c Sat-navs wind the man / the women up. 3 a Figures have come out that show a sharp fall / rise in mobile phone thefts. b The government want companies / the police to bring in new security measures.

A phone theft B following your sat-nav to the wrong place C computer freezing/ unreliable support service D not having enough money/ not being tech savvy


Listen and complete the table. Then listen again and repeat. CD•3.7 MP3•104

NOUN 1 2 3 4

8

science technology electronics electricity

ADJECTIVE

scientific

technological

electronic electric

ADVERB scientifically technologically electronically

electrically

CD•3.8 MP3•105 Mark the stress in the words in Exercise 7. Then listen, check and repeat.

WORD STORE 7E 9

CD•3.9 MP3•106 Complete WORD STORE 7E. Match the words in the box with the photos. Then listen, check and repeat.

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7.4 Reading

CD•3.10 MP3•107

Rise of the

Multiple choice I can understand the main points in an article.

‘inner-net’:

1 In pairs, discuss the questions. 1 Which five apps on your phone or tablet do you use most? 2 What does each one do and how does it work? 3 Which is your favourite app? Why?

meet the most connected man

2 Decide if the statements below are true (T) or false (F). Then read US TODAY and check your ideas.

on the planet

T T F

US TODAY • The wearable technology market grew from $6.3 million in 2010 to $5.1 billion in 2014 and continues to grow rapidly. • Sixty-one percent of all devices in the wearable technology market are activity or fitness trackers. • Sixty percent of Americans who own wearable technology devices say that it helps them feel more in control of their lives. • Fifty-one percent of people reported that privacy is the main thing preventing them from using wearable technology.

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3 In pairs, discuss the infographic. What do you think the function of each wearable gadget is? 15

1 headset records everything

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2 narrative camera takes a photo every thirty seconds 25

3 fitness armband tracks your movement and sleep patterns

4 heart-rate monitor measures your heart beat

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5 posture sensor checks your posture 35

6 smart watch sends you alerts from your phones

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I’ve spent the last four years

connecting all the devices that I wear to all the smart technology in my home and transmitting all that data through to a single online platform, so I can search my entire life. I call it my “inner-net”. On a normal day, Dancy ‘travels light’, only wearing six devices: above his eyes sits a headset, which records everything he sees. Around his neck hangs a narrative camera, which requires no photography skills because it takes a picture automatically every thirty seconds. On his wrist is a smart watch, which sends him alerts from his two smart phones, while around the upper arm is a fitness armband, tracking his movement and sleep patterns twentyfour hours a day. And then there’s the stuff you can’t see: a heart-rate monitor strapped to his chest to measure his heart beats and beneath his waistband, a posture sensor,‘which vibrates when I get tired and I forget my posture and slouch,’ he beams. Back in Denver, Colorado, all the data from these devices feeds directly into his home environment, which automatically adjusts according to his mood and needs. ‘The house knows my moods,’ he says. ‘If I’ve been dashing around all day and get really stressed out so that I don’t sleep well, when I wake up, the light is a certain colour, the room a particular temperature and certain music plays.’ Design and technology

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Photocopiable resource 44 (word formation – 12 mins) p. 204, 258



For most people, keeping track of emails and staying on top of their calendar might be hard enough, but for American software developer Chris Dancy life doesn’t feel complete without being connected to several hundred devices and applications that collect data about his life at all times. ‘I’ve been called the most connected human on Earth,’ he says.

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1 The number of Americans interested in wearable technology is growing fast. 2 More than half of wearable devices in use are used in sport activities. 3 The majority of people are not worried about privacy issues.

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4 Read the article and check your ideas from Exercise 3. Which gadget would you most like to own? Why?

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EXAM FOCUS Multiple choice 5 Read the article again. For questions 1–6, choose the correct

answer, A, B, C or D. 1 Dancy is called the most connected man because he A checks his emails and calendar regularly. B uses technology to track every detail of his life. C wears smart clothes all the time. D has a personal online platform at home. 2 One of the devices that Dancy wears A helps him to travel without too much luggage. B improves his photography skills. C wakes him up when he’s falling asleep. D alerts him when he isn’t standing or sitting up straight. 3 Dancy maintains that technology has enabled him to A improve the quality of his sleep. B live in a more secure environment. C find out what other people think of him. D de-stress and lose weight. 4 Dancy thinks that in the future wearable technology will C be worn in the shoes. A disappear. D look stupid. B be less visible. 5 Dancy thinks people should A share their data with others online. B create more data to give away. C protect personal data from big companies. D improve the economy by sharing data. 6 Which is the best summary of Dancy’s attitude to wearable technology? A You can use personal data to improve the quality of your life. B It’s difficult to use personal data to your own advantage. C Wearable technology can be used to control your environment and people around you. D It’s only large companies that benefit from data analysis.

Chris Dancy

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Dancy claims this connected environment, which he calls ‘data-assisted living’, has revolutionised his life, helping him to lose 100 pounds in eighteen months and letting him live in a state of Zen-like calm, safe in the knowledge that his every moment is being archived. He can cast an eye over this personal data any time he needs to remember something that happened in the past: ‘I was at a restaurant in Denver, and I was like, “What did I eat here last time?” So I browsed all the photos from that day and could see exactly what meal it was,’ he says. He goes on to give another example: ‘When I have a meeting with someone on my calendar, instead of scanning a LinkedIn* profile, I can access information about how they made me feel the first time I met them.’ So, when you’re as connected as Dancy, what’s the next frontier? ‘All this stuff has to go away,’ he says. ‘It all needs to be in my clothing. Why can’t your shoes have sensors in them, so if you’re wandering around trying to find a location, you don’t need a GPS – your shoe just vibrates left or right. I think this kind of personalised data is really the future, but for now we have to fix all this stuff onto our clothes, and people stare at you because it looks silly.’ But what about the issue of ownership of data and privacy? A lot of data is fed back on the web and a lot of companies now hold huge amounts of data on their customers. Dancy frowns: he is concerned, but is optimistic about the beneficial power of mastering our data, as long as we stop giving it away. ‘It’s urgent that people look at the data they are creating and giving away – so much of it can be used to make our lives better, rather than lining the pockets of mega corporations.’ *LinkedIn is a networking service for professional people.

6 In pairs, complete the questions using the phrases in blue in the article. Then, in pairs, ask and answer the questions. life 1 Has any technology ever revolutionised your ? knowledge that your personal data 2 Do you shop online safe in the is protected? top 3 Do you manage to stay on of your homework? movements ? 4 Can your smartphone track your pockets of big corporations? 5 Does buying things online line the 6 Do you think that shoes and clothing with built-in technology is the frontier ? next

7 In pairs, discuss your thoughts on wearable technology and say whether you agree or disagree with the statements. 1 2 3 4

Chris Dancy is a weirdo! It’s not for me. I really want my life to be recorded like this. It’s cool! It’s dangerous to have too much personal data online. It will help people become healthier and happier.

WORD STORE 7F 8

CD•3.11 MP3•108 Complete WORD STORE 7F. Match the verbs in the box with their definitions. Then listen, check and repeat.

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Exercise 4 2 is said to have prepared 3 is thought that Archimedes 4 is believed to have made 5 are not thought to have been interested 6 are known to have contributed

Exercise 5 2 The seventeenth century is considered to have been a high point in the history of Mathematics./It is considered that the seventeenth century was a high point in the history of Mathematics. 3 It was thought that calculators could harm students’ Maths skills./Calculators were thought to be able to harm students’ Maths skills. 4 There are estimated to be over 10,000 new Maths graduates every year in the UK./It is estimated that there are over 10,000 new Maths graduates every year in the UK.

7.5 Grammar Passive reporting structures

4 Complete the sentences using the words in brackets. Don’t change the order of the words provided but add any other necessary words.

I can use passive reporting structures to talk about general feelings or beliefs. 1

CD•3.12 MP3•109

In pairs, discuss the Maths facts and choose the option you think is correct. Then listen and check your answers.

Maths facts

1 It is thought that numbers and counting began with the number zero / one. 2 Arithmetic is considered to have originated around 20,000 / 6,000 years ago in Sumeria. 3 The Egyptians / Romans are known to have invented the numbers one thousand and one million. 4 Before 1500, the term Mathematics was understood to mean Astrology / Physics. 5 There are said to be limited / unlimited opportunities for mathematicians. 6 An increasing / A decreasing number of students are expected to be doing Maths at university in the future.

2 Read the GRAMMAR FOCUS and find examples of each pattern in the text.

GRAMMAR FOCUS You can use the Passive to talk about general feelings or beliefs with reporting verbs like believe, know, think, etc. These structures are usually used in more formal contexts. • it + passive verb (present or past) + that clause 1 • subject + passive verb (present or past) + to-infinitive (to

do/to have done/to be doing, etc.) 2, 3, 4, 6 • there + passive verb (present or past) + to be/to have been 5 CD•3.13 MP3•110 Read the text and find one missing word in each of the underlined phrases. Then listen and check.

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5 Rewrite each sentence in two ways. Begin with the words in brackets. 1 We know that most mathematical symbols were invented in the 1500s. (It … / Most …)

It is known that most mathematical symbols were invented in the 1500s. Most mathematical symbols are known to have been invented in the 1500s. 2 Historians consider the seventeenth century to be a high point in the history of Mathematics. (The seventeenth … / It …) 3 Many teachers thought that calculators could harm students’ Maths skills. (It … / Calculators …) 4 They estimate that there are over 10,000 new Maths graduates every year in the UK. (There … / It …)

Passive reporting structures

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1 It is understood that Pythagoras came up with (understand/Pythagoras/come up) the idea of odd and even numbers. 2 Pythagoras (say/prepare) the way for many famous Greek mathematicians. 3 It (be/think/Archimedes) is one of the greatest mathematicians of all time. 4 Archimedes (believe/make) his most famous discovery in the bath. 5 The Romans (not/think/be interested) in Maths. 6 Several other civilisations (be/know/contribute) to the advancement of Mathematics.

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6 List the school subjects you study in order from most important to least important. Discuss your list with a partner. How important is Maths? Grammar Focus page 139

Where do our numbers come from? Around 500BC, the Greek 1 philosopher Pythagoras is understood to have come up with the ideaisof odd and even numbers. 2It said that Pythagoras prepared the way for many famous Greek mathematicians, including Archimedes. to 3Archimedes is considered be one of the greatest mathematicians of all time and discovered how to measure the volume of an object with an 4 irregular have shape. He is believed to been taking a bath when he made the discovery, and leapt out

shouting, ‘Eureka!’ (‘I have found it!’). Unfortunately, Archimedes was killed by a Roman soldier in 212BC and Mathematics entered is a dark age. 5It thought that the Romans just weren’t interested in Mathematics. have 6 There are known to been several other civilisations, including the Maya people in Mexico and scholars in ancient China, who contributed to the advancement of Mathematics. However, the next big breakthrough was probably in 500AD, when the

Indians invented ‘zero’. They had already created symbols for the be numbers 1–9. In fact, 7it could argued that our ‘Arabic numerals’ should rather be known as ‘Indian numerals’. After all, it was actually the Indians who invented them.

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Brahmi numerals around 300AD

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7.6 Speaking Clarification

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I can ask for and give clarification.

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1 Put ✓ next to the machines you would trust in place of a human and ✗ next to the ones you would not. Then, in pairs, discuss your choices. 1 2 3 4 5

a self-driving car a robotic surgeon a computer-generated online friend a virtual teacher a robot police officer

2 Imagine you are going to a technology fair. In pairs, read the adverts and discuss which exhibition you would rather visit.

From Mario to Minecraf t

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an interactive history of games, gaming machines and gaming culture

Mind-blowing machines From self-driving cars to robo-cops The latest developments in robotics and artificial intelligence

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CD•3.14 MP3•111 Listen to a conversation at the Mind-blowing Machines Exhibition. What type of machine is the ‘Explainer’ describing? a robotic surgeon

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CD•3.14 MP3•111 Listen again and tick the phrases in the SPEAKING FOCUS that you hear.

SPEAKING FOCUS Signalling confusion Sorry, I’m not with you. I’m not sure I follow (you). I’m afraid you’ve lost me there.

✓

I don’t know what you mean by …

SPEAKING FOCUS to help you.

So, in other words, …

✓

If I understand correctly, you mean … , right? Giving clarification Yes, precisely/exactly. Yes, (that’s) pretty much (it). No, that’s not (quite) what I meant. What I meant was …

A: Not many people agree with me, but I think computer games are a bit of a waste of time. I’d rather kick back with my friends than stare at a screen for hours on end. B: Er … sorry, but I don’t know what you mean 1 by ‘kick back’. A: What I 2 meant was ‘spend time together’ – you know, hang out, chat, relax. 2 A: I think I’d die without my phone. B: ‘And this year’s Oscar for best actress goes to …’ A: Ha, ha, very funny. Are you 3 saying I’m being dramatic? B: Yes, 4 exactly . I think you’d survive without it. 3 A: Dan, I have to answer this question for homework. Can you help, please? B: Sure, what’s the question? A: ‘In what ways might socially-intelligent robots benefit human society?’ B: Hmm. Well, I suppose the ability to have conversations with our machines will make a big difference. A: I’m not sure I 5 follow you. B: Well, we interact with today’s machines mostly by typing or pushing buttons, but some phones and tablets already understand voice commands, right? Imagine they and other machines could react to what you say and talk back to you properly. correctly A: Hmm, OK. If I understand 6 , you mean we’ll be able to have a conversation with our television or our fridge, right? B: Yes, that’s 7 pretty much it. A: I’m not sure I’d want to have a conversation with a fridge. B: Why not? A: Well, they have a reputation for being rather cold. B: Oh, very funny!

6 In pairs, discuss the questions. Use the

Checking your understanding Are you saying … ?

CD•3.15 MP3•112 Complete the conversations with words from the SPEAKING FOCUS. Then listen and check.

✓

1 In what ways are computer games good or bad for the people who play them? 2 What do you think has been the most important technological development during your lifetime? 3 Have social media made us more or less sociable? Explain your opinion. 4 In what ways might socially-intelligent machines benefit human society?

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Exercise 3 For: • Anyone with basic computer skills can search, share and contribute to this huge digital library. • Information is no longer only for the privileged. • Easy availability of different forms of information such as text, images, film and sound on virtually every topic imaginable. Against: • There are few checks on accuracy. • A significant amount of online data is likely to be incorrect or biased. • The enormous amount of information available; it may actually be very hard to find exactly what you are looking for.

I can express certainty, contrast and condition using formal language. 1 Complete the survey by choosing the information that is true for you.

Thanks for taking the time to complete our survey. We appreciate your help! 1 On average, I spend 0–2 / 2–4 / 4 or more hours a day online. 2 When I search for something online, I rarely / sometimes / often look beyond the first few results. 3 I generally believe what I read or watch online. Yes. / No. 4 I never / occasionally / often contribute to wikis, forums and readers’ comments sections. 5 I never / occasionally / often pay for access to online content. 6 I never / occasionally / often do research using (paper) reference books. 2 In pairs, discuss any similarities and differences in your answers.

3 Read the writing task and Mark’s essay. What arguments for and against does he give? The Internet makes it possible to access vast amounts of knowledge, wherever and whenever we like. Write an essay discussing the advantages and disadvantages of having so much information at our disposal.

4 Read Mark’s essay again and complete the paragraph plan. Check your answers with the WRITING FOCUS in Unit 3 if necessary. general/

1 introduction: factual comments on the topic and a statement mentioning both sides of the issue 2 arguments for the issue 3 arguments against the issue a personal 4 conclusion: a summarising statement and opinion

5 Underline three passive structures in Mark’s essay. Do they make the essay more or less formal?

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The Internet and the vast amount of information it contains can now be accessed in an instant, from almost anywhere, at any time. In fact, because of smartphones and tablets, millions of us carry this resource with us constantly and use it on a daily or even hourly basis. Undeniably, this is a positive development in many ways, and yet there are also certain drawbacks. There is no doubt that having online access to most of human knowledge has many advantages. Provided that a connection is available, anyone with basic computer skills can search, share and contribute to this huge digital library. In other words, when it comes to accessibility, information is no longer only for the privileged. Another key benefit is the easy availability of different forms of information such as text, images, film and sound on virtually every topic

imaginable. This leads to a much richer experience than was possible for most people before the Internet existed. 3 Having said that, there are also minuses. Since much of

the information online is generated by users, there are few checks on accuracy. This means a significant amount of online data is likely to be incorrect or biased. Another potential drawback is the enormous amount of information available. It may actually be very hard to find exactly what you are looking for, and good analytical reading skills are often required. 4 All things considered, there are disadvantages and challenges

associated with the accuracy and amount of information available online. However, to my mind, the benefits offered by this resource clearly outweigh the drawbacks. Mark Forest, Class 6A

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6 Complete the WRITING FOCUS with the words in purple in Mark’s essay.

WRITING FOCUS • Expressing certainty

Undeniably , this is a positive development. There are undoubtedly certain drawbacks … It is undeniable/There is no 2 doubt that having online access (to …) has many advantages. Without (a) doubt, there are people who believe the opposite. • Expressing contrast That said/3 Having said that, there are also drawbacks/ minuses. Search results may be instant, but nevertheless/even so, careful reading takes time. • Introducing unexpected or surprising contrasts This is a positive development in many ways and 4 yet there are also certain drawbacks. actually It may 5 be very hard to find what you are looking for. • Expressing condition Provided As long as/Providing/6 that a connection is available, anyone can search the Internet. 1

7 Complete the sentences with words from the WRITING FOCUS. Use each word once only. 1 There are undoubtedly some strong arguments against banning mobile phones in schools. undeniable 2 It is that having access to the Internet can be very helpful during some lessons. 3 As long as phones are switched off during lessons, I see no reason to ban them completely. 4 Phones at school may be distracting, but even so some parents want their children to have one for safety reasons. actually 5 In some countries, it may be illegal for schools to ban mobile phones altogether. Without 6 a doubt, some parents want their children always to be contactable.

8 Read the LANGUAGE FOCUS. Which alternative to because does Mark use in his essay? since

LANGUAGE FOCUS Introducing reasons in formal writing You can make your writing more formal by using these alternatives to because: • As or since to introduce a reason that you already know. As/Since we are overseas, mobile phone charges are more expensive. (We know we are overseas.) Mobile phone charges are more expensive as/since we are overseas. • Due to (instead of because of) when the reason is a noun. Due to customer demand, Internet connection speeds are constantly increasing. Internet connection speeds are constantly increasing due to customer demand.

9 Rewrite each sentence in two ways. For each sentence b, use the same alternative to because as in sentence a. 1 Phones should be banned at school because they are distracting. a As phones are distracting, they should be

banned at school . b Phones should be banned at school as they are distracting . 2 Because of the high price of some phones, theft is not uncommon. a Due to … b Theft … 3 Phones should certainly not be allowed in classrooms because they can be used to cheat during tests. a Since … b Phones … 4 Discipline has improved because of the ban that was introduced at our school. a Due to … b Discipline … 10 Read the writing task and follow the instructions below. In your English class you have been talking about using mobile phones at school. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. Should students be banned from using mobile phones during the school day? Notes Write about: 1 finding important information 2 disturbing the class/other students 3 (your own idea)

Exercise 9 2 a the high price of some phones, theft is not uncommon. b is not uncommon due to the high price of some phones. 3 a they can be used to cheat during tests, phones should certainly not be allowed in classrooms. b should certainly not be allowed in classrooms since they can be used to cheat during tests. 4 a the ban that was introduced at our school, discipline has improved. b has improved due to the ban that was introduced at our school.

Write your essay in 140–190 words. 1 What general comment could you make on the use of mobile phones at school? 2 Write a sentence that mentions both sides of the argument. 3 Use your answers to questions 1 and 2 to help you write the introduction. 4 Note down arguments for and against a ban on mobile phones at school and supporting points. 5 Expand these notes into main paragraphs. 6 Add a conclusion that includes your personal opinion.


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7.8 Language in focus Easily confused words 1 Read the information and choose the correct options in the sentences below. Certain words are easily confused. Words may look and/or sound similar but have different meanings (e.g. lose/loose) or closely related meanings (e.g. lone/lonely/alone). Other words look completely different but are confused, either because they have similar meanings (e.g. include/consist of/comprise) or because they are ‘false friends’ (e.g. actual/current). It’s so easy to lose / loose track of time. Technology makes you lone / lonely / alone. Did you go to bed late / lately? What is the arise / raise / rise in childhood obesity due to? The conclusion must include / comprise / consist of your opinion. If present / actual trends continue, thefts could reach 1 million.

2 Change one letter in the word in bold to form a different part of speech and complete the sentences. 1 You can advise someone or give someone advice. practice 2 You can practise the guitar or do some guitar . 3 You can breathe in deeply or take a deep breath . 4 You can be dependent on someone or be someone’s dependant. 5 A situation can affect you badly or have a bad effect on you.

3 Choose the correct options. Then answer the questions. 1 2 3 4 5 6

WORD LIST

Electronic communication

I can understand and use words that are easily confused.

1 2 3 4 5 6

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Is your car very economic / economical? Do you lay / lie on your front when you’re sleeping? Are there any historic / historical buildings nearby? Will you ever get an occasion / opportunity to go to Australia? Do you prefer exams or continuous / continual assessment? Are you a conscious / conscientious student?

4 Write example sentences for the words you didn’t use in Exercise 3. Use a dictionary if necessary.

There’s an economic crisis in my country at the moment. 5 Replace the underlined words/phrases in the sentences with the words in the box.

actually complement compliment currently eventually fantastic genial possibly 1 I always say I’ve got lots of Facebook friends but actually currently a in fact, I’ve only got 100. b at the moment I’ve only got 100. 2 ‘Are you going to buy a new laptop?’ Eventually Possibly a ‘In the end, yes.’ b ‘Maybe, yes.’ 3 My grandma and grandpa always complement compliment a work well with each other. b say nice things to each other. 4 We love our family doctor. He’s a fantastic genial a great guy. b friendly guy.

6 Translate the sentences in Exercise 5. Are there any ‘false friends’ with these words in your language? Are any sentences true?

access information/knowledge /ˌækses ˌɪnfəˈmeɪʃən/ˈnɒlɪdʒ/ access to (the Internet/online content) /ˌækses tə (ði ˈɪntənet/ ˌɒnlaɪn ˈkɒntent)/ accessibility/availability /əkˌsesəˈbɪləti/əˌveɪləˈbɪləti/ adjust /əˈdʒʌst/ alert (n, v) /əˈlɜːt/ anti-virus software /ˌæntivaɪrəs ˈsɒftweə/ application/app /ˌæplɪˈkeɪʃən/æp/ attach a file /əˌtætʃ ə ˈfaɪl/ attachment /əˈtætʃmənt/ bleep /bliːp/ bookmark a site/a homepage /ˈbʊkmɑːk ə saɪt/ə ˌhəʊmpeɪdʒ/ browse the net/a website /ˌbraʊz ðə ˈnet/ə ˈwebsaɪt/ built-in technology /ˌbɪlt ɪn tekˈnɒlədʒi/ collect data /kəˌlekt ˈdeɪtə/ contribute to wikis/forums/readers’ comments sections /kənˌtrɪbjuːt tə ˈwɪkiz/ˈfɔːrəmz/ˌriːdəz ˈkɒments ˌsekʃənz/ control the volume /kənˌtrəʊl ðə ˈvɒljuːm/ data analysis /ˈdeɪtə əˌnæləsɪs/ device /dɪˈvaɪs/ download music/e-books /daʊnˌləʊd ˈmjuːzɪk/ˈiː bʊks/ external drive /ɪkˌstɜːnl ˈdraɪv/ fitness/activity app/tracker /ˈfɪtnəs/ækˈtɪvəti æp/ˌtrækə/ follow sb (on Twitter) /ˌfɒləʊ ˌsʌmbɒdi (ɒn ˈtwɪtə)/ generate /ˈdʒenəreɪt/ google sth /ˈɡuːɡəl ˌsʌmθɪŋ/ handset /ˈhændset/ hard drive /ˈhɑːd draɪv/ headset /ˈhedset/ Internet connection speed /ˌɪntənet kəˈnekʃən spiːd/ landline /ˈlændˌlaɪn/ narrative camera /ˌnærətɪv ˈkæmərə/ on the web/on Twitter /ˌɒn ðə ˈweb/ɒn ˈtwɪtə/ online platform /ˌɒnlaɪn ˈplætfɔːm/ password /ˈpɑːswɜːd/ personalised /ˈpɜːsənəlaɪzd/ post a comment/a link /ˌpəʊst ə ˈkɒment/ə ˈlɪŋk/ privacy issues /ˈprɪvəsi ˌɪʃuːz/ push a button /ˌpʊʃ ə ˈbʌtn/ record / rɪˈkɔːd / remote control /rɪˌməʊt kənˈtrəʊl/ sat-nav (satellite navigation system)/GPS /ˈsæt næv (ˌsætəlaɪt ˌnævɪˈɡeɪʃən ˌsɪstəm)/ˌdʒiː piː ˈes/ save a file/an attachment /ˈseɪv ə faɪl/ən əˌtætʃmənt/ scan sb’s profile /ˌskæn ˌsʌmbədiz ˈprəʊfaɪl/ search results /ˈsɜːtʃ rɪˌzʌlts/ sensor /ˈsensə/ share a link/a Facebook post /ˌʃeər ə ˈlɪŋk/ə ˈfeɪsbʊk pəʊst/ smart technology /ˌsmɑːt tekˈnɒlədʒi/ smartphone /ˈsmɑːtfəʊn/ social media /ˌsəʊʃəl ˈmiːdiə/ software developer /ˈsɒftweə dɪˌveləpə/ store /stɔː/ surf the Internet /ˌsɜːf ði ˈɪntənet/ text sb /tekst/ track /træk/ transmit /trænzˈmɪt/ type /taɪp/ unplug /ʌnˈplʌɡ/ update your status/profile /ʌpˌdeɪt jə ˈsteɪtəs/ˈprəʊfaɪl/ upload a photo/a video clip /ʌpˌləʊd ə ˈfəʊtəʊ/ə ˈvɪdiəʊ klɪp/ vibrate /vaɪˈbreɪt/ virtual /ˈvɜːtʃuəl/ voice command /ˈvɔɪs kəˌmɑːnd/ wearable technology /ˌweərəbəl tekˈnɒlədʒi/ www/World Wide Web /ˌdʌbljuː dʌbljuː ˈdʌblju/ˌwɜːld ˈwaɪd web/

Health and addictions addicted to sth /əˈdɪktəd tə/ anxiety /æŋˈzaɪəti/ breathe (deeply) /ˌbriːð (ˈdiːpli)/ circulation /ˌsɜːkjʊˈleɪʃən/ condition /kənˈdɪʃən/ count calories /ˌkaʊnt ˈkæləriz/ deprive sb of sth /dɪˈpraɪv əv/ diabetes /ˌdaɪəˈbiːtiːz/ drug addict /ˈdrʌɡ ˌædɪkt/ excess weight /ˌekses ˈweɪt/ eye strain/sore eyes /ˈaɪ streɪn/ˌsɔːr ˈaɪz/

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LOG ON heart rate monitor /ˈhɑːt reɪt ˌmɒnɪtə/ high blood pressure /ˌhaɪ ˈblʌd ˌpreʃə/ insomnia /ɪnˈsɒmniə/ joint pain /ˈdʒɔɪnt peɪn/ (minor) ailments /(ˌmaɪnər) ˈeɪəlmənts/ obese /əʊˈbiːs/ obesity /əʊˈbiːsəti/ obsessed with sth /bi əbˈsest wɪð/ obsessive behaviour /əbˌsesɪv bɪˈheɪvjə/ overweight /ˌəʊvəˈweɪt/ repetitive strain injury /rɪˌpetətɪv ˈstreɪn ˌɪndʒəri/ sedentary lifestyle /ˌsedəntəri ˈlaɪfstaɪl/ sleep disorder /ˈsliːp dɪsˌɔːdə/ sore elbow/wrist/thumb/hip /ˌsɔːr ˈelbəʊ/ˈrɪst/ˈθʌm/ˈhɪp/ suffer from sth /ˈsʌfə frəm/ surgeon /ˈsɜːdʒən/ take a (deep) breath /ˌteɪk ə (ˌdiːp) ˈbreθ/ weight gain /ˈweɪt ɡeɪn/ withdrawal symptoms /wɪðˈdrɔːəl ˌsɪmptəmz/

Science and statistics AD (Anno Domini) /ˌeɪ ˈdiː (ænəʊ ˈdɒmɪnaɪ)/ advancement /ədˈvɑːnsmənt/ Arabic numerals /ˌærəbɪk ˈnjuːmərəlz/ arithmetic /əˈrɪθmətɪk/ artificial intelligence /ˌɑːtɪˌfɪʃəl ɪnˈtelɪdʒəns/ astrology /əˈstrɒlədʒi/ BC (Before Christ) /ˌbiː ˈsiː (bɪfɔː ˈkraɪst)/ breakthrough /ˈbreɪkθruː/ contribute to /kənˈtrɪbjuːt tə/ grow rapidly /ˌɡrəʊ ˈræpədli/ high point /ˌhaɪ ˈpɔɪnt/ increase/be on the rise /ɪnˈkriːs/ˌbi ɒn ðə ˈraɪz/ increasing/decreasing number /ɪnˌkriːsɪŋ/diːˌkriːsɪŋ ˈnʌmbə/ irregular shape /ɪˌreɡjələ ˈʃeɪp/ limited/unlimited /ˈlɪmɪtɪd/ʌnˈlɪmɪtɪd/ make a discovery /ˌmeɪk ə dɪsˈkʌvəri/ mathematical symbol /mæθəˌmætɪkəl ˈsɪmbəl/ mathematician /ˌmæθəməˈtɪʃən/ measure /ˈmeʒə/ odd/even numbers /ˌɒd/ˌiːvən ˈnʌmbəz/ robotics /rəʊˈbɒtɪks/ scholar /ˈskɒlə/ sharp fall/rise (in) /ˌʃɑːp ˈfɔːl/ˈraɪz (ɪn)/ technological development /ˌteknəˌlɒdʒɪkəl dɪˈveləpmənt/ theory of relativity /ˌθɪəri əv ˌreləˈtɪvəti/ vast/enormous amount /ˌvɑːst/ɪˌnɔːməs əˈmaʊnt/ volume /ˈvɒljuːm/

What the body does beam /biːm/ browse /braʊz/ cast an eye over /ˌkɑːst ən ˈaɪ ˌəʊvə/ frown /fraʊn/ slouch /slaʊtʃ/ stare at /ˈsteər ət/ wander around /ˌwɒndər əˈraʊnd/

Phrasal verbs bring in /ˌbrɪŋ ˈɪn/ come out /ˌkʌm ˈaʊt/ consist of /kənˈsɪst əv/ dash around /ˌdæʃ əˈraʊnd/ do without /ˌduː wɪðˈaʊt/ feed into /ˈfiːd ˌɪntə/ figure out /ˌfɪɡər ˈaʊt/ go on and on about sth /ˌɡəʊ ˌɒn ənd ˈɒn əˌbaʊt/ have nothing on /ˌhæv ˌnʌθɪŋ ˈɒn/ kick back /ˌkɪk ˈbæk/ log on /ˌlɒɡ ˈɒn/ talk sb into (doing) sth /ˌtɔːk ˈɪntə/ tear sb away from sth /ˌteər əˈweɪ/ think over /ˌθɪŋk ˈəʊvə/ wind up /ˌwɪnd ˈʌp/

and so on /ən ˌsəʊ ˈɒn/ arise /əˈraɪz/ at sb’s disposal /ət ˌsʌmbɒdiz dɪˈspəʊzəl/ at the expense of sth /ət ði ɪkˈspens əv/ at your fingertips /ət jə ˈfɪŋɡətɪps/ ban /bæn/ beneficial /ˌbenəˈfɪʃəl/ benefit (n) /ˈbenəfɪt/ benefit from /ˈbenɪfɪt (frəm)/ biased /ˈbaɪəst/ complement /ˈkɒmplɪmənt/ compliment /ˈkɒmplɪmənt/ comprise /kəmˈpraɪz/ conscientious /ˌkɒnʃiˈenʃəs/ conscious /ˈkɒnʃəs/ constant /ˈkɒnstənt/ constantly/at all times /ˈkɒnstəntli/ət ɔːl ˈtaɪmz/ continual /kənˈtɪnjuəl/ continuous assessment /kənˌtɪnjuəs əˈsesmənt/ current /ˈkʌrənt/ currently /ˈkʌrəntli/ dependant /dɪˈpendənt/ dependent on /dɪˈpendənt ɒn/ distracting /dɪˈstræktɪŋ/ distraction /dɪˈstrækʃən/ economic /ˌekəˈnɒmɪk/ economical /ˌekəˈnɒmɪkəl/ eventually /ɪˈventʃuəli/ (face-to-face) socialising /(ˌfeɪs tə ˈfeɪs) ˌsəʊʃəlaɪzɪŋ/ focus on sth /ˈfəʊkəs ɒn/ focused /ˈfəʊkəst/ for hours on end /fər ˌaʊəz ɒn ˈend/ genial /ˈdʒiːniəl/ have a (bad) effect on /ˌhæv ə (bæd) ɪˈfekt ɒn/ help with sth /ˈhelp wɪð/ historic /hɪˈstɒrɪk/ historical /hɪˈstɒrɪkəl/ in an instant /ˌɪn ən ˈɪnstənt/ inactivity /ˌɪnækˈtɪvəti/ include /ɪnˈkluːd/ instant /ˈɪnstənt/ keep/lose track of time /ˌkiːp/ˌluːz ˌtræk əv ˈtaɪm/ lately /ˈleɪtli/ lay /leɪ/ lead to /liːd tə/ lie /laɪ/ lifespan /ˈlaɪfspæn/ line sb’s pockets /ˌlaɪn ˌsʌmbɒdiz ˈpɒkɪts/ lone /ləʊn/ lonely /ˈləʊnli/ loose /luːs/ occasion /əˈkeɪʒən/ on a daily/hourly basis /ɒn ə ˌdeɪli/ˌaʊəli ˈbeɪsɪs/ on purpose /ˌɒn ˈpɜːpəs/ on time /ˌɒn ˈtaɪm/ opportunity /ˌɒpəˈtjuːnəti/ play a crucial/vital role in sth /ˌpleɪ ə ˌkruːʃəl/ˌvaɪtl ˈrəʊl ɪn/ predict /prɪˈdɪkt/ raise /reɪz/ rediscover /ˌriːdɪˈskʌvə/ revolutionise /ˌrevəˈluːʃənaɪz/ safe in the knowledge that /ˌseɪf ɪn ðə ˈnɒlɪdʒ ðæt/ security measures /sɪˈkjʊərəti ˌmeʒəz/ short/limited attention span /ˌʃɔːt/ˌlɪmɪtɪd əˈtenʃən spæn/ stay on top of sth /ˌsteɪ ɒn ˈtɒp əv/ supplement /ˈsʌpləmənt/ the next frontier /ðə ˌnekst ˈfrʌntɪə/ travel light /ˌtrævəl ˈlaɪt/ undeniable /ˌʌndɪˈnaɪəbəl/ undeniably /ˌʌndɪˈnaɪəbli/ use sth to your advantage /ˌjuːz ˌsʌmθɪŋ tə jər ədˈvɑːntɪdʒ/ visible /ˈvɪzəbəl/

Other accuracy /ˈækərəsi/ actual /ˈæktʃuəl/ actually /ˈæktʃuəli/ address an issue/problem /əˌdres ən ˈɪʃuː/ˈprɒbləm/ alone /əˈləʊn/

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LANGUAGE IN USE

1 Complete the sentences with words from the unit. The

5 Read the text and choose the correct answer,

first letter of each word is given. 1 Many doctors are concerned by the number of children who have a s edentary lifestyle. 2 I asked him to c ast an eye over my essay before I submitted it. 3 Whenever you b rowse the web, your Internet provider collects information about websites you visit. 4 It’s easy to lose track of time when you’re online. 5 With all kinds of information at our f ingertips , doing homework should be a piece of cake. 6 We’ll have finished our experiments soon and then the whole lab wil be at your disposal .

2 Complete the sentences with the correct form of the words in capitals. 1 Well-balanced meals at school might help to solve the problem of obesity among pupils. OBESE 2 Has it been scientifically proven that bilingual children have better cognitive skills? SCIENCE 3 We need to find an economical yet effective way to protect the system against hackers. ECONOMY 4 Teens may suffer from various withdrawal symptoms when deprived of access to their mobiles. WITHDRAW

A, B, C or D.

THE USE OF

DRONES

Planes and helicopters are a common sight in the sky nowadays. We can see them overhead almost everywhere. One kind that is thought 1______ popularity recently is drones, i.e. unmanned aerial vehicles. There has been an increase in the use of drones, mainly 2______ the realisation that, apart from military operations, there is a huge market for commercial use. Drones fitted with cameras can give farmers aerial views of their crops, survey flooded areas or help ecologists monitor endangered animals. They 3 ______ to deliver medical supplies in remote places and, in the near future, our shopping. The possibilities of using drones commercially or recreationally are endless and it’s 4______ that soon the Internet will be full of drone footage taken at all kinds of locations and times. Obviously, this causes some concerns – we will soon need to 5______ the issue of lack of privacy when drones fly over

3 Complete the sentences with the correct Passive form of the verbs in brackets.

Exercise 4 1 was argued that /was reported that 2 is believed to have existed 3 is said to have been 4 is thought to have been stealing

Exercise 6 1 is believed to have crashed 2 must have done the trick 3 doesn’t enjoy being told 4 was offered to Imogen 5 are expected to do

1 I’m sure you will be shown (show) the test results soon. to be 2 Your invention needs described (describe) in greater detail before you submit it to the Patent Office. 3 I don’t mind not being paid (not pay) much for testing computer games because I'd be playing them anyway. have been 4 The spare parts should delivered (deliver) a week ago. I’ll phone the company to see why they aren’t here yet. 5 Mr Jenkins was made to (make) undergo a stomach operation by his surgeon.

4 Rewrite the sentences in the Passive. 1 One report argued that the archaeologists had damaged some artefacts during the excavations. It the archaeologists had damaged some artefacts during the excavations. 2 Some writers believe that the lost city of Atlantis existed until the ninth century BC. The lost city of Atlantis until the ninth century BC. 3 It’s not clear why the lights went out. They say there was a short circuit. It’s not clear why the lights went out. There a short circuit. 4 The police think that a dangerous hacker has been stealing sensitive data for over a year. A dangerous hacker sensitive data for over a year.

1 A to be gained B to have been gaining

C to having been gained D to gain

2 A because B provided

C due to D even though

3 A may be used B may be using

C may have used D may have been used

4 A questionable B doubtful

C unmistakable D undeniable

5 A answer B addresss

C deal D solve

6 Complete the sentences with the correct form of the words in brackets. Add any necessary words. 1 Amelia Earhart (believe/crash) somewhere near the Howland Island in the Pacific Ocean. 2 When I saw Julia last week, she looked much better, so I guess the treatment she received (must/do/trick). 3 My younger brother (not/enjoy/tell) to switch his computer off every evening at 8 p.m. 4 A place at the research station (offer/Imogen) because she was the best candidate. 5 Even primary school pupils (expect/do) many experiments nowadays.

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EXTRA ACTIVITIES

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• Photocopiable resource 56B (multiple choice – 12 mins) p. 208, 271


• Photocopiable resource 63 (mini-test 2 – 15 mins) p. 210, 284 • Photocopiable resource 47 (Speaking – 12 mins) p. 205, 261 • Photocopiable resource 48 (Writing – 12 mins) p. 205, 262


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LISTENING

SPEAKING

7


CD•3.16 MP3•113 Listen to people in six different situations and choose the correct answer, A, B or C.

1 What will the new scheme do? A It will stop Internet piracy. B It will warn illegal downloaders. C It will punish illegal downloaders more severely. 2 What does the woman believe? A The man’s moods are affected by playing the game. B The man ought to play a different game. C The man shouldn’t play the game when their friends are there. 3 Which statement is true? A There is a ‘Connect’ option in the settings. B The phone has got some pre-installed applications. C The ’Wi-fi’ option isn’t on. 4 What should students try to do for the competition? A Invent something that shows their scientific abilities. B Invent something that is original. C Invent something related to a particular category. 5 What is the girl’s attitude to the new science teacher? A The teacher is better than they had expected. B The teacher is a very clever scientist. C The teacher engaged the class well. 6 Why does the boy not want to stop texting? A He likes to do two things at the same time. B He thinks his thumb will improve with exercises. C He enjoys texting with his finger.

Here are some places where robots might make changes to our lives in the future. Talk to each other about the changes robots might make in these places. in our homes

at work

What changes might robots make in these places?

in shops

at school

in hospitals

In which place would robots help us the most?

9 In pairs, discuss the questions. 1 Do you think robots will ever be able to think like human beings? 2 What other kinds of technological changes will change our lives in the future? 3 Do you think we rely on computers too much? Why?/Why not? 4 Some people think science lessons are boring. How can teachers make them more interesting? 5 Some people believe the computer is the most important invention ever. Do you agree?

WRITING 10 Complete the writing task. In your English class you have been talking about social media. Now your English teacher has asked you to write an essay. Write an essay using all the notes and give reasons for your point of view. More and more people are sharing information on social network sites. What are the advantages and disadvantages of this? Notes Write about: • keeping in touch • privacy • (your own idea) Write your essay in 140–190 words.

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8.1 Vocabulary The natural world • Pollution • Compound nouns I can talk about pollution and the environment.

SHOW WHAT YOU KNOW 1 In pairs, put the words in the box under an appropriate heading.

AROUND THE GLOBE

Explain your choices.

bay cliff dam float foothills fossil fuel drought flood melt pond stream (Suggested answers)

Land

cliff dam

fossil fuel

foothills glacier

Water drought

bay float flood melt pond

stream

dam

2 Think of three more words for each category.

We know that when we protect our oceans, we’re protecting our future.

glacier

CAN A TEENAGE ENVIRONMENTALIST CLEAN UP OUR

BILL CLINTON (B. 1946), A FORMER US PRESIDENT


OCEANS?

• Show

what you know – land and water natural world • hazards and pollutants • compound nouns • collocations • word families • Word in Focus – around

Boyan Slat is a young Dutchman with a mission to save the oceans from the consequences of our throwaway society.

Grammar:

THE FACTS

• the

• unreal

past and regrets • emphasis – cleft sentences and inversion 5

Listening: • an

interview about intelligent animals choice

• multiple

• four

summaries of films about journeys matching

• multiple

10

Speaking: •a

presentation about a natural wonder

Writing: •a

review of travel destination

15

FOCUS EXTRA • Grammar

Focus pp. 140–141 STORE booklet pp. 16–17 • Workbook pp. 106–119 or MyEnglishLab • MP3s – www.english.com/focus • WORD

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EXTRA ACTIVITIES • Photocopiable resource 49 (the natural world – 12 mins) p. 205, 263


Oceans cover seventy-one percent of the earth’s surface. From the fresh water of the polar ice caps to the seabed eleven kilometres below the surface at the deepest point of the Pacific Ocean, the ocean is home to over half of all living species. Over the past 100 years, due to global warming, the sea level has risen ten to twenty-five centimetres.

THE PROBLEM

Reading:

124

glacier

20

The oceans are being used as rubbish tips. Thirty-three percent of toxic contaminants in oceans come from air pollution such as acid rain and debris blown from landfills. Other pollutants are sewage, industrial waste and pollution from oilfields and the five gyres ships. The plastic debris concentrates in five rotating currents like giant whirlpools called gyres. The largest gyre, called the Pacific Garbage Patch, is twice the size of France and is located between Hawaii and California. At least 1 million seabirds and 100,000 marine mammals die each year due to plastic pollution. When plastic breaks up into smaller particles, it becomes a hazard for marine wildlife. Seabirds, whales, turtles and other sea creatures regularly consume waste products, which can be easily mistaken for jellyfish or other prey but cannot be degraded in the stomach. The animals die from starvation because they’re not getting the nutrients they need. Plastics also slowly release toxins and other chemical substances that work their way up the marine food chain.



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WORKBOOK p. 106–107

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Go to WORD STORE 8 page 17. 3 In pairs, guess the correct answers. 1 Oceans cover sixty-one percent / seventy-one percent of the earth’s surface. 2 The deepest point of the Pacific Ocean is 7 km / 11 km below the surface. 3 Sea levels have risen 10–25 cm / 5–10 cm over the last 100 years. 4 Plastic waste remains / disappears in the oceans. 5 Plastic pollution kills at least 1 million seabirds / marine mammals every year.

WORD STORE 8A 7

8 Complete the sentences with words from WORD STORE 8A. Most of all living species live in the ocean. tide twice a day. Coastal regions usually have a high prey for seabirds. Jellyfish are typical Plastic doesn’t contain anynutrients to help wildlife live. The movement of rubbish in the gyres is dependent on strong currents . 6 Gyres are like hugewhirlpools of plastic rubbish. 1 2 3 4 5

4 Read the article and check your answers. What solution to plastic pollution does Boyan Slat propose?

the ‘Ocean Clean-up’ concept (a 100-km-long floating barrier)

5 Answer the questions. Then check your answers in the article.

1 Apart from plastic, what other things pollute the oceans? 2 What is a ‘gyre’, how many are there and where is the biggest one? 3 Why is plastic pollution a problem for marine wildlife? 4 How is Slat’s device different from other ‘clean-up’ devices? 5 What two claims does Slat make about the effectiveness of his device?

WORD STORE 8B 9

CD•3.18 MP3•115 Complete WORD STORE 8B with words from the article. Use these definitions to help you. What is the mystery word? Listen, check and repeat.

rain that contains a high concentration of pollutants acid rain a general word for human waste sewage places where unwanted rubbish is dumped rubbish tips material you get rid of when it has been through the factory process industrial waste 5 a general word for substances that pollute or poison contaminants 6 things that can be dangerous or cause damage hazards 1 2 3 4

6 In pairs, discuss the questions. 1 How much plastic does your family throw away in a typical week? 2 Do you know what happens to your plastic waste? Where does it go? 3 What could you do to cut down on your use of plastic?

CD•3.17 MP3•114 Complete WORD STORE 8A with the base form of the words in red in the article. Then listen, check and repeat.

10 What do you think are the most worrying hazards and pollutants in the ocean? Why?

A SOLUTION 25

30

35

At the age of nineteen, Boyan Slat invented a device that he claims could clean up to 20 billion tonnes of plastic waste from the world’s oceans. Unlike conventional methods of cleaning up plastic using ships and nets, Boyan Slat’s ‘Ocean Clean-up’ concept is based on a simple idea: with its waves, tides and currents, the ocean never stops moving, so instead of going after the plastics, as most traditional methods do, you could simply wait for the plastic to come to you. A floating barrier 100 kilometres in length, would catch the debris, enabling a platform to extract it afterwards. The ocean current would pass underneath the barriers taking all sea life with it. Boyan Slat believes that his innovation could clean up half of the Pacific Garbage Patch over a period of ten years, and would make up to 500 million dollars a year from recycling the waste collected.

WORD STORE 8C 11

CD•3.19 MP3•116 Complete the compound nouns in WORD STORE 8C with the underlined words in the article. Then listen, check and repeat. Add a translation.

12 In pairs, complete the list of environmental problems

Exercise 5 1 Acid rain, debris, sewage, industrial waste, oil, ships. 2 A giant collection of plastic; there are five; the biggest one is in the Pacific. 3 It can’t be digested; it contains no nutrients and kills wildlife. 4 It uses ocean currents to bring the waste to the device. 5 It could clean up half of the Pacific Garbage Patch over ten years and make up to 500 million dollars a year.

with compound nouns from WORD STORE 8C. 1 2 3 4 5

caps melting ice levels rising sea chain chemicals and toxins in the food more non-biodegradable waste and so more landfi lls elds onshore and offshore oilfi

13 In pairs, discuss how dangerous (1 = not very dangerous, 5 = extremely dangerous) you think the problems in Exercise 12 are for our planet.

WORD STORE 8D 14

Boyan Slat’s floating barrier


CD•3.20 MP3•117 Complete WORD STORE 8D with more compound nouns. Then listen, check and repeat. Write example sentences.

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8.2 Grammar Unreal past and regrets – wish, if only, it’s time and would rather I can express wishes and regrets using phrases like it’s time and would rather. 1 In pairs, discuss your idea of an ideal holiday and a nightmare holiday. Use the words in the box and your own ideas.

adventure alone beach camping great nightlife historic monuments hot sun mountains museums no wi-fi peace and quiet water sports with the family with friends

Exercise 2 1 go back to the same campsite; do something exciting; have an adventure; do something cultural; go on a safari; go trekking; sail across the ocean; do white water rafting 2 white water rafting

2

CD•3.21 MP3•118 Listen to the Moss family discussing what to do for their next holiday. Answer the questions.

6

1 What suggestions do they make? 2 What do you think they will probably do?

3

Who said what? Write B for Ben, E for Ellie, M for Mum and D for Dad. Then listen again and check. CD•3.21 MP3•118

1 ‘If only we could go somewhere exciting for a change.’ 2 ‘I think it’s time we did something cultural.’ 3 ‘I wish you all realised how much I look forward to doing nothing for two weeks.’ 4 ‘I’d rather we went to the same campsite we went to last year.’

E D M

CD•3.22 MP3•119 Listen to the Moss family talking after the holiday. Choose the correct verb form to explain the meaning of these extracts.

1 ‘If only I’d worn more sunscreen.’ = Ellie wore / didn’t wear enough sunscreen. 2 ‘I wish I hadn’t forgotten my camera.’ = Ben had / didn’t have his camera with him. 3 ‘I wish you’d fallen in, too.’ = Ben fell out / didn’t fall out of the raft with Ellie. 4 ‘I just wish I’d known about the mosquitoes.’ = Mum knew / didn’t know that there were mosquitoes.

7 Complete GRAMMAR FOCUS II with the phrases in blue in Exercise 6.

B

4 Read GRAMMAR FOCUS I and answer the questions about the sentences in Exercise 3. 1 Which sentences refer to the present and which refer to the future? present = 3 / future = 1, 2, 4 2 Which tense is used after the underlined phrases? Past Simple

GRAMMAR FOCUS I

GRAMMAR FOCUS II Past regrets You use wish/if only + sb + Past Perfect to talk about past regrets. I’d worn more sunscreen. If only 1 I hadn’t 2 forgotten I wish my camera. Note: If only is stronger than wish.

Unreal past • You use wish/if only + sb + a past tense to say that

somebody really wants a present or future situation to be different. • You use it’s (high) time + sb + a past tense to say that somebody should do something (now or in the future). • You use would rather + sb + a past tense to say what somebody would prefer somebody else to do (now or in the future).

5 Complete the second sentence so that it has a similar meaning to the first. Then tick the sentences that are true for you. 1 It isn’t summer. I wish it was summer . 2 We always go to the mountains but I prefer the sea. I’d rather we … went to the sea. learned 3 I ought to learn how to ski. It’s time I … learnt/ how to ski. 4 I can’t drive. I wish I … knew how to/could drive. planned 5 I really need to plan my next holiday. It’s high time I my … next holiday. 6 It’s raining. If only it … wasn’t/weren’t raining.

8 Complete the sentences with the correct form of the verbs in brackets. Do you have any of these regrets? gone 1 I wish I ’d (go) on holiday with my friends last summer. d revised (revise) more for my last English test. 2 If only I ’ had been (be) born in another country. 3 I wish my parents hadn’t given up (not give up) piano lessons a few 4 I wish I years ago. hadn’t been (not be) so horrible to 5 I wish my brother/sister me when we were kids. d gone 6 If only I ’ (go) to bed earlier last night.

9 Complete the sentences to make them true for you. Then compare with a partner. 1 I wish I could … 2 It’s high time I … 3 I’d rather people didn’t …

4 If only I hadn’t … 5 I wish my parents … 6 If only my friends …


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EXTRA ACTIVITIES

126

Photocopiable resource 50 (unreal past – 15 mins) p. 206, 264


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8.3 Listening Multiple choice I can understand the main points of an interview. 1 Which of the adjectives in the box would you use to describe the animals in the photos?

adorable agile aggressive friendly gentle independent intelligent loyal playful sociable stupid wise


2

1 The radio series Animal World examines animals’

In pairs, decide if the statements are true (T) or false (F). Then listen to an interview with a wildlife expert and check your ideas. CD•3.23 MP3•120

1 Chimpanzees share exactly half of the same genes as humans. 2 Dolphins sometimes attack each other. 3 Owls are intelligent birds. 4 Cats have bigger brains than dogs.

behaviour in the wild. BEHAVE 2 Chimpanzees experience adolescence in a similar way to humans. ADOLESCENT 3 Dolphins are undoubtedly intelligent. DOUBT 4 Dolphins can be competitive with one another. COMPETE 5 The intelligence of sheep is undervalued . VALUE 6 The idea that owls are intelligent is a common misconception . CONCEIVE 7 Cats’ brains have not evolved since they were first domesticated by the Egyptians. DOMESTIC approval of humans to do things. 8 Cats don’t need the APPROVE

F T F F



1 What is true about chimps? A They kill for pleasure. B They are affectionate towards humans. C They have strong family links. 2 Which characteristics do dolphins share with chimpanzees? A They are soon independent of their mothers. B Social relationships are important to them. C The males are aggressive towards the females. 3 Dr Matthews believes that sheep A are as stupid as they look. B don’t do very well in intelligence tests. C show signs that they can learn. 4 Why are dogs smarter than cats? A Cats have been domesticated for longer. B Dogs spend more time with humans. C Dogs learn through helping humans. 5 Which of the following statements best sums up the interview? A Appearances can be deceptive. B Animals form stable communities. C What we think about animals isn’t always true.

5 In pairs, add at least four more animals to each column. Then discuss the questions. Domestic animals

dogs, cats,

Farm animals

cows, sheep,

Wild animals

lions, dolphins

Which animal is: a the wildest/tamest? b the most/least loveable? c the most/least useful to society?


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1 2 3 4 5

7

sheep /ʃiːp / keys /kiː z/ cats /kæts/ prove /pruːv/ bag /bæɡ/

Listen and repeat. ship /ʃɪp / kiss /kɪs/ cuts /kʌts/ proof /pruːf/ back /bæk/

CD•3.25 MP3•122 Listen and write down the five words from Exercise 6 you hear.

8 Choose five words from Exercise 6. Then, in pairs, take turns to dictate them to your partner. Check: has he/she written down the correct word?

Exercise 7 1 2 3 4 5

cuts back sheep kiss prove

WORD STORE 8E 9

CD•3.26 MP3•123 Complete WORD STORE 8E. Add the adjectives in the box to complete the collocations. Then listen, check and repeat.

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8.4 Reading Multiple matching

4 Complete the collocations with the adjectives in blue in the texts.

I can find specific details in film summaries.

1 2 3 4 5 6

1 In pairs, discuss the questions. 1 Would you rather visit Alaska, Australia or the Pacific coast? 2 Who would you choose as your travelling companion? Or would you prefer to travel alone? 3 What are the pros and cons of travelling alone?

places in the box.

the Gobi Desert Death Valley the Sahara Desert Mount Everest the South Pole Siberia the Nile

2 Read the texts about four films based on true stories of journeys. For questions 1–10, choose from the texts (A–D). You can choose each text more than once. In this film, the main character(s): 1 wanted to cross the western part of this country and reach the West coast. C 2 became very ill because of his/her food. B 3 took too many things on a journey. D 4 rejected his/her family after a betrayal. B 5 wanted to be reunited with family members. A 6 had to do a lot of climbing on the journey. D 7 planned to test personal limits of endurance with no help. B 8 wanted to rediscover something lost. D 9 was/were affected by a political decision. A 10 appreciated the wide open spaces on the journey. C

Exercise 3 1 aboriginal people 2 an arduous nine-week one 3 the authorities 4 an affluent one 5 his father’s second family 6 living simply with few belongings 7 four camels and a dog 8 remote and inhospitable 9 self, space and time 10 her mother’s death 11 drugs 12 the wilderness and mountain ranges

Th Th

remote REGIONS distant/inaccessible/ inhospitable PLACES empty/bleak/ arduous JOURNEY a tough/punishing/ scorching TEMPERATURES baking/burning/ record SNOWFALL unexpected/deep desolate WILDERNESS a deserted/barren/

5 In pairs, match collocations from Exercise 4 with the


6 In pairs, discuss the questions. 1 Which of the four films in this lesson would you most/ least like to see? Why? 2 What other films or books about extraordinary journeys do you know? 3 Which films or books have inspired you to visit a place? Where and why?

WORD STORE 8F 7

CD

CD•3.28 MP3•125 Complete WORD STORE 8F with adjectives or nouns from the lesson. Then listen, check and repeat.

3 Complete the questions with the prepositions in the

I c s P 55 o r f T e 10 10 a t o t a 15 15 h t c f w 20 20 a w t r

box. Then answer the questions.

about by in of on over through to with Text A 1 Who did the 1869 Protection Act give the Australian over ? Government power 2 What kind of journey did Molly, Daisy and Gracie set on ? off by ? 3 Who were Molly and Daisy pursued Text B 4 What sort of family did Chris McCandless grow in ? up 5 What secret did McCandless find out about ? in ? 6 What did McCandless take pride Text C with ? 7 What animals did Robyn Davidson set out 8 What sort of landscape did Davidson’s route take her through ? of ? 9 What did Davidson lose all sense Text D by ? 10 What was Cheryl devastated to ? 11 What did she turn 12 What did she struggle through ?

C

TRACKS

In early 1977 Robyn Davidson set out with only four camels and her dog to walk 2,700 kilometres from the central Australian desert to the Indian Ocean off the western coast. Nine months later, ragged, blistered and burned black by 60 the sun, she reached her destination. An Aboriginal man, Mr Eddie, accompanied her for three weeks, while photographer Rich Smolan joined her three times during the journey. Davidson, now sixty-five, 65 is back in the limelight. The book of her journey, Tracks, has been reissued and a film adaptation came out in 2013. Her route to the sea took her through remote regions and some of Australia’s 70 most inhospitable places. During nine long, hard months she battled scorching temperatures, rotten food, thirst, navigation errors and injured camels. But far more challenging we w At one point Davidson found herself being swallowed by the vast 75 sense of self, space and time. Despite that, she says, ‘I love the desert and its incomparable se Aborigines and learning from them. I like the freedom inherent in growth and learning processes that develop from taking chances 55

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This week, Film Blog is bringing you four true stories about extraordinary people. Their stories don’t always end happily, but their journeys will move and inspire you. A

RABBIT-PROOF FENCE

In Australia in 1931, three Aboriginal girls ran away from their white captors and walked 2,400 kilometres to get back home. Their story is told in a film entitled Rabbit-Proof Fence. The Aboriginal Protection Act of 1869 gave the government powers over the lives 55 of Aboriginal people, including the power to forcibly remove mixed race children – those born to a white parent and a black parent – from their families. This story follows three little girls: Molly, fourteen, her sister, eight-year-old Daisy, and their ten-year-old cousin Gracie as they 10 10 are taken from their family to a camp. Upset at being so far from their mothers and their home, the young girls escape and set off on an arduous journey to find their way home, pursued by the authorities. Molly remembered 15 15 her father once telling her about the Rabbit-Proof Fence which crosses western Australia from north to south. Her goal was simple: to find the fence 20 20 and follow it home. After nine weeks of walking and hiding, they finally arrive home and are reunited with their family.

25

30

35

40

45

50

D

INTO THE WILD

The lonely death of Chris McCandless inspired a book Into the Wild, and a film by the same name. Chris McCandless was a young American graduate who grew up in an affluent family in Washington, DC. When he found out about his father’s secret second family, he was so upset that he distanced himself from his family. He abandoned his real name and never contacted his parents or his sister again. After two years of hitchhiking around the Northwest, he decided to push himself to the extreme and hiked alone into the desolate wilderness of Alaska. He took pride in living simply and surviving with few belongings. He spent the next sixteen weeks completely alone, hunting, reading and ‘camping’ in a deserted bus. In late July it is thought that he ate some poisonous seeds that made him extremely ill and too weak to hunt for food. Realising that he was going to die, Chris wrote a goodbye message, and a few weeks later some hunters found his body in the bus. This was his message: ‘I have had a happy life and thank the Lord. Goodbye and may God bless all!’

WILD

Cheryl Strayed’s surname is not her original name. It’s a name she invented for herself. After the death of her mother in 1991, Cheryl’s grief caused her to lose her way in life; she felt she had ‘strayed’. Devastated by the loss of her mother to cancer, Cheryl turned to drugs. Then her husband divorced her and, finally, she realised that she had lost her own sense of identity. Cheryl decided to challenge herself by hiking along the Pacific Crest Trail in an 85 attempt to find the person she used to be. This was not an easy task. The PCT runs for 1,100 miles through California from Mexico to Canada and is certainly not a journey for novices. But Cheryl filled a backpack to bursting and set off. Three months later, after struggling through wilderness and crossing nine mountain ranges, Cheryl made it to the end. The journey had been physically and mentally 90 hard for the inexperienced hiker. She had endured 100-degree temperatures, record snowfalls and encountered bears and rattlesnakes. The giant backpack was so heavy that she called it ‘Monster’! But the journey had done what she wanted. It had healed her. Cheryl wrote a book about her journey and this, in turn, inspired an amazing film 95 called Wild, starring Reese Witherspoon as Cheryl. It shows the healing power of a journey in the wild. 80

challenging were the psychological aspects. ed by the vastness of the desert and losing all wed

comparable sense of space. I enjoy being with om inherent in being on my own and I like the aking chances.’

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8.5 Grammar Emphasis – cleft sentences and inversion I can use a range of sentence structures to express emphasis. 1

HD

CD•3.29 MP3•126 Read and listen to a conversation between two friends. Why does Will get angry?

Because Emma doesn’t think humans are responsible for climate change.

Will:

Exercise 3 2 It was Will that/who started talking about climate change. 3 What Will did was (to) tell Emma how strongly he felt. 4 All Emma suggested was that you couldn’t blame humans. 5 What Will couldn’t believe was/were Emma’s views on scientists. 6 Never had Will heard such ridiculous accusations.

Exercise 5 1 What I worry about most is pollution. 2 All I want for my birthday is money. 3 What I hate about winter is that it gets dark so early. 4 What I love most about my country is the food. 5 It’s my father who does the cooking in our house. 6 What I want to do is buy a laptop. 7 Under no circumstances would I lend my clothes to any of my friends.

I’ve been watching a programme about extreme weather events – interesting but very scary! What they did was show the effects of some recent floods where people had lost absolutely everything. Rarely have I seen such devastating scenes. What I find shocking is that some people still believe that humans have nothing to do with climate change. Emma: I don’t think you can blame humans. Will: What? It’s those kind of comments that really annoy me. How can you say that? Emma: All I’m saying is that there’s no link between carbon emissions and climate change. What’s happened is that scientists have invented global warming so they can get more funding. Will: Are you serious? Not only are you making ridiculous accusations, but you don’t even know the basic facts! Of course it’s carbon emissions that are to blame for global warming!

2 Read and complete the GRAMMAR FOCUS with the words in blue in the conversation.

GRAMMAR FOCUS Emphasis You can emphasise a piece of information in a sentence in a number of different ways: • Cleft sentences: ‘divide’ a sentence by adding a clause to emphasise key information What’s 1happened is (that) scientists have invented … (= Scientists have invented …) What they 2 did was (to) show the effects of … (= They showed the effects of …) 3 What I find shocking is (that) … (= I find it shocking (that) …) 4 It’s those kind of comments that … (= Those kind of comments …) 5 All I’m saying is (that) … (= I’m just saying (that) …) • Inversion: negative expression (never, rarely, not only, etc.) +

auxiliary verb + subject (formal) 6 Rarely have I seen … (= I have rarely seen …) 7 Not only are you making ridiculous accusations, but you don’t even know the basic facts. (= You are making … and you don’t even know …)

3 Rewrite the sentences using structures from the GRAMMAR FOCUS and the word in capitals. 1 Will and Emma had an argument. HAPPENED

What happened was (that) Will and Emma had an argument. 2 3 4 5 6

Will (not Emma) started talking about climate change. IT Will told Emma how strongly he felt. DID Emma only suggested that you couldn’t blame humans. ALL Will couldn’t believe Emma’s views on scientists. WHAT Will hadn’t ever heard such ridiculous accusations. NEVER

4 Complete the sentences with the words in the box. There are two extra words.

all

are

do

does

is

it’s

has

what

1 It’s the gases from industrialisation that have caused the greenhouse effect. 2 What scientists do is analyse air that’s 800,000 years old trapped under the ice in Antarctica. 3 Never has there been more carbon dioxide in the atmosphere than there is now. 4 What happened was that average temperatures rose by one degree Celsius last century. 5 Not only are we observing a rise in sea levels, but also many extreme weather events. 6 If we don’t act now, all we’re doing is creating problems for future generations.

5 Put the words in the correct order to make sentences. Begin with the underlined words. 1 worry about most / I / is / pollution / what 2 I / money / my birthday / all / for / want / is 3 it gets dark so early / what / winter / I / about / that / hate / is 4 most / the food / what / I / my country / about / love / is 5 who / in our house / the cooking / my father / does / it’s 6 to do / what / buy a laptop / is / want / I 7 my clothes / to any of my friends / under no circumstances / lend / would / I

6 In pairs, tick the sentences in Exercise 5 that are true for you. Write more true sentences beginning with the underlined words.

What I worry about most is … Grammar Focus page 140

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8.6 Speaking Giving a presentation I can give a presentation on a natural wonder. 1 In pairs, follow the instructions. • Make a list of well-known natural wonders. • Compare your list with another pair. • In groups of four, discuss which of the places you have visited or would like to visit.

2 Look at the photo and describe it using the words in the box. Naica

cave/cavern crystal minerals geologists underground

3

1 the year 2000 2 half a million years 3 55 tons

4

Exercise 3

CD•3.30 MP3•127 You are going to listen to a presentation about the Giant Crystal Cave. How will the information below relate to the topic? Listen and check.

4 58 degrees Celsius 5 10 minutes


aware during free realise wondered

familiar

SPEAKING FOCUS Introducing the topic Have you ever thought about/considered/ 1 wondered how/why/what … ? 2 During my/this presentation, I plan to tell you about … You may be wondering why I’ve chosen to talk about … today. Well, let me explain … Introducing familiar information We are (probably) all 3 familiar with … that … You may be 4 aware You may already know that … Perhaps you have heard of/about … Introducing surprising information … Most people aren’t aware/don’t 5 realise … but, did you know that … ? You might not know that … Finishing your presentation OK, that’s all from me. Thank you for listening. I hope you found the presentation interesting. If anyone has any questions, please feel 6 free to ask now.

5

1 when mineral miners from the town of Naica in Giant Crystal Cave Northern Mexico discovered the cave Complete the extracts from presentations with words and 2 the age of the phrases from the SPEAKING FOCUS. enormous crystals wondering 1 You may be why I’ve chosen to talk about Ha Long Bay in of Cueva De Los Vietnam today. Well, let me explain. Cristales 2 You may already know that Komodo, an island in Indonesia, is 3 the weight of home to the famous Komodo Dragon, the biggest lizard alive on the largest crystal the planet today. in the cave 3 Perhaps you have heard of Table Mountain in South Africa. It 4 the rises high above the city of Cape Town. temperature in 4 We are probably all familiar with the Amazon River, in South the cave America, but most people aren’t aware that it was chosen as 5 the length of time it is possible one of the new Seven Wonders of the World in 2011. to remain 5 Thanks for listening. If anyone has any questions, please feel free underground to ask now.

6 Which of these are good tips on giving presentations? Tick one sentence in each pair. Then compare with a partner. 1 a b 2 a b 3 a b 4 a b 5 a b 6 a b

Speak with a clear voice at a natural speed. ✓ Speak quickly and quietly. Don’t look at the audience. Make eye contact with the audience. ✓ Ask the audience questions to keep them involved. ✓ Don’t ask the audience questions. Write a script and read out every word when you present. Have some notes with you but don’t read them out. ✓ If you forget something, keep going. No one will notice. ✓ If you forget something, say sorry and finish the presentation. When you finish, sit down as quickly as possible. When you finish, thank the audience and invite questions. ✓

7 Prepare a presentation on a natural wonder. Follow these steps. 1 Select a natural wonder that interests you. 2 Do some research and plan your presentation. 3 Find some interesting photos to illustrate the presentation if possible. 4 Select useful language from the SPEAKING FOCUS. 5 Study and practise your presentation. 6 Give your presentation to the class. Follow the advice in Exercise 6.

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8.7 Writing A review of a travel destination

5 Complete the WRITING FOCUS with the words in the box.

I can write a review of a travel destination and make recommendations.

because

cause and result

concession

reason

WRITING FOCUS

1 In pairs, discuss the questions. Use the collocations in the box to help you. 1 Why are some areas made into national parks? 2 Describe a well-known national park you know.

cultural heritage diverse landscapes environmental impact natural beauty sustainable tourism wildlife protection

Using linking devices You can use linking devices to: • express 1concession . Although/Even though there are still problems, the situation has improved. Despite/In spite of the laws, some new hotels have still been built. • express 2 reason formally using participle clauses. Having seen a turtle swim, I know how graceful they are in the water. Being a responsible tourist, I am happy to follow the rules. cause and

2 Read Alice’s comments in Young Traveller magazine. Do you agree with her point of view?

• express 3 result . The river was so polluted that something had to be done. Litter became such a problem that the area was closed to visitors. contrast • express 4 . While/Whereas many parts of the forest are protected, others are not. Some tourists behave responsibly while/whereas others do not.

Have your say … Last month we asked you: Is enough being done to protect the natural environment in popular tourist destinations?

because • express reason with alternatives to 5 (of). Governments are often reluctant to limit tourism as/since it generates huge income. Certain paths have been closed due to erosion caused by visitors.

Alice, 17, wrote:

Making recommendations

I’m a nature lover and it seems to me that governments and tour operators care mainly about the money that tourism generates and not about the negative impacts that visitors have on natural environments. Development of facilities for tourists often takes priority over protection of areas of natural beauty and local wildlife, and not enough is done to establish national parks or develop tourism responsibly.

This destination would be ideal for … If you’re looking for … , then this is the place for you. I can thoroughly recommend … … is definitely worth visiting. All in all, I would highly recommend …

YOUNG TR AVELLER

Have your say ...

Olly201: I get what you’re saying, Alice, but there are places out there which offer eco-friendly holidays! Check out the links in my last post.

Nick, 17, wrote:

Zakynthos

YOUNG TR AVELLER

1

If you’re looking for a holiday destination where a great deal is being done to promote wildlife protection and preserve natural beauty, then the Greek island of Zakynthos is the place for you.

2

Having just returned from a holiday to beautiful Zakynthos, 2 I have personally seen sustainable tourism in action. Zakynthos is a picturesque island off the west coast of mainland Greece. It is surrounded by turquoise waters but only a small part of its coastline is sandy beach. In the southern part of the island lies the Bay of Laganas, a major nesting area for the loggerhead sea turtle. During my trip to the island, my friends and I learnt about the ways in which the turtles are being protected.

3 Read Nick’s review. Would you like to visit the place he describes? Why?/Why not?

4 In pairs, answer the questions. In which paragraph does Nick: a describe the location of the place? b say which place he is writing about and why? c make a final recommendation? d give details of the protective measures taken in the place chosen?

contrast

2 1 4 3

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6 Read Nick’s review again and find an example for each category in the WRITING FOCUS. See

in text.

9 Read the notice from the Young Traveller website. Then follow the instructions below.

7 Complete the LANGUAGE FOCUS with the words in purple in Nick’s review.

MORE ECO-HOLIDAY REVIEWS WANTED!

LANGUAGE FOCUS

We hope you enjoy the reviews on this page and find them useful. We would like to include more reviews from readers who have

Describing the location of a place

been to eco-friendly places on holiday. This might be a particular hotel, restaurant or a whole area. Send us a review describing the

Use the following structures to describe the location of a place: • A reef/An island 1 off the (west) coast (of) … … is a town/resort/region on the (east) coast (of) …/inland from …/to the south of …/high in the mountains/deep in the forest, etc. surrounded • It is 2 by turquoise waters/majestic mountains/lush forests/vast deserts.

• In the southern part of the island/country 3 lies the Bay of Laganas/the resort of … coastline • Part of its 4 is sandy beach/the region is a national park/the beach is closed to tourists.

place and how it is attempting to be environmentally friendly.

1 Decide which place you are going to write about and do some research. Choose from these places or use your own idea: • Masai Mara National Reserve, Kenya • Fraser Island, Great Sandy National Park, Australia • Punta Tombo Penguin Rookery, Argentina • Yellowstone National Park, the USA (Hint: search for ‘visitor rules’ or ‘visitors’ guide’.) 2 Follow the paragraph plan in Nick’s review (see Exercise 4).

10 Write your review in 140–190 words. Use the WRITING FOCUS and the LANGUAGE FOCUS to help you.

8 In pairs, choose a famous tourist destination in your country and describe its location. Use the LANGUAGE FOCUS to help you. Can your partner guess the place you are describing?

YOUNG TR AVELLER

3

Under pressure from environmental groups, the Greek government made parts of the coastline into a marine national park in 1999. As a result, building is not allowed, and vehicles and 3 artificial lights are banned near the beach. Similarly, speedboats are so disruptive that they are not permitted, and there are no night flights to Zakynthos as the noise scares the turtles. While 4 tourists can visit some of the nesting beaches, this can only be done at certain times and there are strict rules about contact.

4

So, for people who care about the environment and want to make an environmentally-friendly holiday choice, I can thoroughly recommend a visit to Zakynthos. If you’re looking for somewhere beautiful and peaceful too, then this is the place for you.

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8.8 Language in focus Word families – prefixes and suffixes

Geographical features

I can recognise and form a wide range of words using prefixes and suffixes. 1 Read the information. Then tick the example words you know. Try to guess the meaning of the other words. Prefixes, as well as suffixes, can be added to the same root word to create word families. For example, from the root word use you can form reuse, misuse, disused and reusable. The table lists some common prefixes and their meanings. PREFIX

MEANING

EXAMPLES

un- in- disil- im- ir-

not (mainly adjectives)

uneven, illogical

un- dis-

opposite (mainly verbs)

undo, disallow

re-

do again

rebuild, redistribute

mis-

badly, wrongly

misbehave, mismanage

multi-

many, several

multicoloured, multinational

over- under- too much/not enough

overwork, underpay

pro-/anti-

in favour/against

pro-democracy, anti-communist

pre- post-

before/after

pre-owned, postwar

2 Translate the example words in Exercise 1. Are there similar prefixes in your language?

Exercise 3 il- = adjectives beginning with lim- = adjectives beginning with m- or pir- = adjectives beginning with r-

3 Write the negative form of the words in the box next to the correct prefix. What spelling rules can you work out for il-, im- and ir-?

ability believe capable fair formal legible mature patient pleasant regular relevant 1 dis- ability , believe literate 2 illegible , patient 3 immature ,

literate

capable 4 in- , formal relevant 5 irregular , pleasant 6 unfair ,

4 Give these statements the opposite meaning by changing the underlined word. Which statements do you agree with? 1 2 3 4 5 6 7 8

WORD LIST

It’s probable that people will live on Mars one day. improbable The money I get from my parents every week is adequate. inadequate It ought to be legal to ride a bicycle without a helmet. illegal Most people would describe me as responsible. irresponsible The roads in my country are really safe. unsafe Doctors are underpaid for the job they do. overpaid People who are pro-nuclear don’t understand the dangers. anti-nuclear Pre-match interviews with footballers are usually boring. Post-match

5 Complete the sentences with the correct form of the word in capitals. Use a prefix and a suffix each time. Do you share any of these worries? I worry about: 1 jobs. Youthunemployment is a big problem in my country. EMPLOY renewable 2 the environment. People should use more energy. NEW 3 the media. There is too muchmisinformation : you can’t trust anybody. INFORM understaffed 4 health. There aren’t enough doctors. Hospitals are . STAFF 5 politics. Politicians should be made to keep their pre-election promises. ELECT 6 our society. I think it should be moremulti-cultural . CULTURE

bay /beɪ/ cave/cavern /keɪv/ˈkævən/ cliff /klɪf/ coast /kəʊst/ coastal region /ˈkəʊstl ˌriːdʒən/ coastline /ˈkəʊstlaɪn/ current /ˈkʌrənt/ dam /dæm/ diverse landscape /daɪˌvɜːs ˈlændskeɪp/ foothills /ˈfʊthɪlz/ glacier /ˈɡlæsiə/ gyre/whirlpool /ˈdʒaɪə/ˈwɜːlpuːl/ ice cap /ˈaɪs kæp/ (lush) forest /(ˌlʌʃ) ˈfɒrəst/ (majestic) mountains /(məˌdʒestɪk) ˈmaʊntɪnz/ natural wonder /ˌnætʃərəl ˈwʌndə/ pond /pɒnd/ (sandy) beach /(ˌsændi) ˈbiːtʃ/ seabed /ˈsiːbed/ seashore /ˈsiːʃɔː/ stream /striːm/ tide /taɪd/ (vast) desert /(ˌvɑːst) ˈdezət/ wave /weɪv/

Describing location above/below the surface /əˌbʌv/bɪˌləʊ ðə ˈsɜːfəs/ cover /ˈkʌvə/ deep in the forest /ˌdiːp ɪn ðə ˈfɒrəst/ high in the mountains /ˌhaɪ ɪn ðə ˈmaʊntɪnz/ in the northern/southern/eastern/western part of an island/ country /ɪn ðə ˌnɔːðən/ˌsʌðən/ˌiːstən/ˌwestən pɑːt əv ən ˈaɪlənd/ ˈkʌntri/ inland from sth /ˈɪnlənd frəm/ lie /laɪ/ mainland /ˈmeɪnlənd/ off the coast /ˌɒf ðə ˈkəʊst/ on the (east/west) coast (of Australia) /ɒn ðə (ˌiːst/ˌwest) ˌkəʊst (əv ɒˈstreɪliə)/ surrounded by sth /səˈraʊndɪd baɪ/ to the north/south/east/west of sth /tə ðə ˈnɔːθ/ˈsaʊθ/ˈiːst/ ˈwest əv/ underground /ˈʌndəɡraʊnd/

Animals camel /ˈkæməl/ chimpanzee /ˌtʃɪmpænˈziː/ domestic/farm/wild animal /dəˌmestɪk/ˌfɑːm/ˌwaɪld ˈænɪməl/ jellyfish /ˈdʒelifɪʃ/ lizard /ˈlɪzəd/ (marine) mammal /(məˌriːn) ˈmæməl/ owl /aʊl/ rabbit /ˈræbɪt/ (sea) creature /(ˈsiː) ˌkriːtʃə/ seabird /ˈsiːbɜːd/ sea lion /ˈsiː ˌlaɪən/ sheep /ʃiːp/ turtle /ˈtɜːtl/ whale /weɪl/

Describing animals adorable/loveable /əˈdɔːrəbəl/ˈlʌvəbəl/ aggressive towards sb/sth /əˈɡresɪv təˌwɔːdz/ agile /ˈædʒaɪl/ be competitive against sb /bi kəmˈpetətɪv əˌɡenst/ behaviour /bɪˈheɪvjə/ childhood/adolescence /ˈtʃaɪldhʊd/ˌædəˈlesəns/ develop powerful bonds /dɪˌveləp ˌpaʊəfəl ˈbɒndz/ do well in intelligence tests /duː ˌwel ɪn ɪnˈtelədʒəns tests/ domesticate /dəˈmestikeɪt/ (extremely) violent /(ɪkˌstriːmli) ˈvaɪələnt/ evolve /ɪˈvɒlv/ follow the crowd /ˌfɒləʊ ðə ˈkraʊd/ food chain /ˈfuːd tʃeɪn/ form (stable) communities /ˌfɔːm (ˌsteɪbəl) kəˈmjuːnətiz/ gentle /dʒentl/ graceful /ˈɡreɪsfəl/ in the wild /ˌɪn ðə ˈwaɪld/ independent (of sb/sth) /ˌɪndəˈpendənt (əv)/

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WORKBOOK

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p. 115


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AROUND THE GLOBE (living) species /(ˌlɪvɪŋ) ˈspiːʃiːz/ lay eggs /ˌleɪ ˈeɡz/ male/female /meɪl/ˈfiːmeɪl/ natural habitat /ˌnætʃərəl ˈhæbɪtæt/ nesting area /ˈnestɪŋ ˌeəriə/ playful /ˈpleɪfəl/ prey /preɪ/ rival gang /ˌraɪvəl ˈɡæŋ/ rookery /ˈrʊkəri/ sea life /ˈsiː laɪf/ social/sociable /ˈsəʊʃəl/ˈsəʊʃəbəl/ social relationships /ˌsəʊʃəl riˈleɪʃənʃɪps/ stupid /ˈstjuːpəd/ tame /teɪm/ undervalued /ˌʌndəˈvæljuːd/ useful to society /ˌjuːsfəl tə səˈsaɪəti/ wise /waɪz/

Environmental problems and protection acid rain /ˌæsɪd ˈreɪn/ (air) pollution /(ˈeə) pəˌluːʃən/ atmosphere /ˈætməsfɪə/ average temperature /ˌævərɪdʒ ˈtemprətʃə/ behave responsibly /bɪˌheɪv rɪˈspɒnsəbli/ carbon dioxide /ˌkɑːbən daɪˈɒksaɪd/ carbon emissions /ˈkɑːbən iˌmɪʃənz/ climate change /ˈklaɪmət tʃeɪndʒ/ consume /kənˈsjuːm/ contaminant /kənˈtæmɪnənt/ drift /drɪft/ dump unwanted rubbish /ˌdʌmp ʌnˌwɒntəd ˈrʌbɪʃ/ environmental group /ɪnˌvaɪrənˈmentl ɡruːp/ environmental impact /ɪnˌvaɪrənˌmentl ˈɪmpækt/ environmentalist /ɪnˌvaɪrənˈmentəlɪst/ erosion /ɪˈrəʊʒən/ establish national parks /ɪˌstæblɪʃ ˌnæʃənəl ˈpɑːks/ extract /ɪkˈstrækt/ floating barrier /ˌfləʊtɪŋ ˈbæriə/ fossil fuel /ˈfɒsəl ˌfjuːəl/ fresh water /ˌfreʃ ˈwɔːtə/ funding /ˈfʌndɪŋ/ garbage patch /ˈɡɑːbɪdʒ pætʃ/ gas /ɡæs/ global warming /ˌɡləʊbəl ˈwɔːmɪŋ/ hazard /ˈhæzəd/ industrial/non-biodegradable waste /ɪnˌdʌstriəl/nɒn ˌbaɪəʊdɪˌɡreɪdəbəl ˈweɪst/ industrialisation /ɪnˌdʌstriəlaɪˈzeɪʃən/ (local/marine) wildlife /(ˌləʊkəl/məˌriːn) ˈwaɪldlaɪf/ make efforts /ˌmeɪk ˈefəts/ melt /melt/ (negative) impact /(ˌneɡətɪv) ˈɪmpækt/ nutrient /ˈnjuːtriənt/ oil well /ˈɔɪl wel/ onshore/offshore oilfield /ˌɒnʃɔː/ɒfˌʃɔː ˈɔɪlfiːld/ (plastic) pollution/pollution from sth /(ˈplæstɪk) pəˌluːʃən/pəˈluːʃən frəm/ plastic waste /ˌplæstɪk ˈweɪst/ pollutant /pəˈluːtənt/ pollute /pəˈluːt/ pro-nuclear /prəʊ ˈnjuːkliə/ recycle /ˌriːˈsaɪkəl/ release toxins/chemical substances /rɪˌliːs ˈtɒksɪnz/ˌkemɪkəl ˈsʌbstənsɪz/ renewable energy /rɪˌnjuːəbəl ˈenədʒi/ rise (by one degree Celsius) /ˌraɪz (baɪ wʌn dɪˌɡriː ˈselsiəs)/ rise in sea level/rising sea level /ˌraɪz ɪn ˈsiː ˌlevəl/ˌraɪzɪŋ ˈsiː ˌlevəl/ rubbish tip/landfill /ˈrʌbɪʃ tɪp/ˈlændfɪl/ rubbish/garbage/litter/waste/debris /ˈrʌbɪʃ/ˈɡɑːbɪdʒ/ˈlɪtə/weɪst/ˈdebriː/ sewage /ˈsjuːɪdʒ/ solution /səˈluːʃən/ toxic /ˈtɒksɪk/ toxin /ˈtɒksən/ (wildlife) protection /(ˈwaɪldlaɪf) prəˌtekʃən/

Travelling and tourism area of natural beauty /ˌeəriə əv ˌnætʃərəl ˈbjuːti/ around the globe /əˌraʊnd ðə ˈɡləʊb/ cross /krɒs/ cultural heritage /ˌkʌltʃərəl ˈherətɪdʒ/ degrade /dɪˈɡreɪd/ deserted/barren/desolate wilderness /dɪˌzɜːtəd/ˌbærən/ˌdesələt ˈwɪldənəs/ distant/remote/inaccessible region /ˌdɪstənt/rɪˌməʊt/ˌɪnəkˌsesəbəl ˈriːdʒən/ empty/bleak/inhospitable place /ˌempti/ˌbliːk/ˌɪnhɒˌspɪtəbəl ˈpleɪs/ facilities for tourists /fəˌsɪlətiz fə ˈtʊərɪsts/ goal (of the journey) /ˈɡəʊl (əv ðə ˌdʒɜːni)/ hunt (for sth) /hʌnt (fə)/ limit tourism /ˌlɪmət ˈtʊərɪzəm/ lose all sense of space/time /ˌluːz ɔːl sens əv ˈspeɪs/ˈtaɪm/ navigation error /ˌnævɪˈɡeɪʃən ˌerə/ path /pɑːθ/ picturesque /ˌpɪktʃəˈresk/ reach your destination /ˌriːtʃ jə ˌdestəˈneɪʃən/ resort /rɪˈzɔːt/ speedboat /ˈspiːdbəʊt/ survive /səˈvaɪv/ sustainable tourism /səˌsteɪnəbəl ˈtʊərɪzəm/ tough/punishing/arduous journey /ˌtʌf/ˌpʌnɪʃɪŋ/ˌɑːdjuəs ˈdʒɜːni/ tour operator /ˈtʊər ˌɒpəreɪtə/ tourist destination /ˈtʊərɪst ˌdestəˈneɪʃən/ travelling companion /ˈtrævəlɪŋ kəmˌpænjən/ visitor /ˈvɪzətə/

Phrasal verbs break up into (smaller particles) /ˌbreɪk ˈʌp ˌɪntə/ follow around /ˌfɒləʊ əˈraʊnd/ go around /ˌɡəʊ əˈraʊnd/ set off/set out /ˌset ˈɒf/ˌset ˈaʊt/ sit around /ˌsɪt əˈraʊnd/ turn around and around /ˌtɜːn əˈraʊnd ənd əˈraʊnd/

Other approval /əˈpruːvəl/ around/approximately /əˈraʊnd/əˈprɒksɪmətli/ challenge /ˈtʃæləndʒ/ challenging /ˈtʃæləndʒɪŋ/ common misconception /ˌkɒmən ˌmɪskənˈsepʃən/ crystal /ˈkrɪstl/ distance yourself from sb/sth /ˈdɪstəns jəˌself frəm/ food poisoning /ˈfuːd ˌpɔɪzənɪŋ/ geologist /dʒiˈɒlədʒɪst/ grown /ɡrəʊn/ growth /ɡrəʊθ/ incomparable /ɪnˈkɒmpərəbəl/ inherent /ɪnˈhɪərənt/ injured /ˈɪndʒəd/ injury /ˈɪndʒəri/ mineral /ˈmɪnərəl/ poison /ˈpɔɪzən/ poisonous /ˈpɔɪzənəs/ pursue /pəˈsjuː/ rag /ræɡ/ ragged /ˈræɡəd/ scientific research /ˌsaɪənˌtɪfɪk rɪˈsɜːtʃ/ seed /siːd/ take a chance /ˌteɪk ə ˈtʃɑːns/ thirst /θɜːst/ thirsty /ˈθɜːsti/ undoubtedly /ʌnˈdaʊtɪdli/ unlike sth /ʌnˈlaɪk/ vastness /ˈvɑːstnəs/

Extreme weather, natural disasters baking/burning/scorching temperatures /ˌbeɪkɪŋ/ˌbɜːnɪŋ/ ˌskɔːtʃɪŋ ˈtempərətʃəz/ drought /draʊt/ flood /flʌd/ landslide /ˈlændslaɪd/ starvation /stɑːˈveɪʃən/

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LANGUAGE IN USE

1 Complete the sentences with the words in the box. There are

5 Complete the text with one word in each gap.

two extra words.

species

debris

habitat

inhospitable

field

prey

wells

1 After the hurricane there was so much debris scattered around that it took ages to clean it up. prey 2 Animals use a number of techniques to catch their such as stalking or waiting camouflaged for the most appropriate moment. wells 3 The first oil in Europe were drilled 30–50 metres deep in Bóbrka, Poland. 4 Deforestation is a serious problem mainly because it contributes to the loss of natural habitat of the animals living in the forest. 5 The middle of the Sahara is one of the most inhospitable places on the planet. There’s hardly any life.


Exercise 4 1 no circumstances are you allowed to use 2 only did Tim see 3 Claudia needs to do is (to) mow 4 have we experienced 5 Josh recommended was that you

1 The idea that space exploration is the main reason for the loss of the ozone layer is a common misconception. CONCEIVE 2 He stood on the shore admiring the ocean and feeling overwhelmed by its vastness . VAST 3 It is feared that the contract for a new power plant has been mismanaged, and this may cause a serious delay to its opening. MANAGE 4 Despite the scorching temperatures in Death Valley, we decided to go for a drive across it. SCORCH 5 The residents expressed their strong disapproval of the authorities’ plan to extend the supermarket in place of a park. APPROVE 6 Environmentalists worry about the industrial waste in our area. INDUSTRY

3 Complete the sentences with the correct form of the verbs in brackets.

Exercise 6 1 you trained your dog/your dog was trained 2 have I seen so many robins in the garden 3 the rescue workers could have some hot food and a rest 4 I had listened to my brother when he told me about the weather 6 no circumstances must we go home now because there’s a tornado approaching 7 the teacher didn’t give us so many photocopies

1 I wish I had chosen (choose) to do a presentation about endangered species. I’m struggling with the topic of acid rain. 2 It’s high time you started (start) cycling to school. It’s not too far. hadn’t 3 If only the motorway been built (not build) near the nature reserve. It wouldn’t have affected the local wildlife so much. used 4 I’d rather you (use) reusable bags while shopping instead of those plastic ones. 5 I wish my parents had asked (ask) me what breed of dog I wanted to get before buying me a poodle.

4 Complete the second sentence so that it has a similar meaning to the first. 1 You are not allowed to use the equipment without supervision under any circumstances. Under the equipment without supervision. 2 Tim not only saw a school of dolphins, but he also spotted a whale. Not a school of dolphins, but he also spotted a whale. 3 Claudia needs to mow the lawn before she goes on holiday. What the lawn before she goes on holiday. 4 We have never experienced such cold weather while skiing. Never such cold weather while skiing. 5 Josh only recommended you should buy more organic food. All should buy more organic food.

A

couple of weeks ago the police received a strange phone call. It turned out that a kangaroo had escaped from an animal park situated in the suburbs. 1 Having arrived at the scene, the police discovered that the kangaroo had got out through a hole in the fence. The public and all police patrols were notified about the missing kangaroo. Immediately, the police received a 2 lot/number of phone calls from members of the public with reported sightings of the escaped animal. Unfortunately, 3 despite the police getting to these places fairly promptly, the kangaroo managed to stay one hop ahead of everyone. After a couple of days, the police finally realised that the kangaroo was grazing on the grass in the park near the police station. 4 What everybody found quite surprising was how calm the animal seemed to be and how easy it was to catch. When it was safely returned to the animal park, one policeman said, ‘I wish we 5 had more cases like that.’

6 Complete the second sentence so that it has a similar meaning to the first. 1 Your dog needs training. It’s high time . 2 I have never seen so many robins in the garden before. Never before . 3 The rescue workers really want some hot food and a rest. If only . 4 It’s a pity I didn’t listen to my brother when he told me about the weather. I wish . 5 We mustn’t go home now because there’s a tornado approaching. Under . 6 I don’t like the fact that the teacher gives us so many photocopies. I’d rather .

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A KANGAROO AT LARGE

• Photocopiable resource 57B 122 M08_FOCUS_SB_04GLB_8310_U08.indd (gapped text – 20 mins) p. 208, 273 • Photocopiable resource 64 (mini-test 3 – 15 mins) p. 210, 285




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SPEAKING

7 Read the texts about travellers. For questions 1–5,


choose from the texts (A–C). You can choose each text more than once. Which text mentions a person who: 1 needed a number of accomplishments to achieve their ambition? C 2 achieved something which had first been done many years before? A 3 had to compete against another person trying to achieve the same goal? A 4 became famous for a discovery that many others had failed to make? B 5 was in danger? C

A Krystyna Chojnowska-Liskiewicz (born 15 July 1936) was the first woman to sail solo around the globe, a journey initially completed by Joshua Slocum in 1900. Chojnowska-Liskiewicz set off from the Canary Islands on 28 February 1976 in the 9.5-metre vessel Mazurek, whose construction team was headed by her husband. She circumnavigated 31,166 nautical miles before returning to the spot where she had started some 401 days later on 21 April 1978. In completing her voyage, she officially became the first woman to sail single-handedly around the world, beating New Zealander Naomi James, who completed her circumnavigation on 8 June the same year.

B Jacek Pałkiewicz (born 2 June 1942) is a Polish journalist, traveller and explorer who has written over thirty books and became an internationally recognised expert on survival skills. Notable trips include his first major expedition in which he crossed the Sahara Desert on foot in 1972, a journey to the coldest place in Siberia (-72°C) in 1989 and crossing the jungles of Vietnam on elephants in 1992. He is best known, however, for his 1996 trek to the Andes, where he led the scientific expedition which indisputably established the sought-after source of the Amazon River.

C Junko Tabei (born 22 September 1939) is a Japanese mountain climber who became the first woman to climb Mount Everest. During the ascent, the camp Tabei was staying at was struck by an avalanche. She was buried under the snow and lost consciousness but her Sherpa guide dug her out. Twelve days after the avalanche, on 16 May 1975, Tabei reached the summit of Mount Everest. Tabei had set herself the goal of becoming the first woman to scale the Seven Summits, the highest mountains on each of the seven continents. She achieved her goal in June 1992, when she climbed Puncak Jaya on the island of New Guinea. Tabei also climbed the highest peaks in different countries around the world and by 2009 she had reached fifty-six of them. Apart from climbing, she is also working for an organisation aiming to preserve mountain environments.

Student A, your photos show people doing things to help the environment. Compare the photos and say how the people’s actions are helping the environment. A

B

Student B, have you ever taken part in a beach cleanup?


10 In pairs, discuss the questions. 1 What could be done to persuade people to recycle more? 2 How can you use social media to promote an environmentally friendly lifestyle? 3 Is the work of environmental organisations effective? What makes you think so? 4 What are the advantages of living next to large green areas?

WRITING 11 Complete the writing task. You have seen this announcement on an English-language website. Film reviews wanted Have you seen a film that was made in a particularly beautiful part of the world? Write a review for our website, describing the location and how it was important for the film. Say whether you would recommend the film to others and why. Write your review in 140–190 words.

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NEXT CLASS • Ask students to do M08_FOCUS_SB_04GLB_8310_U08.indd 123 Self-check 8.11 in the WB, p. 119. • Ask students to prepare for Unit test 8 and Review test 4 (Focus Assessment Package).


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GRAMMAR FOCUS 0.1 Present tenses – review Present Simple We use the Present Simple to talk about: • actions which are repeated regularly: I always drive to work. • states and permanent situations: The chef doesn’t come from Italy. • with verbs expressing emotions (hate, like, love, etc.), states of mind (believe, know, need, prefer, remember, seem, think, understand, want, etc.) or senses (feel, hear, see, etc.): Do you prefer Indian food or Chinese food?

Present Continuous We use the Present Continuous to talk about: • actions happening at the time of speaking: Most of the guests are sitting on the outdoor patio at the moment. • temporary situations: I’m working at Tuco’s bar during the summer break.

Present Perfect Simple We use the Present Perfect Simple to talk about actions and situations which: • finished in the past and have a result in the present (and we don’t know or it’s not important when exactly they happened): I’ve made coffee. Would you like some? • started in the past and continue into the present: How long have you owned this restaurant?

Present Perfect Continuous We use the Present Perfect Continuous to talk about: • actions which started in the past and continue into the present: Zoe has been sleeping since two o’clock. • actions which lasted for some time (and possibly still continue) and whose results we can see now: I’m tired because I’ve been cleaning the house all day.

Present Perfect Simple vs Present Perfect Continuous We use the Present Perfect Continuous to focus on the action or process (which may or may not be complete): I’ve been baking biscuits all morning. We use the Present Perfect Simple to focus on the result of a finished action: I’ve baked 200 biscuits.

Choose the correct options. 1 I’m really tired. I have cooked / have been cooking all day. 2 I haven’t seen / haven’t been seeing Margaret recently. How is she? 3 She thinks / is thinking she’ll have the steak, but she can’t decide. 4 Do you hear / Are you hearing that noise? I wonder what it is. 5 I’m watching my weight, so I prefer / am preferring not to have any sugar in my coffee. 6 The meeting is taking place / takes place upstairs today because of the flood damage on the ground floor. 7 Margaret has been writing / has written the reports. Can you take them up to Mr. Jones?

0.2 Past tenses – review Past Simple We use the Past Simple to talk about: • actions and situations which started and finished in the past. We often say when they happened: We bought this house in 2013. • a series of actions that happened one after the other: Messi kicked the ball and it flew into the net.

Past Continuous We use the Past Continuous: • to talk about actions which were in progress at a particular time in the past: ‘What were you doing at eight yesterday evening?’ ‘I was watching a football game on TV.’ • to talk about an action which was in progress when another action took place (for the shorter action, which happened while the longer action was in progress, we use the Past Simple): When she was skiing down the slope, another skier crashed into her. • to describe background states for other events: On the day of the match the sun was shining and a light breeze was blowing.

Past Perfect Simple We use the Past Perfect Simple to talk about an action that happened before a particular time in the past or before another past action (for the action that happened first, we use the Past Simple): The party had finished by midnight. Owen had scored two goals before the coach decided to substitute him.

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Z01

Choose the correct answer, A, B or C. 1 I went ice-skating last weekend – it was the first time I it. A tried B had tried C was trying 2 No, I that you were moving abroad. That’s news to me! A wasn’t hearing B don’t hear C hadn’t heard 3I first prize in a chess competition once. A had won B won C was winning 4 I’m sorry. I about something else. What did you say? A thought B was thinking C had thought 5 I broke a bone once. I my bike and crashed into a tree. A rode B had ridden C was riding 6 Had he ever a basketball team before he took on the school team? A coached B coaching C been coaching

Complete the sentences with the correct form of the verbs in brackets.

Conditionals • wish and

0.4 Modal verbs for speculation

0.3 if only Conditionals

• We use Zero Conditional sentences (if/when + Present Simple, Present Simple) to talk about things that are always true: If the temperature drops below zero, water freezes. When babies are hungry, they cry. • We use First Conditional sentences (if + Present Simple, will/could/might + infinitive) to talk about things which will happen in the future under certain conditions: If you leave a message, they’ll call you back. • We use Second Conditional sentences (if + Past Simple, would/could/might + infinitive) to talk about present or future situations or states which are impossible or unlikely: Would you tell him the truth if he asked you? • We use Third Conditional sentences (if + Past Perfect, would have/might have/could have + Past Participle) to talk about events in the past that did not happen: If you had accepted my help, you would have avoided a lot of trouble.

wish and if only • We use wish/if only + Past Simple to express regret and dissatisfaction with a present situation: John wishes he didn’t have to sell the house. If only I could help you. • We use wish/if only + would + infinitive to express annoyance about a present situation that we would like to be different. It usually refers to things we can’t change or control: I wish they’d stop playing loud music in the evenings. If only you’d come back to me. • Wish and if only have a similar meaning, but if only is more emphatic. It expresses a greater degree of regret. • We use wish/if only + Past Perfect to express regret about a past situation: Wish I hadn’t bought this dress – it’s awful! It’s too late now. If only I’d followed my dad’s advice!

1 I wish I hadn’t eaten (not eat) so much. I feel rather ill now. helped 2 If I hadn’t (not help) my mother around the house this wouldn’t afternoon, she have let (not let) me use the Internet in the evening. would choose 3 If I could (can) meet anyone, dead or alive, I (choose) to meet John Lennon. wouldn’t have 4 You been able (not be able) to buy a new laptop last year if lent (not lend) you the money. I hadn’t 5 I’d love to visit Barcelona one day. If only I could (can) afford to go. 6 Jane’s little brother is so spoilt. If you don’t give (not give) him what he wants, he gets (get) really angry.

• When speculating about present or future situations, we use must/might/may/could/might not/may not/can’t + infinitive. • When speculating about past situations or events, we use must/might/may/could/might not/may not/can’t + have + past participle. • Must expresses a strong belief (bordering on certainty) that something is or was true: There must be something wrong with the engine. She must have made a mistake in her calculations. • Might, may and could express a possibility that something is, will be or was possible or probable: This might/may/could be the article I’m looking for. Scientists disagree on what might/may/could happen to the Earth in the future. Life on Earth might/may/could have originated from another planet. • Might not and may not express a weak possibility that something is not, will not be or was not true: Black holes might not/may not exist at all. Here are some facts you may not/might not have heard about. • Can’t expresses a strong belief (bordering on certainty) that something is not or was not true: He can’t be English; his accent is too strong. This book can’t have been written by a real expert.

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GRAMMAR FOCUS Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 I’m certain that he didn’t see me. CAN’T can’t have seen He me. 2 I’m not sure she believes me. MIGHT might not believe She me. 3 I’m positive that John broke it. No one else was here. MUST must have broken John it. No one else was here. 4 Maybe the instructions fell behind the wardrobe. MAY The instructions may have fallen behind the wardrobe. 5 I’m convinced there’s no life on other planets. CAN’T can’t be life There on other planets. 6 I’m sure he is satisfied with the results of his research. MUST must be satisfied He with the results of his research.

0.5 Reported Speech Statements In Reported Speech we often report the speaker’s words using verbs such as say or tell and the pronoun that (which can be omitted). The verb tell takes an object: ‘I bought a bunch of flowers for my wife.’ ➞ He told me/said (that) he had bought a bunch of flowers for his wife. We make the following changes in Reported Speech: • tenses: Direct Speech

Reported Speech

Present Simple Rose: ‘I do the shopping at weekends.’

Past Simple Rose said (that) she did the shopping at weekends.

Present Continuous Rose: ‘I am doing the shopping.’

Past Continuous Rose said (that) she was doing the shopping.

Present Perfect Rose: ‘I have already done the shopping.’

Past Perfect Rose said (that) she had already done the shopping.’

Past Simple Rose: ‘I didn’t do the shopping this morning.’

Past Perfect Rose said (that) she hadn’t done the shopping that morning.

Past Perfect Rose: ‘I hadn’t done any shopping before the party.’

Past Perfect Rose said (that) she hadn’t done any shopping before the party.

can/can’t Rose: ‘I can’t do the shopping.’

could/couldn’t Rose said (that) she couldn’t do the shopping.

will/won’t Rose: ‘I won’t do the shopping on my own.’

would/wouldn’t Rose said (that) she wouldn’t do the shopping on her own.

be going to Rose: ‘I’m going to do the shopping on Saturday.’

was/were going to Rose said (that) she was going to do the shopping on Saturday.

• time expressions and words referring to places (depending on the context): Direct Speech

Reported Speech

now

at that time/then

today

that day

yesterday

the day before/the previous day

two hours ago

two hours earlier/before

tomorrow

the next day/the following day

here

there

• demonstrative pronouns, personal pronouns, object pronouns and possessive adjectives (depending on the context): Direct Speech

Reported Speech

this/these

that/those

I/we

he/she/they

me/us

him/her/them

my

his/her

our

their

Questions To report questions, we use verbs and phrases such as ask, enquire or want to know and make the same changes as in reported statements (tenses, pronouns, time expressions, words referring to places, etc.). The word order in reported questions is the same as in affirmative sentences (the subject comes before the verb). • To report yes/no questions, we use if or whether: ‘Can I speak to the manager?’ ➞ The customer asked if/ whether he could speak to the manager. ‘Do you often watch films on TV?’ ➞ I asked her if/whether she often watched films on TV. • To report wh- questions, we keep the question word (e.g. what, who, how, where, when): ‘How many bottles of cola did you buy?’ ➞ I asked my son how many bottles of cola he had bought. ‘When are you coming back?’ ➞ Dorothy wanted to know when I was coming back.

Imperatives To report imperatives (orders or requests), we use verbs such as ask or tell or other reporting verbs, an object and (not) + to-infinitive: ‘Please refund my money.’ ➞ The customer asked the manager to refund his money. ‘Don’t apply the cream more than twice a day.’ ➞ The shop assistant advised the customer not to apply the cream more than twice a day.

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Report the statements, questions and imperatives. 1 ‘Our bus left two hours ago,’ they told us. They told us . 2 ‘Are you from this part of town?’ the stranger asked Greg. The stranger asked Greg . 3 ‘Do you like going to the cinema?’ asked Pauline. Pauline asked me . 4 ‘Please don’t play in the kitchen,’ Barbara told the children. Barbara told the children . 5 ‘You need to get the assignment back to me by 4.00 p.m. tomorrow,’ said Mr Roberts. Mr Roberts said . 6 ‘Please get some of my special toothpaste from the chemist’s,’ Sylvia told me. Sylvia asked me . 7 ‘I have never bought anything because of an advertisement,’ said Robert. Robert said .

• with musical instruments, when referring to someone playing them. Jane plays the flute and the trumpet. • with the superlative form of adjectives: the most famous • with ordinal numbers: the third • with certain names of countries (if the name is in plural form or includes a common noun): the Netherlands the United States the United Kingdom the Czech Republic • with mountain ranges, rivers, seas, oceans, archipelagos and deserts: the Himalayas the Thames the Red Sea the Bahamas the Sahara

Zero article

0.6 Articles Indefinite article (a/an) We use a/an with singular countable nouns: • when we mention something for the first time: There is a piano in the school hall. • when we refer to one of many things: I need a new laptop. • when we talk about someone’s job: Brad is an actor. • in expressions with the verb have (e.g. have a chat/a walk/ a sleep/a talk/a think): Let’s have a look around. • in expressions about time, frequency, speed and price per amount: twice a year 100 miles an hour £1.50 a kilo

Definite article (the) We use the with singular and plural nouns and uncountable nouns: • to refer to something that we have mentioned before: There is a piano in the school hall.The piano is very old. • to refer to something that both the speaker and the listener know: Let’s go to the restaurant we went to last week. • to refer to something unique or one of a kind: The sun sets at 7 p.m. Who is the music director of La Scala? • with theatre, cinema and radio: I love going to the theatre. I heard it on the radio today. • with morning, afternoon, evening (but not noon): Let’s watch a DVD in the evening.

We do not use an article: • with uncountable nouns or plural countable nouns when we are talking about something in general: Music is very important in my life. Pete loves ice cream. Pop stars are often demanding and self-centered. • with meals: Let’s have dinner. • with the names of continents, most countries, cities (exception: the Hague), lakes, islands and mountains: Europe Great Britain Manchester Lake Superior Easter Island Mount Everest Complete the sentences with a/an, the or Ø (no article). 1 I’m going to the cinema tomorrow. Would you like to come? 2 Did you know that the place with the longest name is in ø New Zealand? It’s a hill called Taumatawhakatangihangakoauauotamatea-turipukakapikimaungahoronukupokaiwhenuakitanatahu. 3 I just saw a cat with really short, silvery fur. Is that what they call a Russian Blue? 4 What time do you want to have ø lunch? 5 I’ve decided I’m going to have a haircut. I’m tired of having long hair. 6 Isn’t he the actor who’s in that new soap opera? the 7 Did you know that capital of ø Syria is Damascus?

0.5

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1 (that) our bus had left two hours before 2 if/whether he was from that part of town 3 if/whether I liked going to the cinema 4 not to play in the kitchen 5 (that) I needed to get the assignment back to him by 4.00 p.m. the following/next day 6 to get some of her special toothpaste from the chemist’s Z01_FOCUS_SB_04GLB_8310_GF.indd 127 7 (that) he had never bought anything because of an advertisement


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GRAMMAR FOCUS 0.7 Comparative structures Adjectives We form the comparative and superlative forms of adjectives as follows: Comparative

Superlative

one-syllable adjectives

Adjectives

young nice hot

younger nicer hotter

the youngest the nicest the hottest

one- or two-syllable adjectives ending in -y

pretty dry

prettier drier

the prettiest the driest

two-syllable or longer adjectives irregular adjectives

dangerous

more dangerous

the most dangerous

good bad far

better worse further

the best the worst the furthest

• less + adjective: Marie is less ambitious than Tess. • the least + adjective: His last book was the least interesting.

Adverbs We form the comparative and superlative forms of adverbs as follows: Adverbs

Comparative

Superlative

most adverbs

quietly carefully

more quietly more carefully

the most quietly the most carefully

adverbs same as adjectives

hard near early late fast

harder nearer earlier later faster

the hardest the nearest the earliest the latest the fastest

well badly far little a lot/ much

better worse further less more

the best the worst the furthest the least the most

irregular adverbs

• To talk about a small difference between two people, things or activities, we can use a little/a bit/slightly + adjective/ adverb in the comparative form: Boys are a bit more likely than girls to be born early. The event was received slightly more positively than the previous one. • To talk about a big difference, we can use quite a bit/far/ much/a lot + adjective/adverb in the comparative form: We’re going to need a much more powerful telescope. The new system works far better than everyone expected. • We use not + adjective/adverb + enough to say we have less than we need or want and too + adjective/adverb to say we have more than we need or want: The new version of this video game is still not realistic enough. I didn’t play well enough to win. The survivors were too exhausted to answer any questions. We left the hotel too early to have breakfast there. • To say that with one change (to a certain degree) comes another change (to the same degree), we use the + comparative, the + comparative: The sooner you get here, the better. The harder I try, the worse the situation becomes. Complete the sentences with the correct form of the words in brackets. 1 He really is (talented) singer I’ve ever heard. 2 Rome isn’t (expensive) as I thought it would be. 3 Is it possible for you to come over a bit (early)? 4 He’s far (intelligent) you might think. 5 It’s much (far) I expected. 6 Driving is the (safe) way of travelling. All other ways are safer. 7 ‘When can you finish?’ ‘The (soon, good), to be honest.’

0.7 1 2 3 4 5 6 7

the most talented as expensive earlier more intelligent than farther/further than safest sooner, the better

• less + adverb: From now on this page will be updated less regularly. • the least + adverb: This country is one of the least effectively governed countries in the world.

Other forms of comparison • To compare two people, things or activities, we can use than: The inside of the hospital is more modern than the outside. Does brown hair grow more quickly than blonde hair? • We can also use (not) as + adjective/adverb + as: Your essay is not as good as mine.

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The Passive; have 0.8 something done The Passive • We use the Passive when we are more interested in the action itself than the person (the agent) performing it: The presidential election will be held in July. • If we want to say who performed the action, we use the word by: The telephone was invented in 1876 by Alexander Graham Bell. • We form the Passive with an appropriate form of the verb to be and the past participle of the main verb. Present Simple

Coffee is grown and exported by over fifty developing countries.

Present Continuous

The report is still being examined.

Past Simple

When was the Willis Tower built?

Past Continuous

At 11 p.m. the suspect was still being questioned.

Present Perfect

A new community centre has just been opened in my town.

Past Perfect

I found out that my application had been accepted.

will

Over 1,000 companies will be affected by the new regulations.

Complete the sentences with the correct form of the words in brackets. Use the Passive or have something done. 1 He (stop) by the police and (ask) for his ID. 2 I think everybody – both road-users and pedestrians – (affect) by the introduction of self-driving cars in the near future. 3 Where (you/your laptop/repair) last month? I think mine’s broken now. 4 Smoking in public places (ban) for several years now. 5 Actually, I (never/my photo/take) by a professional photographer. 6 More drivers (fine) for speeding than for drink-driving. 7 An increasing number of teenagers (teach) how to cook by their parents nowadays.

0.8 1 2 3 4 5 6 7

was stopped, (was) asked will be affected did you have your laptop repaired has been banned have never had my photo taken are fined are (being) taught

have something done We use have + object + past participle to talk about actions that someone else (typically an expert or a contractor) does at our request. Compare the two sentences: After the burglary the Jacksons changed their locks. (They did it themselves.) After the burglary the Jacksons had their locks changed. (They hired a locksmith to do it.) Present Simple

We have the office cleaned twice a week.

Present Continuous

Why are you having your windows replaced?

Past Simple

We had all the installations checked.

Past Continuous

Last year in June my neigbours were having their house painted.

Present Perfect

Have you ever had your nails done?

will

When will you have your tyres changed?

be going to

I’m going to have a burglar alarm installed.

We can usually replace the verb have with the verb get: We had the documents translated. = We got the documents translated.

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GRAMMAR FOCUS 1.2 Present and past habits

1.5 Verb patterns

To talk about someone’s habits and typical behaviour, we can use: • the Present Simple or the Past Simple, to talk about repeated present or past actions or states: When I get home, I do my homework and then practise the violin. My grandfather picked me up from school every day. • used to + infinitive to talk about states (e.g. with the verbs be, have, believe, like) or actions that happened regularly in the past but are no longer happening in the present. We do not use this structure to talk about single past actions: When I was your age, I used to be very eager to learn. I didn’t use to fall behind with my schoolwork. Did you use to like Chemistry? • would + infinitive to talk about past actions or behaviour typical for someone (but not states): Our Maths teacher would give us loads of homework. • will + infinitive to talk about present actions or typical behaviour (but not states): She’ll watch TV or play games all day instead of studying for her exams. Note: We do not use the verbs will/would in this meaning in questions. • the Present Continuous or Past Continuous with the adverb always to complain about someone’s behaviour: She’s always putting things off and is never on time. My neighbours were always complaining about the noise.

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

Choose the correct options.

Change in meaning

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

• After the verbs remember, forget, stop and try we can use both the -ing form and the to-infinitive. However, the meaning of the sentence changes: Jenny remembers locking the door. (She remembers that she locked the door.) Jenny remembers to lock the door. (She always remembers to lock the door.) Dad’ll forget giving me the money. (He will forget that he gave me the money.) Dad’ll forget to give me the money. (He hasn’t given me the money and he’ll forget to do it.) Liz stopped drinking coffee. (Liz doesn’t drink coffee anymore.) Liz stopped to drink some coffee. (Liz stopped doing something in order to drink coffee.) I tried turning the computer off and on again, but it didn’t help. (I tried this as an experiment to see if it would work). I tried to turn the computer off, but the shutdown command didn’t work. (I made an effort to turn the computer off).

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• We use feel, hear, see, watch + infinitive without to when we want to say that we saw the whole action from beginning to end: I watched Mary paint a picture. (I saw Mary start on the painting, paint it and finish painting.) • We use feel, hear, see, watch + -ing form when we witness only a part of the action: I watched Mary painting a picture. (Mary was painting a picture when I saw her.) Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 You’re looking for volunteers? You could put a poster up in the school. TRIED Have you a poster in the school? 2 It’s really important that you hand in your assignment on Friday. REMEMBER You must your assignment on Friday. 3 Would John like to come to the concert on Sunday? FANCY Does John the concert on Sunday? 4 I told him that dropping Spanish was a bad idea. ENCOURAGED I Spanish. 5 Those boots are much too expensive for me to buy. AFFORD I those boots. 6 Jake has been forbidden from using his dad’s computer. ALLOWED Jake his dad’s computer. 7 Janice doesn’t go to dance class anymore. She quit two weeks ago. STOPPED Janice two weeks ago.

1.5 1 2 3 4 5 6 7

tried putting up remember to hand in fancy coming to encouraged him not to drop can’t afford to buy is not allowed to use stopped going to dance class

Past Perfect Simple

2.2 and Continuous Past Perfect Simple

We use the Past Perfect Simple: • to talk about actions that happened before a particular time or event in the past (for which we usually use the Past Simple): When I arrived at the wedding reception, the bride’s father had already made his speech. By the age of sixteen, he had learnt to speak three foreign languages. • to talk about states that were true or happening before a particular time in the past: When my parents got married, they had known each other for fifteen years.

Past Perfect Continuous We use the Past Perfect Continuous to talk about actions that were in progress up to a particular time in the past (or finished shortly before it): The guests had been waiting in front of the church for forty minutes before the bus picked them up. We hadn’t been thinking about selling the house, but then we got this great offer. How long had you been watching me before I woke up? Affirmative

Negative

I/You/He/ had She/It/ been We/They


sleeping.

Yes/No questions

Had

I/you/he/ she/it/we/ been they

Short answers

sleeping?

Wh- questions

How long

I/you/he/ had she/it/we/ they

hadn’t been (had sleeping. not been)

Yes, I/you/he/she/it/we/they had. No, I/you/he/she/it/we/they hadn’t. Subject questions

been sleeping?

Who

had

been sleeping?

Past Perfect Simple vs Past Perfect Continuous • We use the Past Perfect Simple: • to talk about finished actions: My father had visited his Scottish relatives twice before he finally went to live with them. • to talk about states using stative verbs, e.g. be, have, know, see, believe: I had never seen such a magnificent church before I visited St Paul’s Cathedral. • We use the Past Perfect Continuous to talk about actions but not states. We stress the duration of the action rather than the result: We had been waiting for three hours when they finally arrived.

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GRAMMAR FOCUS Complete the sentences with the Past Perfect Simple or Continuous form of the verbs in brackets. 1 Robert watches a lot of French cinema but fortunately, he hadn’t seen (not see) that film before. He loved it! 2 I didn’t speak to Janet at the reception. By the time I arrived, had she already left (already/leave). had been 3 It was such a shame. She decorating (decorate) the Christmas tree for an hour and then it fell over! 4 I was really tired when I arrived. I had driven (drive) all the way there without stopping. 5 Mike locked the cat in the wardrobe by mistake. The poor had been thing (cry) for ages before he finally let it out. crying knew 6 Barbara (know) that Alex was going to be at the concert.

2.5 Relative clauses Defining relative clauses • Defining relative clauses provide information integral to the sentence (without which the sentence makes no sense): A stepfather is a man who is married to your mother but isn’t your father. • We do not use commas to separate a defining relative clause from the rest of the sentence: The girl who is sitting next to the bride is her sister Kerry. • Defining relative clauses can start with: • who or that, when talking about people: Mrs Wilkes is the person who/that moved in last week. • which or that, when talking about things: Would you like to see the house which/that is for sale? • whose, when talking about possession or ownership: I know a girl whose parents own a yacht. You shouldn’t drive a car whose bumper is about to fall off. • where, when talking about places: This is the place where my parents first met. • We can leave out the relative pronouns who, which and that when they are followed by a noun or a pronoun: He is the man (who/that) I want to marry. BUT: This is the man who/that wants to marry me.

Non-defining relative clauses • Non-defining relative clauses always include a relative pronoun: Hector, who is a brilliant actor, took the main role. • They give additional information, without which the sentence still makes sense: Jill, who used to be my neighbour, is going to marry my nephew. • They are separated by commas from the rest of the sentence: The new film, which stars Leonardo DiCaprio, will be a huge success.

• They start with the same relative pronouns as defining relative clauses, with the exception of that: Ed, who lives in Montreal, couldn’t come to the funeral. Joyce’s new Lexus, which she bought last month, cost a fortune. St Mary’s Church, where the wedding is going to be held, was built in 1645. Yesterday I bumped into Angus White, whose brother is studying Medicine. • Non-defining relative clauses can also comment on the rest of the sentence, beginning with the pronoun which: Tom was late for Thanksgiving dinner again, which made his mother furious. The bartender continued to stare at me, which I found extremely annoying.

Reduced relative clauses • We use the present participle (in the active voice) or the past participle (in the passive voice) instead of the relative pronoun and the verb: Elderly people living alone (= who live alone) should have friends or family to care for them. Children raised (= who were raised) in a bilingual environment may begin to speak a little later. • They can be both defining and non-defining: Do you know the man talking (= who is talking) to Mr Schwartz? (defining) Rich people, accustomed (= who are accustomed) to luxurious living, will never understand poor people. (non-defining) Choose the correct answer, A, B or C. 1 Kim’s the one likes to be the centre of attention the whole time. A who B whom C which 2 There’s a new magazine on the market you how to play guitar. A what teaches B taught C teaching 3 Barbara is an only child, a lot about her behaviour. A explaining B which explains C that explains 4 Isn’t this the same place we saw on the way here? A what B – C where 5 The wedding I went to, was in Riga, was very nice. A where B that C which 6 According to some parents, children to break rules become more independent. A taught B teaching C that taught 7 That’s the priest conducted the wedding ceremony. Doesn’t he look different in casual clothes? A – B that C which

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Future Perfect Continuous

3.2 Future forms

We use the Future Perfect Continuous to talk about actions or states which will have been in progress for some time by a certain time in the future:

Future Continuous We use the Future Continuous: • to talk about actions which will be in progress at a particular time in the future: This time tomorrow we’ll be flying to the Maldives. • to talk about planned or routine future events, actions or situations: I’ll be going to the supermarket after work. • to form polite questions or requests: Will you be doing the first aid course this month? Will you be using your car tomorrow? (because I’d like to borrow it) Affirmative

Negative

I/You/He/ ’ll She/It/ (will) sleeping. We/They be


Yes/No questions

Will

I/you/ he/she/it/ be we/they

Wh- questions

How will long

I/you/he/ be she/it/ sleeping? we/they

won’t (will sleeping. not) be

Subject questions

will

be sleeping?

Future Perfect Simple We use the Future Perfect Simple to talk about actions or situations which will be completed before a certain time in the future: They will have crossed the border by five o’clock. Affirmative

Negative

I/You/ ’ll finished by He/She/ (will) 10 o’clock. It/We/ have They

I/You/ He/She/ It/We/ They

Yes/No questions

Short answers

Will

I/you/he/ finished she/it/we/ have by 10 they o’clock?

Wh- questions

I/you/he/ have When will she/it/we/ finished? they

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won’t finished (will by 10 not) o’clock. have

Yes, I/you/he/she/it/we/ they will. No, I/you/he/she/it/we/ they won’t. Subject questions

Who

I/You/ He/She/ ’ll It/We/ (will) They

will have

finished by 10 o’clock?

Negative

I/You/ have He/ won’t have been been working She/ (will working for for It/We/ not) 10 hours. 10 hours. They

Yes/No questions

have I/you/ been he/she/ working it/we/ for they 10 hours?

Wh- questions

How long


Who

Affirmative

Will

Short answers

sleeping?

By the end of the year we will have been living in Toronto for eight years.

Short answers

Yes, I/you/he/she/it/we/they will. No, I/you/he/she/it/we/they won’t. Subject questions

I/you/ have he/she/ been Who will will it/we/ working? they

have been working for 10 hours?

Typical time expressions used with the Future Perfect Simple and Future Perfect Continuous are: • by 2030/next month/next year • by then • by the time • in two days/three weeks/one month’s time/ten years’ time Complete the sentences with the correct future form of the verbs in brackets. 1 This time next week I (work) here for three years. Doesn’t time fly? 2 Robert can’t meet us at 6 p.m. He (not finish) his homework by then. 3 (you/read) that book by Friday? I promised to lend it to George. 4 Tomorrow Magda (visit) her grandfather, so we can’t meet for coffee as we usually do. 5I (be) couch surfing three years in a row after this summer. 6 This article says we (not live) in space for at least another 200 years. 7 (you/collect) Marge from the train station tomorrow or do I need to go?

3.2 1 2 3 4 5 6 7

will have been working won’t have finished Will you have read will be visiting will have been won’t be living Will you collect/Will you be collecting

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GRAMMAR FOCUS 3.5 Quantifiers Quantifiers

Countable nouns

every, each, all

each/every Each/Every book cost £10.

most

Uncountable nouns

all All the books were quite cheap.

All the furniture was quite cheap.

most Most books were quite cheap.

Most of the furniture was quite cheap.

whole

whole I’ve read the whole book.

many, much, a great deal of, a lot of, lots of, loads of, plenty of

many Have you got many books? I haven’t got many books.

much/a great deal of Have you got much/a great deal of furniture? I haven’t got much/a great deal of furniture.

a lot of/ lots of/loads of/plenty of I’ve got a lot of/lots of/loads of/plenty of books.

I’ve got a lot of/lots of/loads of/plenty of furniture.

a number of, several, a number of/several/a few/a couple of I’ve got a number of/several/a few/a couple of books. a few, a couple of, a little, some some I’ve got some books.

a little I’ve got a little furniture.

few, little

few I’ve got very few books.

little I’ve got little furniture.

both

both Both these books are mine.

either

either You can buy either book.

neither

neither Neither book was expensive.

no, none of

no I’ve got no books. none of None of the books belongs to me.

• A few and a little have a similar meaning to some, whereas few and little mean ‘not as many or as much as we’d like’. We’re staying in London for a few days. He has few interests outside his work. Don’t worry, we still have a little time left. Unfortunately, there is little hope of success. • The following quantifiers are always used with the preposition of: a number of, a couple of, a great deal of, a lot of, lots of, loads of, plenty of, none of.

I’ve got some furniture.

I’ve got no furniture. None of the furniture belongs to me. • All other quantifiers (except no and every) can be used with the preposition of, if it is followed by a personal pronoun, a pronoun (possessive or demonstrative) + noun or the article the. Most shops/Most of the shops were open. John spent most of his life on a farm. Most research/Most of the research was carried out in the USA. A few of us took a taxi home.

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another/other/others another

+ singular countable noun or the pronoun one

Can I have another cup of tea? We’re visiting one museum today and another one tomorrow. other

+ plural noun or the pronoun ones

I’ve got other doubts, too. These rolls are stale. Have you got any other ones? the others

-

Are you alone? Where are the others? • Use another when you mean one more person of the same thing, additional. • Use other when you mean different people or things to the ones you’ve already mentioned. • Use the other when you refer to the second of two people or things, the one you haven’t already mentioned. • Use the others to refer to all the people or things in a group apart from the one you have already mentioned. Choose the correct answer, A, B, C or D. 1 I’m afraid only people decided to come, so we won’t be putting on the show. A a few B little C few 2 I hear that people are unaware of the plans to build a car park in the city centre. A most of B most C none of 3 The head said that of the students that caused the fire will be allowed to go on the trip. A none B no C very little 4 This flat has a slightly bigger living room than the other one we saw, but I’m afraid of them have cable TV. A either B both C neither 5 Why is there only water left? Barbara bought three bottles for the trip. A any B a few C a little 6 We have decided that students that contribute to the school website will receive a small prize. A each B all C every 7 There is very nightlife in Richmond so you’ll have to provide your own entertainment. A little B a little C few 8 A of people think New York City is the best place to live. A lot B lots C loads 9 We’ve got bread left. We need to buy some more. A little B few C loads of 10 dogs are very friendly. A Neither B Either C Both 11 This cake is delicious! Can I have piece? A other B others C another 12 I’m sorry we are fully booked. You can try hostels in town. A other B another C others

4.2 Question tags and reply questions

Question tags • Question tags are short questions added at the end of the sentence to ask for confirmation (falling intonation) or ask a question (rising intonation). • We form question tags using an auxiliary (e.g. be, do, have) or modal verb (e.g. can, should) and the pronoun corresponding to the subject (e.g. I, you, she, they). • Question tags for affirmative sentences are usually negative: You’ve already been to this café, haven’t you? They made a formal complaint, didn’t they? • Question tags for negative sentences are usually affirmative: She can’t swim, can she? You aren’t going to reduce the price, are you? • The question tag for I am is aren’t I? I’m late, aren’t I? • In imperative sentences we use the question tag will you?: Wait for me here, will you? Don’t spend too much, will you? • The question tag for let’s is shall we?: Let’s meet for a coffee later, shall we? • In sentences where the pronoun something or nothing is the subject, we use a question tag with the pronoun it. If the subject is nothing, we always use an affirmative question tag: Something is wrong, isn’t it? Nothing can be done, can it? • In sentences with adverbs such as never, rarely, seldom, hardly or barely we use an affirmative question tag: I hardly know you, do I? They never listen to you, do they? • In sentences with everybody, everyone, no one or nobody as the subject, we use a question tag with the pronoun they and the plural form of the verb. If the subject is no one or nobody, we always use an affirmative question tag: Everybody/Everyone will ask questions, won’t they? Nobody/No one signed up for the dressmaking course, did they? • In sentences with the pronoun that as the subject, we use a question tag with the pronoun it. That’s your new car over there, isn’t it? • In sentences with there is/there are (in all tenses), we repeat the pronoun there in the question tag: There was a security alarm in the store, wasn’t there? There won’t be any problems with the complaint, will there?

Reply questions We use reply questions to show interest in what somebody is saying and to signal that we want more details. • With affirmative sentences, we use affirmative reply questions: ‘I went to the gym yesterday.’ ‘Did you?’ ‘Your dad lent me some money.’ ‘Did he?’ • With negative sentences, we use negative reply questions: ‘Chris and Lisa aren’t flying to Japan after all.’ ‘Aren’t they?’ ‘I never buy shoes online.’ ‘Don’t you?’

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GRAMMAR FOCUS Complete the sentences with the correct form of the verbs in brackets and a modal structure. Sometimes more than one answer is possible.

Complete the sentences with question tags or reply questions. You’ve forgotten to post my letters, haven’t you ? can’t he Frank can lend you some money, ? will it No matter what we do, nothing will change, will you Don’t get lost, ? A: I’m not going to the theatre tomorrow. B: Aren’t you ? 6 A: My brother never buys anything online. B: Doesn’t he ? 7 Everybody decided not to visit the museum, didn’t they 1 2 3 4 5

shouldn’t

?

?

Present and past modal

4.5 structures The present

To give advice or express necessity/lack of necessity, we use: • should/shouldn’t and ought to/oughtn’t to: You should/ought to eat more fruit and vegetables. You shouldn’t/oughtn’t to spend so much on clothes. • must/mustn’t: You must try fish spa – it’s really wonderful! You mustn’t spoil me like this – you’re too generous! • need to/needn’t/don’t need to: You need to study harder to pass this exam. I can hear you, you needn’t/don’t need to shout. • had better/had better not: You’d better check the price online before you buy a phone here. You’d better not be late this time.

The past • To say that something was or wasn’t necessary, we use had to/didn’t have to: Ella’s car broke down, so she had to take a taxi. Luckily, I didn’t have to wait long. • To express regret or criticism about something that happened or didn’t happen, or to give advice, we use ought (not) to/should (not) + have + past participle: We should have booked/ought to have booked a different hotel. This one is terrible. My parents shouldn’t have sold/oughtn’t to have sold their camper van. • To say that an action was not necessary, we can also use didn’t need to + infinitive or needn’t have + past participle. There is a difference in meaning: I didn’t need to cook dinner for the children yesterday because they were away. (So I didn’t cook it.) I needn’t have cooked dinner for the children yesterday because they weren’t hungry and didn’t touch anything. (I cooked it but didn’t have to.) • Must and had better are not used in the past.

have told 1 You really (tell) her that I was leaving. I thought I could trust you not to say anything. didn’t have to wait 2 My train was cancelled but fortunately, I (wait) long for another. 3 It wasn’t until they got to the auction that they realised they needn’t have bought (buy) tickets in advance. There were still plenty on sale on the door. 4 Apparently, Patty had to return (return) the shoes the next day because the sole came off. must/should 5 Simon was very upset. You (apologise) for the apologise mistake yesterday. 6 I didn’t realise we had to dress (dress) smartly. No wonder they wouldn’t let me in wearing these baggy jeans! shouldn’t/don’t 7 You really need to worry (worry) about the driving test. I’m sure you’ll be fine.

5.2 Reported speech • In Reported Speech we change the following: • time expressions and words referring to places (depending on the context). • demonstrative pronouns, personal pronouns, object pronouns and possessive adjectives (depending on the context). • most tenses in affirmative sentences and in questions, but only when the reporting verb is in the past tense (e.g. he said, she told me, he asked). • If the reporting verb is in the present tense (e.g. Present Simple or Present Perfect), we do not change the tense in Reported Speech: ‘I’m not satisfied with your performance.’ ➞ The teacher has said she is not satisfied with my performance. ‘How do you handle stress?’ ➞ She wants to know how I handle stress. • Even when the reporting verb is in the past tense, we do not change the following in Reported Speech: • verbs in the Past Perfect Simple and Past Perfect Continuous: ‘Before my resignation I had been working on an environmental project.’ ➞ The candidate said that before his resignation he had been working on an environmental project. ‘Had you ever been to a job interview before that last one?’ ➞ I asked my neighbour if she had ever been to a job interview before that last one. • modal verbs would, should, could, might and must. ‘During the interview you should try to make eye contact.’ ➞ The advisor told me that during the interview I should try to make eye contact. ‘We must all try harder.’ ➞ The manager said that we must all try harder.

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Report the statements and questions. 1 ‘You need to fill out an application form.’ She says (that) you need to fill out an application form . 2 ‘Can you wait here for a few minutes?’ She wants to know if/whether you/we can wait here for a few minutes. 3 ‘I really love my new job.’ Ben’s told me (that) he really loves his new job . 4 ‘I’d like to express my interest in this vacant post.’ He said (that) he would like to express his interest in that vacant post . 5 ‘Could you give me the report by noon today?’ John asked (me) if I could give him the report by noon that day . 6 ‘I had never had a job interview before.’ Paula said (that) she had never had a job interview before . 7 ‘Did you get the job?’ She asks if/whether I got the job .

5.5 Reporting verbs say and tell We usually use the verbs say or tell to report what someone said: • say He said (that) he was getting married. • say + to + object He said to me (that) he was getting married. • tell + object He told me (that) he was getting married.

Verbs without a direct object • verb + (that) (e.g. add, admit, agree, claim, complain, deny, explain, insist, promise, propose, recommend, regret, suggest): ‘I wasted a lot of money.’ ➞ Sue complained (that) she had wasted a lot of money. • verb + to-infinitive (e.g. agree, claim, decide, offer, promise, refuse, threaten): ‘I’ll hire two new employees.’ ➞ The manager decided to hire two new employees. • verb + -ing form (e.g. admit, deny, propose, recommend, regret, suggest): ‘I didn’t take the money.’ ➞ The cashier denied taking the money. • verb + preposition + -ing form (e.g. apologise for, insist on, object to): ‘I’m sorry I was rude.’ ➞ I apologised for being rude.

• verb + object + to-infinitive (e.g. advise, ask, beg, convince, encourage, invite, order, persuade, recommend, remind, tell, warn, urge): ‘You really should apply for this job.’ ➞ Everybody encouraged me to apply for that job. • verb + object + preposition + -ing form (e.g. accuse sb of, blame sb for, criticise sb for, congratulate sb on, praise sb for, suspect sb of, thank sb for): ‘It’s your fault that the car was damaged.’ ➞ Joe’s boss blames him for damaging the car. Complete the sentences with the correct form of the verbs in brackets. to fulfill She reminded me (fulfil) my duties. Jonathan suggested (hire) an interior designer. hiring She persuaded me not to step down (not step down). I was blamed for causing (cause) unnecessary problems. to tell He threatened (tell) the boss about my lack of experience. 6 She congratulated me on winning (win) first prize. to do 7 Would you advise me (do) a course in accountancy?

1 2 3 4 5

Conditional clauses –

6.2 alternatives to if

To form Zero, First, Second and Third Conditional sentences, we can use the following words and structures: • if If we had retouched the photo, you would have looked younger. • unless I won’t tell you what happened if you don’t promise to keep it secret. ➞ I won’t tell you what happened unless you promise to keep it secret. • provided (that)/providing (that) You can go with us if you pay for your own meals. ➞ You can go with us, provided that you pay for your own meals. • Imagine … or Suppose/Supposing … (in questions): If someone published a private email from you on Facebook, would you be angry? ➞ Imagine/Suppose/Supposing someone published a private email from you on Facebook, would you be angry?

Verbs with a direct object • verb + object + (that) (e.g. advise, assure, convince, inform, persuade, promise, remind, tell, warn): ‘The meeting will start in an hour.’ ➞ The secretary reminded them (that) the meeting would start in an hour.

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GRAMMAR FOCUS Inversion • We use inversion in formal language, mostly in writing, to

emphasise the rhetorical effect of the sentence. • We can use inversion in sentences with the auxiliary verbs were and had. The verb were is also used with the first and third person singular: If it were my photograph, I wouldn’t let anyone publish it. ➞ Were it my photograph, I would not let anyone publish it. If I had considered all the aspects more carefully, I would probably have made the right decision. ➞ Had I considered all the aspects more carefully, I would probably have made the right decision. • We can also use inversion with should if we want to say that the condition is rather improbable. Note that should in these types of sentences doesn’t imply obligation: If you are dissatisfied with the product, you are entitled to a refund. (the least formal) ➞ If you should be dissatisfied with the product, you are entitled to a refund. (more formal) ➞ Should you be dissatisfied with the product, you are entitled to a refund. (the most formal) • When using inversion, we do not use contractions with negatives in the dependent clauses: If I hadn’t told the police the truth, an innocent person would have been arrested. ➞ Had I not told the police the truth, an innocent person would have been arrested.

Mixed conditionals Type II: if + Past Perfect, would/wouldn’t + infinitive We use Type II mixed conditionals to speculate about past events which didn’t happen, and this has certain effects or consequences in the present: If she hadn’t split up with Harold two years ago, Gina wouldn’t be so unhappy now. (But she did and now she is unhappy.) He would be a free man now if the police had stopped looking for him then. (But the police didn’t stop looking and he isn’t free.) As with all types of conditionals, we can use could, might or should instead of would in mixed conditional sentences. Complete the sentences with the correct form of the verbs in brackets. 1 If she 2 3 4 5 6

Choose the correct options. 1 I won’t help you if / unless you stop misleading me. 2 I’ll lend you the book providing / supposing you give it back to me on Friday. 3 You would never have met her unless / if you hadn’t come with us that night. 4 Providing / Supposing I refuse to doctor the picture, what would you do? 5 Imagine / Provided you won the lottery, what would you buy? 6 Had I not / Hadn’t I distorted the truth, there would have been even more trouble. 7 Should / If you be unhappy with the portrait, you can always get a photo taken.

6.5 Mixed conditionals We can mix Second and Third Conditional forms, creating mixed conditional sentences Type I or Type II.

Mixed conditionals Type I: if + Past Simple, would/wouldn’t have + past participle We use Type I mixed conditionals to speculate about permanent states or situations which had a result in the past: If Sergio didn’t speak English with an Italian accent, he wouldn’t have been recognised and arrested last month. (But because he speaks with an accent, he was arrested.) If I was taller, I would have got the main role in the school play. (But I didn’t get the role because I’m not taller.)

(not have) plastic surgery, she (not look) so good now. would be Jared (be) a much better actor today if he had taken (take) lessons when he was younger. wouldn’t have helped I hope she appreciated your help. I (not help) were her if I (be) you. If you hadn’t eaten (not eat) so much, you wouldn’t feel (feel) sick now. She wouldn’t be (be) angry with you now if you had told (tell) the truth this morning. might have was/were believed If Gina (be) a better liar, they (might/believe) the story she told them. hadn’t had

wouldn’t look

7.2 Advanced passive forms Passive forms with modal structures We can use the Passive: • with modal verbs in the present (modal verb + be + past participle): The project must be completed by tomorrow. Mobile phones may be used as directed by the staff. • with modal verbs in the past (modal verb + have been + past participle): The competition should have been cancelled after the accident. The server couldn’t have been repaired properly yesterday. Her Facebook profile must have been removed because I can’t find it.

Passive forms with verbs that take two objects Some verbs, e.g. ask, bring, buy, give, hand, offer, pay, promise, sell, send, show, teach, tell, etc. can take a direct and an indirect object: The general manager promised John (direct object) a pay rise. (indirect object) The pupils gave the teacher (direct object) a bunch of flowers. (indirect object)

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Depending on what we want to emphasise, we can begin with either the direct or the indirect object: A pay rise was promised to John by the general manager. (indirect object becomes the subject, with emphasis on a pay rise) John was promised a pay rise by the general manager. (direct object becomes the subject, with emphasis on John) A bunch of flowers was given to the teacher by the pupils. (indirect object becomes the subject, with emphasis on a bunch of flowers) The teacher was given a bunch of flowers by the pupils. (direct object becomes the subject, with emphasis on the teacher)

Passive infinitive and -ing forms • After verbs and phrases followed by an -ing form (e.g. be

interested in, can’t stand, don’t mind, enjoy, get tired of, hate, like/dislike, love, miss) we form the passive -ing form with being + past participle: My teacher doesn’t mind being asked millions of questions. I got tired of being criticised for my ideas. • After verbs and phrases followed by a to-infinitive (e.g. can’t afford, choose, decide, hope, need, prefer, pretend, refuse, want, would like) we form the passive infinitive with to be + past participle: Millions of people hope to be cured of the disease. At some point your son will need to be told the truth.

The Passive of make sb do sth In the Passive we use the to-infinitive after make: My mum made me clean my room. (Active) I was made to clean my room (by my mum). (Passive) Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 It’s a bad idea not to address all the issues. OUGHT ought to be All the issues addressed. 2 Everybody could hear the music despite my closing the windows. COULD could be heard The music despite my closing the windows. 3 She had shown me the password the previous day. HAD had been shown I the previous day. 4 They said that I mustn’t surf the Internet. TOLD was told not to I surf the Internet. 5 I don’t like it when someone orders me around. BEING don’t like being ordered I around. 6 The babysitter made the children go to bed early. MADE were made to go to The children bed early by the babysitter. 7 I’m sure somebody stole my sunglasses. MUST must have been stolen My glasses .

7.5 Passive reporting structures Impersonal passive structures To talk about general opinions and views, we use verbs such as agree, believe, claim, consider, expect, feel, hope, know, report, say, think, understand, etc. and the following structures: • it + passive verb (present or past) + that: People generally claim that optimists live longer. ➞ It is generally claimed that optimists live longer. People believed that mathematics was the link between God and the world. ➞ It was believed that mathematics was the link between God and the world. • subject + passive verb (present or past) + to-infinitive: People consider wearable technology to be the future of computing. ➞ Wearable technology is considered to be the future of computing. People know that almonds protect against diabetes and high blood pressure. ➞ Almonds are known to protect against diabetes and high blood pressure. • subject + passive verb (present or past) + to have + past participle: People believe that the earthquake has killed more than 1,000 people. ➞ The earthquake is believed to have killed more than 1,000 people. The press previously reported that the company’s profit had reached £100 million. ➞ The company’s profit was previously reported to have reached £100 million. • there + passive verb (present or past) + to be: People expect that there will be a rise in the number of jobs offered across the UK. ➞ There is expected to be a rise in the number of jobs offered across the UK. • there + passive verb (present or past) + to have been People think that there were over twenty inventors who invented various light sources before Edison. ➞ There are thought to have been over twenty inventors who invented various light sources before Edison.

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GRAMMAR FOCUS Rewrite the sentences using impersonal passive structures.

Choose the correct options.

1 Many people consider Bob Dylan to be the most influential musician of the twentieth century. is considered to be the most influential Bob Dylan musician of the twentieth century . 2 In February newspapers reported that crime levels were falling faster. It was reported (in February) that crime levels were falling faster . 3 Linguists expect that by 2050 7,000 languages will disappear. 7,000 languages are expected to disappear by 2050 . 4 Nutritionists say that kale is the most nutrient-dense food there is. Kale is said to be the most nutrient-dense food there is . 5 Palaeontologists think there were over 500 different species of dinosaur. There are thought to have been over 500 different species of dinosaur . 6 Experts believe that 1.24 million people were killed in road traffic accidents in 2010. are believed to have killed Road traffic accidents 1.24 million people in 2010 . 7 We now know that cats are able to produce about ninety different sounds more than dogs. are known to be able to produce Cats about ninety different sounds more than dogs.

1 If only I lost / hadn’t lost / didn’t lose my camera on the beach that day. 2 It’s high time we stop / stopped / had stopped dumping waste in the seas. 3 My back’s all red. I wish I had / did / would put more sun cream on. 4 I’d rather she couldn’t / didn’t / won’t go swimming on her own, to be honest. 5 If only I hadn’t to / had to / didn’t have to go camping. I hate sleeping in tents. 6 I wish you knew / had known / know just how much effort I put into this trip. 7 If only I had seen / saw / did see her earlier. I’d have asked her to join us.

Unreal past and regrets – 8.2 wish, if only, it’s time and would rather Present and future • To express regret about a present situation which seems to

be impossible to change, we use wish/if only + subject + Past Simple: I wish I knew more about ecology. I wish oceans weren’t used as rubbish tips. If only we could save sea animals from starvation. If only I didn’t have to work so much. Wish and if only have a similar meaning, but if only is more emphatic than wish. It expresses greater regret. • To say that we believe somebody should do something in the present or in the near future, we use it’s (high) time + subject + Past Simple: It’s high time people stopped driving cars in cities. It’s high time you started recycling your rubbish. • To say what we would prefer somebody to do in the present or future, we use would rather + subject + Past Simple: I’d rather we switched to organic fruit and vegetables. My mum would rather I didn’t eat my room.

Emphasis – cleft sentences

8.5 and inversion Cleft sentences

Cleft sentences are used to give emphasis to the person performing an action or to the place, time or reason of the action: I love helping other people. ➞ What I really love is helping other people. They start with what, it or all: The company covered up the scandal. ➞ What the company did was (to) cover up the scandal. I raised the subject of sewage being dumped into the river. ➞ It was me who raised the subject of sewage being dumped into the river. We helped the flood victims clean up the debris. ➞ All we did was (to) help the flood victims clean up the debris. You need love. ➞ All you need is love.

Past To express regret about a past situation, we use wish/if only + subject + Past Perfect: I wish we had done more to prevent this tragedy. My ex-boyfriend wishes we hadn’t broken up. If only the city council hadn’t reduced the funds for environmental protection. If only I had listened to you when you advised me not to go on that expedition!

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Inversion We use inversion in sentences which start with negative adverbs, e.g. never, rarely, seldom, hardly, barely, scarcely, no sooner or phrases with no or not, e.g. under no circumstances, on no condition, on no account, at no time, in no way, not until, not only. In these sentences an affirmative sentence takes on the order and verb form of a question: negative adverb/phrase with no or not + auxiliary verb + subject + main verb: He had never been so devastated. ➞ Never had he been so devastated. We rarely hear about such powerful mother and child bonds in animals. ➞ Rarely do we hear about such powerful mother and child bonds in animals. She had not only survived the disaster, but she had saved two other people as well. ➞ Not only had she survived the disaster, but she had saved two other people as well. You are not permitted to leave the building under any circumstances. ➞ Under no circumstances are you permitted to leave the building. Rewrite the sentences to add emphasis. 1 Tess promised to help tidy up the garden. It was Tess who promised to help tidy up the garden 2 We are only handing out leaflets in protest. All we are doing is handing out leaflets in protest 3 She has never been so disappointed by the results. Never has she been so disappointed by the results 4 You are not going out in that raging storm under any circumstances. Under no circumstances are you going out in that raging storm 5 I want to know who started the violence. What I want to know is who started the violence 6 We rarely see such high temperatures at this time of year. Rarely do we see such high temperatures at this time of year 7 They had only just got back to the flat when they heard the news. Hardly had they got back to the flat when they heard the news 8 I don’t believe in telling lies. What I don’t believe in is telling lies

. . .

. . .

. .

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IRREGULAR VERBS Infinitive

Past Simple

Past participle

Infinitive

Past Simple

Past participle

be [bɪː]

was/were [wɒz/wɜː]

been [bɪːn]

let [let]

let [let]

let [let]

beat [biːt]

beat [biːt]

beaten [biːtn]

lie [laɪ]

lay [leɪ]

lain [leɪn]

become [bɪˈkʌm]

became [bɪˈkeɪm]

become [bɪˈkʌm]

light [laɪt]

lit [lɪt]

lit [lɪt]

begin [bɪˈgɪn]

began [bɪˈgæn]

begun [bɪˈgʌn]

lose [lʊːz]

lost [lɒst]

lost [lɒst]

bite [baɪt]

bit [bɪt]

bitten [bɪtn]

make [meɪk]

made [meɪd]

made [meɪd]

break [breɪk]

broke [brəʊk]

broken [ˈbrəʊkən]

mean [mɪːn]

meant [ment]

meant [ment]

bring [brɪŋ]

brought [brɔːt]

brought [brɔːt]

meet [mɪːt]

met [met]

met [met]

broadcast [ˈbrɔːdkɑːst]



pay [peɪ]

paid [peɪd]

paid [peɪd]

build [bɪld]

built [bɪlt]

built [bɪlt]

put [pʊt]

put [pʊt]

put [pʊt]

burn [bɜːn]

burned [bɜːnd]/ burnt [bɜːnt]

burned [bɜːnd]/ burnt [bɜːnt]

read [rɪːd]

read [red]

read [red]

burst [bɜːst]

burst [bɜːst]

burst [bɜːst]

ride [raɪd]

rode [rəʊd]

ridden [rɪdn]

buy [baɪ]

bought [bɔːt]

bought [bɔːt]

ring [rɪŋ]

rang [ræŋ]

rung [rʌŋ]

ran [ræn]

run [rʌn]

can [kæn]

could [kʊd]

been able to [biːn ˈeɪbl tə]

run [rʌn] say [seɪ]

said [sed]

said [sed]

catch [kætʃ]

caught [kɔːt]

caught [kɔːt]

see [sɪː]

saw [sɔː]

seen [sɪːn]

choose [tʃʊːz]

chose [tʃəʊz]

chosen [tʃəʊzn]

sell [sel]

sold [səʊld]

sold [səʊld]

come [kʌm]

came [keɪm]

come [kʌm]

send [send]

sent [sent]

sent [sent]

cost [kɒst]

cost [kɒst]

cost [kɒst]

set [set]

set [set]

set [set]

cut [kʌt]

cut [kʌt]

cut [kʌt]

shine [ʃaɪn]

shone [ʃɒn]

shone [ʃɒn]

deal [dɪːl]

dealt [delt]

dealt [delt]

show [ʃəʊ]

showed [ʃəʊd]

shown [ʃəʊn]

dig [dɪg]

dug [dʌg]

dug [dʌg]

shut [ʃʌt]

shut [ʃʌt]

shut [ʃʌt]

do [dʊː]

did [dɪd]

done [dʌn]

sing [sɪŋ]

sang [sæŋ]

sung [sʌŋ]

draw [drɔː]

drew [drʊː]

drawn [drɔːn]

sit [sɪt]

sat [sæt]

sat [sæt]

dream [drɪːm]

dreamed [drɪːmd]/ dreamt [dremt]

dreamed [drɪːmd]/ dreamt [dremt]

sleep [slɪːp]

slept [slept]

slept [slept]

slide [slaɪd]

slid [slɪd]

slid [slɪd]

drink [drɪnk]

drank [drænk]

drunk [drʌnk]

drive [draɪv]

drove [drəʊv]

driven [drɪvn]

smell [smel]

smelled [smeld]/ smelt [smelt]

smelled [smeld]/ smelt [smelt]

eat [ɪːt]

ate [et]

eaten [ɪːtn]

speak [spɪːk]

spoke [spəʊk]

spoken [ˈspəʊkən]

fall [fɔːl]

fell [fel]

fallen [fɔːln]

speed [spiːd]

sped [sped]

sped [sped]

feed [fɪːd]

fed [fed]

fed [fed]

spend [spend]

spent [spent]

spent [spent]

feel [fɪːl]

felt [felt]

felt [felt]

spill [spɪl]

fight [faɪt]

fought [fɔːt]

fought [fɔːt]

spilled [spɪld]/ spilt [spɪlt]

spilled [spɪld]/ spilt [spɪlt]

find [faɪnd]

found [faʊnd]

found [faʊnd]

split [splɪt]

split [splɪt]

split [splɪt]

fit [fɪt]

fit [fɪt]

fit [fɪt]

stand [stænd]

stood [stʊd]

stood [stʊd]

fly [flaɪ]

flew [flʊː]

flown [fləʊn]

steal [stɪːl]

stole [stəʊl]

stolen [ˈstəʊlən]

forget [fəˈget]

forgot [fəˈgɒt]

forgotten [fəˈgɒtn]

stick [stɪk]

stuck [stʌk]

stuck [stʌk]

forgive [fəˈgɪv]

forgave [fəˈgeɪv]

forgiven [fəˈgɪvn]

sting [stɪŋ]

stung [stʌŋ]

stung [stʌŋ]

freeze [friːz]

froze [frəʊz]

frozen [ˈfrəʊzən]

strike [straɪk]

struck [strʌk]

struck [strʌk]

get [get]

got [gɒt]

got [gɒt]

swear [sweə]

swore [swɔː]

sworn [swɔːn]

give [gɪv]

gave [geɪv]

given [gɪvn]

swell [swel]

swelled [sweld]

swollen [swəʊln]

go [gəʊ]

went [went]

gone [gɒn]

swim [swɪm]

swam [swæm]

swum [swʌm]

grow [grəʊ]

grew [grʊː]

grown [grəʊn]

take [teɪk]

took [tʊk]

taken [ˈteɪkən]

hang [hæŋ]

hung [hʌŋ]

hung [hʌŋ]

teach [tɪːtʃ]

taught [tɔːt]

taught [tɔːt]

have [hæv]

had [hæd]

had [hæd]

tear [teə]

tore [tɔː]

torn [tɔːn]

hear [hɪə]

heard [hɜːd]

heard [hɜːd]

tell [tel]

told [təʊld]

told [təʊld]

hide [haɪd]

hid [hɪd]

hidden [hɪdn]

think [θɪnk]

thought [θɔːt]

thought [θɔːt]

hit [hɪt]

hit [hɪt]

hit [hɪt]

throw [θrəʊ]

threw [θrʊː]

thrown [θrəʊn]

hold [həʊld]

held [held]

held [held]

understand [ˌʌndəˈstænd]

understood [ˌʌndəˈstʊd]

understood [ˌʌndəˈstʊd]

hurt [hɜːt]

hurt [hɜːt]

hurt [hɜːt]

upset [ʌpˈset]

upset [ʌpˈset]

upset [ʌpˈset]

keep [kɪːp]

kept [kept]

kept [kept]

wake [weɪk]

woke [wəʊk]

woken [ˈwəʊkən]

know [nəʊ]

knew [njʊː]

known [nəʊn]

wear [weə]

wore [wɔː]

worn [wɔːn]

lead [lɪːd]

led [led]

led [led]

win [wɪn]

won [wʌn]

won [wʌn]

leap [lɪːp]

leapt [lept]

leapt [lept]

write [raɪt]

wrote [rəʊt]

written [rɪtn]

learn [lɜːn]

learned [lɜːnd]/ learnt [lɜːnt]

learned [lɜːnd]/ learnt [lɜːnt]

leave [lɪːv]

left [left]

left [left]

lend [lend]

lent [lent]

lent [lent]

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Culture Notes

Culture notes 0.1 The Paleo diet is a fad diet based on the notion that we should only eat foods presumably available to our Paleolithic hunter-gatherer ancestors. Its advocates assume that our nutritional needs have not been able to adapt to the foods produced by modern agriculture and that these foods are the foundation of today’s obesity and diabetes epidemics. Consequently, the followers of the Paleo diet should avoid grains, pulses (like peas, beans or soybeans), dairy products, refined sugar and oils, as well as any other processed foods. The staples of the Paleo diet include meat and seafood, non-starchy vegetables, fruit and nuts. The diet grew in popularity thanks to the 2002 book by Loren Cordain The Paleo Diet. Thai food is the traditional cuisine of Thailand. It is characterised as being aromatic and spicy. One of its fundamental principles is the combination of at least three out of the five basic tastes in a dish or a whole meal, namely, sweet, sour, bitter, salty and spicy. It is also crucially important that Thai food is beautifully presented. The most popular Thai dishes include coconut curries and rice or noodle stir-fries. The typical fragrance and taste of the dishes are attributed to lemon grass, kaffir lime (a type of citrus tree) leaves, chillies and fish sauce. Most dishes are served with rice, which is the staple ingredient.

0.2 The FA Cup, or Football Association Challenge Cup, is the oldest annual football competition in the world. It has been held in England since the 1871–1872 football season and is organised by the Football Association. Clubs of all standards can take part, providing they qualify, and the tournament has become famous for the fact that teams from the lower divisions get the chance to beat and eliminate top clubs from the tournament and could then theoretically go on to win the Cup. For example, in 2012–2013, 758 clubs took part in the FA Cup tournament and Luton Town beat Norwich City, but were unfortunately knocked out before reaching the final. A triathlon is a three-sport athletic competition. The event is a test of ability, strength and endurance as the sports are done one after the other. The most common ones include swimming, cycling and running over various distances. It is believed that the triathlon originated in France in the twentieth century. It was introduced into the Olympics in 2000, in Sydney, Australia. One of the most famous triathlons is the Ironman Triathlon, which takes place in Hawaii.

0.6 Tinie Tempah (b. 1988) is the stage name of Patrick Chukwuemeka Okogwu, an English rapper. He won fame after releasing his 2010 debut album Disc-Overy, which brought him two Brit Awards for Best British Breakthrough Act and Best British Single.

Stephen Mangan (b. 1968) is an English actor. He is known for his critically-acclaimed theatrical roles, as well as comedy roles in the British sitcoms Green Wing and I’m Alan Partridge. Sara Pascoe (b. 1981) is an English stand-up comedian and actress. She has been performing stand-up since 2007. Her highly-acclaimed show Sara Pascoe vs History earned her a nomination for the Foster’s Edinburgh Comedy Award 2014 for Best Comedy Show.

0.7 Andy Roddick (b. 1982) is an American tennis player. In 2003 he became the world number-one player, according to the ATP (Association of Tennis Professionals) rating. He is well-known for his swift service and powerful forehand. In 2000 Roddick established the Andy Roddick Foundation, with the mission of expanding opportunities for children to learn and succeed. He retired from professional tennis in 2012. Andy Murray (b. 1987) is a Scottish tennis player. He was ranked world number two on the ATP list in 2009. Murray won the gold medal in the men’s singles final at the 2012 London Olympic Games, defeating Roger Federer. One World Trade Center (1 WTC), initially named the Freedom Tower, is a skyscraper in lower Manhattan, New York City, USA. Standing at a height of 541 metres, this 104-storey building is the tallest skyscraper in the USA, and the fourth tallest in the world. It was built on the site of New York’s World Trade Center, destroyed in the terrorist attacks of 11 September 2001. 1 WTC was designed by the world-famous architect Daniel Libeskind, whose project won the 2002 competition for the building to replace the World Trade Center. The project underwent numerous changes before actual construction began in 2006. 1 WTC opened in November 2014. The Shard is a skyscraper located in central London. Rising to 309 metres, this 95-storey building dominates the skyline of the City of London. It is also the tallest building in the whole European Union. The name of the Shard, or the Shard of Glass as it is sometimes called, reflects the acutely pyramidal shape of the building. The Shard was opened in 2012 and it houses offices, restaurants, a hotel and a viewing gallery with an open-air observation deck. Boston is the capital city of the state of Massachusetts on the north-eastern coast of the USA. It was founded by Puritan colonists in 1630, which makes it one of the oldest cities in the USA. It was the scene of some major events of the American Revolution and due to its rich history, it is very popular with tourists. Boston is also famous for being host to the oldest and one of the most prestigious annual marathons in the world. Additionally, the Boston area is where some of the most renowned American universities such as Harvard University and the Massachusetts Institute of Technology are located. American football is a sport played by two teams of 11 players. The aim of the game is to score points by

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Culture notes carrying, throwing, or kicking an oval ball into a specially marked area at either end of the field called an end zone. American football is derived from rugby and it is the most popular sport in the USA. Since the game involves a lot of physical aggression, players must wear protective gear such as helmets and shoulder pads. American football is a British English term, as opposed to regular football. In American English the sport is simply referred to as football, whereas regular football is called soccer.

Conservatives refers to the Conservative and Unionist Party in the UK. It is a big centre-right political party, founded in 1834 from the Tory Party. The conservatives are still called Tories. The party strongly supports a free-market economy and is often associated with conservative values and Euroscepticism. Some wellknown Conservative Prime Ministers are: Winston Churchill, Margaret Thatcher, John Major and David Cameron.

Big Ben is the common name for the main bell of the clock located at the Palace of Westminster (the Houses of Parliament) in London, UK. It is located in the Elizabeth Tower, previously known as the Clock Tower. The tower was renamed to mark the Diamond Jubilee of Queen Elizabeth II in 2012. Big Ben weighs almost 14 tonnes and it first rang in 1859, one year after the completion of the tower. With some interruptions, it has struck the hours ever since. The sound of Big Ben and the image of its tower are probably the most recognisable icons of London and the UK. The name Big Ben is also informally used to refer to the Elizabeth Tower and the clock, officially known as the Great Westminster Clock.

Labour refers to the Labour Party in the UK, the main rival of the Conservatives. It is a left-of-centre political party, formed in 1900. Its main goal is to represent the interests of ordinary working people and support social equality. Some well-known Labour Prime Ministers were: Clement Attlee and Tony Blair.

The Statue of Liberty is a landmark sculpture located on Liberty Island in New York Harbor, New York City, USA. The 93-metre monument depicts a female figure raising a torch in her right hand and holding a tablet in her left hand. The inscription on the tablet is the date of the American Declaration of Independence. The Statue of Liberty was designed by the French sculptor Frédéric Auguste Bartholdi. It was presented to the USA as a gift of friendship from the people of France in 1886. The statue symbolises freedom and has become one of the most recognisable symbols of the USA. It used to welcome millions of immigrants arriving at the immigrant inspection station on nearby Ellis Island. Since 1984, the Statue of Liberty has been a UNESCO World Heritage Site.

0.8 The United States Congress is the legislative branch of the American government, located in the Capitol, Washington, DC. It consists of the Senate (100 Senators elected for six-year terms) and the House of Representatives (435 Representatives elected for two-year terms). Each state is represented by two senators. The number of representatives, however, depends on the size of the state’s population. The Houses of Parliament is the common name for the Palace of Westminster, the seat of the British Parliament which consists of the House of Commons and the House of Lords. It is situated on the River Thames in central London, next to Westminster Bridge. The Palace of Westminster has three main towers, the most famous of which is Elizabeth Tower, commonly referred to as Big Ben. The Palace has been on the UNESCO World Heritage Site list since 1987. A constitutional monarchy is a form of government. The king or queen is the head of the country but they do not have absolute power – their power is limited and defined by the country’s laws. Britain has been a constitutional monarchy since the late 1860s. A county is a territorial unit used in some Englishspeaking countries, mainly for administrative purposes. County boundaries are often based on historical divisions. The word county is abbreviated to Co. in the UK and Ireland and Cnty. in the USA.

Democrats is the popular name for the Democratic Party, one of the two major political parties in the USA. Formed in 1828, it is the world’s oldest political party. Over the years it has changed its political profile and become a centre-left party that supports organised labour, the civil rights of minorities and advocates government intervention and regulation in the economy. Among the fifteen Democrats who have held the office of US president are: Franklin D. Roosevelt (1933–1945), Harry S. Truman (1945–1953), John F. Kennedy (1961–1963), Jimmy Carter (1977–1981), Bill Clinton (1993–2001) and Barack Obama, the first African American president. Republicans is the common name for the Republican Party, one of the two major political parties in the USA. It was founded in 1854 by anti-slavery advocates. The contemporary Republican Party, or the GOP (Grand Old Party), as it is often called, represents American conservatism as opposed to American liberalism, which is associated with the Democrats. It supports free market capitalism and objects to strong government intervention in the economy and the labour market. The first Republican US president was Abraham Lincoln (1861– 1865). Other well-known republicans who have served as president are: Ronald Reagan (1981–1989), George Bush (1989–1993) and George W. Bush (2001–2009). King Harold II (b. circa 1022 – d. 1066), or Harold Godwinson, was the last Anglo-Saxon King of England. He was chosen by Witan (the King’s Council) to be the successor of King Edward the Confessor, who died without an heir. He ascended the throne on 6 January 1066 and only reigned for ten months. He was killed in battle near Hastings on 14 October 1066, trying to defend England against the Normans led by William the Conqueror. William the Conqueror (circa 1028–1087) was the first Norman King of England. As Duke William of Normandy, he challenged King Harold’s right to the English throne and in 1066, he began the Norman conquest of England. Having defeated Harold at the Battle of Hastings on 14 October 1066 he marched to London. He was crowned King of England in Westminster Abbey on Christmas Day 1066, which marked the beginning of Norman rule over England. The conquest, however, continued for another five years, bringing death and destruction. William’s reign changed England drastically. Almost all Saxon landlords lost their land, which was given to Norman nobles. The organisation of the kingdom was based on the feudal system, in which Saxons became an unpaid workforce for the new Norman landlords.

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Culture notes Abraham Lincoln (1809–1865) was the 16th president of the USA. He is considered one of the most influential US presidents and he made history by abolishing slavery and preserving the unity of the USA. He had only been in office for one month when the American Civil War broke out in 1861. He took command of the Union in the war, leading it to victory. In 1863 Lincoln issued the Emancipation Proclamation, which announced the freedom of slaves. On 14 April 1865 John Booth, an actor and Confederate spy, shot Lincoln in Ford’s Theatre in Washington, DC. Lincoln died on the following day, a month before the Civil War formally ended. Henry VIII (1491–1547) was King of England, the second monarch of the Tudor dynasty. He reigned from 1509 until his death. Henry VIII is mainly remembered as the founder of the Church of England and as being ‘the king with six wives’. The separation from Rome began with Henry’s wish to get the Pope’s permission to divorce his first wife Catherine of Aragon. The Pope’s refusal caused Henry to break away from the Roman Catholic Church and make himself the head of the Church of England. This political decision allowed Henry to centralise his authority and, on a personal level, to marry again. Having divorced Catherine, Henry married five times, mainly in search of a male heir. His second wife, Anne Boleyn, gave birth to Elizabeth, the future Queen of England. Anne Boleyn and Henry’s fifth wife, Kathryn Howard, were executed for being unfaithful. Christopher Columbus (1450 or 1451–1506) was an Italian explorer and sailor from Genoa. He is widely believed to have discovered America in 1492, when he accidentally landed in the modern-day Bahamas, Cuba and Haiti in his attempt to find a new sea route to Asia. After completing his first voyage, he set out on another three voyages, organised with the help and support of the Spanish crown. During the third and fourth voyages, Columbus eventually reached the American mainland. Although the Icelander Leif Ericson is now thought to be the first European to reach America, it was Columbus’s discoveries that clearly made history and marked the beginning of the European colonisation and exploration of the American continents.

Unit 1 Do your best 1.2 Gillian Lynne (b. 1926) is a legendary British ballet dancer, choreographer and director. She is renowned for the choreography of such successful Broadway shows as Cats and The Phantom of the Opera. At the age of 88, in recognition of her lifetime artistic achievements, she received the honour of Dame Commander of the Order of the British Empire. Ken Robinson (b. 1950) is a British author and speaker, whose main area of interest is education in the arts and through the arts. His best-known books are Out of Our Minds: Learning to be Creative and The Element: How Finding Your Passion Changes Everything, in which he analyses the success of popular artists such as Paul McCartney, Meg Ryan or Gillian Lynne. Sir Ken Robinson advises different organisations and governments on using art in education. He is a charismatic speaker and often gives talks at conferences.


1.4 Sugata Mitra (b. 1951) is an Indian scientist and Professor of Educational Technology at the University of Newcastle, UK. Mitra has a PhD in Physics and is responsible for more than 25 inventions in the field of educational technology and cognitive science. His most famous achievement, however, is The Hole in the Wall experiment, in which Delhi slum children had access to a free computer placed in a wall. The experiment proved that children were able to teach themselves how to use a computer without any external instructions. In 2013 his inspiring work brought him the one-million-dollar TED award, which helped him finance another educational project, called The School in the Cloud. Skype is a software application, first launched in 2003, which enables phone calls and video calls to be made across the Internet. Its enormous popularity results from the fact that Skype-to-Skype calls are free of charge. Skype can also be used to call landlines and mobiles worldwide at competitive prices. New Delhi is the capital of India and the seat of the Indian Government. Although administratively separate, it is one of the eleven districts that constitute the National Capital Territory of Delhi (usually referred to as Delhi). The population of the whole megalopolis of Delhi, including the suburban areas, is estimated at 25 million people. Vikas Swarup (b. 1963) is an Indian diplomat and writer. What brought him international fame was his highly-acclaimed debut book from 2005, Q & A. It is a story about a young waiter who scoops record winnings in a TV quiz show only to be later accused of cheating. The book was loosely inspired by professor Mitra’s Hole in the Wall experiment. Q & A was later made into a film, entitled Slumdog Millionaire. It was directed by Danny Boyle and filmed in India, where the plot is set. It is a story about Jamal Malik, a young man from Mumbai’s slums who, despite groundless suspicions about his honesty, manages to win the grand prize in the Indian version of Who Wants To Be a Millionaire? The film hit the cinemas in 2009, becoming a worldwide blockbuster. It won eight Oscars in the same year. TED is a non-profit organisation whose main aim and mission is to spread innovative ideas (‘Ideas worth spreading’) in all fields – from science to global problems to art. The formula of TED is based on inspirational short talks given by influential people, available in more than 100 languages to everyone on the Internet since 2006. TED started in 1984 as a one-off conference. Its name stands for Technology, Entertainment and Design.

1.5 Rafael ‘Rafa’ Nadal (b. 1986) is a prize-winning Spanish tennis player. He is considered one of the best tennis players in history and is often called the King of Clay because of his exceptional skills on clay courts. Among many other records he holds, Rafael Nadal is the only tennis player who has won a singles Grand Slam tournament nine times. He is also the 2008 Olympic gold medallist in singles. Leonardo da Vinci (1452–1519) was a versatile Italian artist, scientist and inventor, regarded as one of the most gifted and influential Renaissance men. He is mostly known for his paintings such as The Last Supper and the Mona Lisa, to name but a few. Leonardo da Vinci is famous for his engineering projects and visionary inventions, including flying machines.

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Culture notes Mahatma Gandhi (1869–1948) was the leader of the Indian independence movement and one of the founders of the modern Indian state, often referred to as the ‘father of the nation’. He is known for using non-violent methods to achieve his political goals. Gandhi was born in India, into a well-off family. He studied law in London and worked as a lawyer in South Africa, where he first involved himself in civil rights movements. He continued his work as an activist after returning to India in 1915. He was assassinated by a Hindu nationalist, only half a year after India gained independence from Britain. Albert Einstein (1879–1955) was a theoretical physicist and philosopher of science. He is most famous for developing the Theory of Relativity. He was born in Germany and studied Physics and Mathematics in Zurich. He became a lecturer at Bern University first and then a full professor at the Charles Ferdinand University in Prague in 1911. He moved to America in 1933 and became an American citizen in 1940. He won the Nobel Prize in Physics in 1921. He wrote over 300 scientific papers and 150 non-scientific ones. He also had a love of music and played the piano and violin. Winston Churchill (1874–1965) was a British politician and artist. He was the UK Prime Minister during the last five years of World War II, playing a crucial role in wartime world politics. He became prime minister again in 1951 and retired in April 1955 because of ill health. As well as being an influential politician, Winston Churchill was also a painter and a writer. In 1953 he was awarded the Nobel Prize in Literature. Marie Skłodowska-Curie (1867–1934) was a PolishFrench chemist and physicist, known for her research on radioactivity and the discovery of two radioactive elements, polonium and radium. In 1891 Maria Skłodowska left Poland for Paris to study at the Sorbonne, where she continued her scientific work throughout her life and became the first woman professor in the history of the university. She was also the first woman to win a Nobel Prize and the first person with two Nobel Prizes in different disciplines, the first in Physics (in 1903) and the other in Chemistry (in 1911). She was awarded the 1903 Nobel Prize together with her husband, Pierre Curie, and Henri Becquerel. Barack Obama (b. 1961) became the 44th US President and the first black president in 2008. He was re-elected for a second term as president in 2012. In 2009 he won the Nobel Peace Prize. He is known for reforming health care laws and for working to end US military involvement abroad.

Unit 2 It takes all sorts 2.4 Michael Grant (b. 1954) is an American novelist, the author and co-author of more than 150 books for young adults, most of which were written as series. He is known for the Animorphs, Everworld and Making Out book series, which he wrote with his wife. Grant’s best-selling series, however, is Gone. It tells a story about Perdido Beach, an imaginary town in America where everyone aged 15 or older mysteriously disappears. There are six books in the series: Gone, Hunger, Lies, Plague, Fear and Light.

The Civil War in American history refers to the war between eleven rebellious southern states where slavery was legal (often referred to as the ‘South’ or the ‘Confederacy’) and the remaining states loyal to the federal government (called the ‘North’ or the ‘Union’). The war broke out in 1861, when seven slave states rebelled against the US government and formed the Confederate States of America, which were soon joined by four other states. The war lasted four years and cost the lives of 600,000 soldiers. It ended in 1865 with the victory of the Union. As a result of the war, slavery was abolished and the integrity of the USA was preserved. The Royal Navy (RN) is the oldest part of the British armed forces, dating from the 16th century. For over 200 years, until the 20th century, it was the world’s most powerful navy. The RN played a crucial role in the foundation of the British Empire. Currently its main role is to protect the UK’s interests and contribute to NATO operations. The Royal Navy maintains a fleet of highly specialised ships and submarines as well as aircraft. The Bermuda Triangle is a popular term referring to the area in the west of the Northern Atlantic whose vertices are roughly marked by the tip of the Florida peninsula, Puerto Rico and Bermuda. In popular culture the area has become infamous for mysterious disappearances of planes and ships. However, neither the US Navy nor the WWF (World Wide Fund for Nature) considers the Bermuda Triangle as dangerous waters for shipping. USS Cyclops was an American cargo ship meant for carrying coal, built for the US Navy before World War I. USS Cyclops disappeared during its voyage from Bahia, Brazil to Baltimore, USA. It probably sank somewhere within the Bermuda Triangle after 4 March 1918, with over 300 crew members on board. The shipwreck has never been found, making the loss of USS Cyclops one of the greatest maritime mysteries ever. Flight 19 refers to the flight of five US Navy bombers which disappeared without a trace with all 14 crew members over the Bermuda Triangle on 5 December 1945. They had taken off from Florida for routine navigation training. To make matters worse, the plane sent to search for Flight 19 vanished too. What caused the loss of the planes has never been clearly determined.

2.7 John Gray (b. 1951) is an American author and personal relationship counsellor. He made his name as the author of the famous self-help book Men Are from Mars, Women Are from Venus, published in 1992. With millions of copies sold, the book is one of the best-selling non-fiction books in history. It aims at explaining problems in relationships between men and women through characteristic tendencies in each gender. Despite huge commercial success, Men Are from Mars, Women Are from Venus did not receive much recognition among academics, who often maintain that it is rather simplistic and largely stereotypical. All Gray’s later books grew out of his bestseller and pivot around the same theme of relationships and personal growth.

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Culture notes

Unit 3 A place to live 3.1 Toronto is the biggest city in Canada, with a population of over 5.5 million, including the residents of the Greater Toronto Area. Toronto lies on Lake Ontario and it is the capital of the province of Ontario. The city, originally called York, was founded in the 18th century and in 1834 was renamed Toronto. The city is considered Canada’s financial and commercial centre. Being a gateway to Canada for generations of immigrants, Toronto has preserved a strong multicultural character. The CN Tower is the landmark of Toronto. The tower is 553.33 metres high and it is the tallest free-standing structure in the whole Western Hemisphere. It is also the third tallest tower in the world. It was the tallest manmade structure for 34 years following its construction in 1976. The CN Tower features a revolving restaurant, an observation deck (LookOut), located at 346 metres above street level and a spectacular glass floor one level below the LookOut. The CN Tower is visited by more than 2 million people every year. Berlin is the capital of Germany and the largest German city with a population of 3.5 million. As a result of World War II, the city was divided into East Berlin, which became the capital of East Germany, and West Berlin, which was a West German enclave within East Germany. Between 1961 and 1989 West Berlin and East Berlin were separated by the Berlin Wall. The fall of the Wall marked the reunification of the city and the whole country. The reunified city became the capital of all Germany in 1990. New York, located on America’s east coast, is the biggest city in the USA with almost 8.5 million inhabitants. To distinguish it from the state of New York, where the city lies, it is usually called New York City. The city consists of five main parts, called boroughs: Brooklyn, Queens, Manhattan, the Bronx and Staten Island. The city was founded in 1624 by Dutch settlers, who named it New Amsterdam. It was changed to New York when the city came under English control in 1664. These days New York is sometimes nicknamed The Big Apple. For years, New York City was the first stop for many immigrants to America.

3.3 The Freedom Ship is the name of a floating city project, put forward in the late 1990s. It would be a series of huge barges, connected to each other into a 1,317-metre-long ship-like complex. It would consist of apartments for 50,000 residents and any facilities a modern city can offer, such as schools, shops, hotels, a hospital and a rooftop airport. Although the Freedom Ship would be continuously travelling around the world, it would not be a cruise liner. Its main aim is to create a unique place to live for the world’s first mobile community.

3.4 The International Space Station (ISS) is the largest satellite in the Earth’s orbit and a huge science laboratory, where the resident astronauts conduct unique experiments in all kinds of fields, from biology to meteorology. The ISS is an international project brought to life by the collaboration of five space agencies. The station is made of modules, the first of which was launched in 1998. It consists of two main sections: the Russian Orbital Segment and the US Orbital Segment. They are both shared by an international crew of up to six people. The ISS weighs more than 400 tonnes and is the size of a football pitch. It orbits the Earth every 90 minutes at an altitude of 354 kilometres. It is visible to the naked eye.

3.5 Wi-Fi is a set of standards for radio-based wireless networks which allow compatible devices to connect to network access points without cables or wires. The Wi-Fi logo is issued by the Wi-Fi Alliance, a non-profit organisation that promotes Wi-Fi technology and certifies that devices and products are compliant with Wi-Fi standards. Wi-Fi is thought to be an abbreviation for Wireless Fidelity.

Unit 4 The cost of living 4.3 The Camden Market refers to a group of markets in Camden Town, an inner city district of London. The neighbourhood is famous for its alternative lifestyle, which has shaped the character of the market. The Camden Market is mainly made up of stalls selling hand-made crafts and clothes, as well as international fast-food. It is one of London’s biggest attractions, with about 100,000 visitors every weekend. eBay refers to the commercial website, eBay.com, owned by an American multinational corporation. It is an online auction and shopping site, allowing its users to buy and sell a wide range of products and services. eBay operates in over 30 countries worldwide. Notting Hill is a district in west London. It is famous for its multicultural character and the Notting Hill Carnival, organised every summer since 1966. It is also the place where the famous Portobello Market is held. The market takes place every Saturday in Portobello Road, a narrow street in Notting Hill stretching for over three kilometres. It specialises in antiques and second-hand goods. It dates from the 19th century, when it was a fresh-food market. These days there are some fruit and vegetable stalls in the market too, but they are greatly outnumbered by antique dealers.

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Culture notes 4.4 Nimes is a city in southern France with a population of about 150,000. It was founded by the Romans and played an important role in Roman Gaul. Due to its history and numerous ancient monuments in the city and in its vicinity, Nimes is sometimes nicknamed ‘the French Rome’. Genoa is an Italian city situated on the northern Mediterranean coast. It has about 600,000 inhabitants, making it the sixth largest city in Italy. Genoa prides itself on its rich history, which has always been closely connected with the sea. For centuries it was an independent city-state and one of the Maritime Republics. It is still the largest seaport in Italy, also known for its shipbuilding industry. Genoa is the birthplace of Christopher Columbus and Niccolo Paganini. The Californian Gold Rush started on 24 January 1848, when James W. Marshall found gold at a sawmill located in the Sierra Nevada mountains in California. The news spread quickly, enticing 300,000 people from all over the world to come to California in the hope of making a quick fortune. In the early days gold was easy to find and a few gold-seekers, called ‘forty-niners’, struck it rich. The Gold Rush, which lasted until 1855, contributed to the development of the region. As a result, new roads were built, San Francisco became a boom town and California was admitted to the USA. Levi Strauss (1829–1902) was a German-American businessman of Jewish origin and the founder of Levi Strauss & Co, the firm he set up in 1853 in San Francisco. It was the first company that produced blue jeans. Jacob W. Davis (1831–1908) was a Latvian-American tailor who revolutionised the world of clothing by reinforcing work trousers with copper rivets. He came up with the idea in 1870 and three years later, with the financial support of Levi Strauss, he patented his new fastening. At that point he started working for Strauss, who had launched the production of Davis’s reinforced jeans in a new tailor shop. He went on working for Strauss until his death. James Dean (1931–1955) was an American actor. He is especially known for his role as a troubled teenager in the film Rebel Without a Cause. Dean’s great passion was racing and sports cars. He died in a car crash at the age of 24, having acted in only three films. His early death, exceptional acting talent and the rebellious characters he played made him a legend and an icon of American pop culture.

Unit 5 The world at your feet 5.1 The Great Barrier Reef is the largest coral reef system in the world. It is off the coast of Queensland, Australia and has been called one of the seven natural wonders of the world. A large part of the reef is a protected marine park. It is a popular tourist destination. Hamilton Island is an island in Australia, located off the central coast of Queensland in the Great Barrier Reef. Covering five square kilometres, it is the biggest of the Whitsunday Islands. The island is inhabited by over 1,200 people and it is a popular holiday destination. It gained a lot of international attention through the promotion project Best Job In The World.

Queensland is the second largest state in Australia, located in the northeast of the continent. It is popular with holiday-makers thanks to its long coastline with pristine beaches and warm weather. Queensland is often nicknamed the ‘Sunshine State’. The capital of Queensland is Brisbane. The Outback refers to the remote dry areas of the Australian interior, far away from any cities. It is often contrasted with the term Bush, which refers to the immediate countryside outside the main urban areas. However, there is no clear division line between the Outback and the Bush. The Outback is mostly uninhabited. The most famous outback town is Alice Springs, located in the geographic centre of Australia. Despite its inhospitable character, the Outback has a few popular tourist destinations such as Uluru (also known as Ayers Rock) and the Alice Springs Desert Park. Sydney is the biggest city in Australia and as such, it is often mistaken for the country’s capital. (The national capital of Australia is Canberra.) It is located on the east coast in one of the world’s largest natural harbours. Sydney was established in 1788 as a British penal settlement, but the area had been inhabited by Aboriginal peoples for thousands of years. Nowadays it has over 4.7 million inhabitants, almost a third of whom were born abroad. This ethnic diversity makes Sydney the most multicultural city in Australia. Melbourne is the second largest city in Australia, with over 4.4 million residents, and the capital of the state of Victoria. Melbourne was founded by European settlers in 1835, but indigenous semi-nomadic tribes had lived in the area for thousands of years before. Located on the south-eastern coast, it is the busiest container and cargo port in Australia. It is also an important financial and cultural centre.

5.4 Harper’s Magazine is an American monthly magazine with an average circulation of 220,000 copies. It focuses on social, political and cultural issues. It has been continuously published since 1850 and is the second oldest monthly magazine in the USA. Bill Bryson (b. 1951) is an American writer, renowned for his best-selling humorous books. He mostly writes about travel, the English language and science. Bryson’s most widely-acclaimed books are Notes from a Small Island and A Really Short History of Nearly Everything. In 2006 he published his memoir The Life and Times of the Thunderbolt Kid. Pearl Harbor is a lagoon harbour and an American naval base on the Hawaiian island of Oahu. Many people associate it with the attack on 7 December 1941. The attack was a Japanese surprise air raid on the American base which destroyed most of the American fleet and aircraft. The attack on Pearl Harbor caused the USA to enter World War II. Des Moines is the capital city of the state of Iowa, in the Midwestern USA. It is also the largest city in Iowa, with a population of over 203,000. The city is named after the Des Moines River. Des Moines is known as a major centre of the American insurance industry.

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Culture notes

Unit 6 True or false 6.1 Nelson Mandela (1918–2013) was a South-African human rights activist and politician, who became known for his relentless struggle against apartheid and racism. Mandela was imprisoned for his political involvement for 27 years, serving most of his sentence on Robben Island, near Cape Town. Eventually, his fight brought about revolutionary changes in South Africa. When he was set free in 1990, he took part in negotiations with President F.W. de Klerk to end apartheid. These led to the first fully democratic elections in 1994, in which Mandela was chosen as the first black president of South Africa. Together with F.W. de Klerk, he was awarded the Nobel Peace Prize in 1993. He is highly respected among South Africans, and often called the ‘Father of the Nation’ or just ‘Tata’ (Father). Brad Pitt (b. 1963) is an American actor and producer and one of the most recognisable Hollywood names. He rose to fame after his role as a young hitchhiker in Thelma and Louise. He starred in such blockbusters as Interview with the Vampire, Legends of the Fall, Seven, Fight Club, Troy and Mr. and Mrs. Smith. He is married to the American actress Angelina Jolie and the couple are constantly in the public eye. Pitt is known for his humanitarian work. Together with his wife, he runs the Maddox Jolie-Pitt Foundation, which assists with humanitarian crises. Lorde (b. 1996) is the stage pseudonym of Ella Marija Lani Yelich-O’Connor, a New Zealand singer. In 2013 Lorde released her debut single Royals, which reached number one on the US Billboard Hot 100, bringing her international popularity. The single was followed by her debut studio album Pure Heroine, which has sold more than 1 million copies worldwide. Keira Knightley (b. 1985) is a popular British actress. She appeared in her first film at the age of ten. Her role in the British comedy-drama Bend It like Beckham in 2002 was a springboard for her international career. She shot to stardom after appearing in the Pirates of the Caribbean film series. Knightley is known for her period drama films, such as Pride and Prejudice, which brought her an Oscar nomination.

6.3 Banksy is an elusive British artist, film director and political activist. He is known for his provocative, satirical graffiti and other kinds of street art. He has placed his works in visible places in different cities all over the world. Through his art Banksy comments on important political and social issues. He works anonymously and has never revealed his true identity. Most people believe that his secrecy may result from the illegal character of graffiti.

6.5 Daniel Radcliffe (b. 1989) is a British actor, mainly known for playing the title character in the Harry Potter film series. The director of Harry Potter and the Philosopher’s Stone cast Radcliffe when he was 11. He continued to play Harry Potter throughout the series for over ten years.

Harry Potter is the main character in a fantasy series written by the British author J.K. Rowling. He is a young wizard and a student of Hogwarts School of Witchcraft and Wizardry, who tries to conquer the villain Lord Voldemort. Harry Potter’s adventures constitute the focus of the whole series, which consists of seven books: Harry Potter and the Philosopher’s Stone, Harry Potter and the Chamber of Secrets, Harry Potter and the Prisoner of Azkaban, Harry Potter and the Goblet of Fire, Harry Potter and the Order of the Phoenix, Harry Potter and the HalfBlood Prince and Harry Potter and the Deathly Hallows. The series was an enormous commercial success, with over 400 million copies sold worldwide. All the books in the series have been made into films and Harry Potter has become a valuable brand name. Robert Pattinson (b. 1986) is an English actor who was born in London. He is most famous for his role as Edward Cullen in The Twilight Saga. He was also in Harry Potter and the Goblet of Fire. When he was younger, he used to be a model. He is also a musician and song writer; he plays both the piano and guitar. He sang one of his own songs, Never Think, on the Twilight soundtrack. The Twilight Saga is a series of fantasy romance films for young adults based on the novels by Stephenie Meyer. The films are about a teenage girl called Bella Swan (played by Kristen Stewart) who falls in love with a vampire called Edward Cullen (played by Robert Pattinson). There are five films in the Saga: Twilight, New Moon, Eclipse, Breaking Dawn Part I and Breaking Dawn Part II.

Unit 7 Log on 7.1 Google is an Internet search engine. It allows you to search all the websites on the Internet to find information using key words and phrases. It was started in 1998 by Larry Page and Sergey Brin, two American students who wanted to organise the world’s information and make it easy to use. By 2000, Google was the world’s largest search engine. Now Google also offers other software applications such as gmail (email), a blogging site and a social networking site called google+. Google has approximately 1 billion search requests every day and we now often use the verb to google when we mean ‘to look something up on the Internet’. Global Positioning System (GPS) is a space-based satellite navigation system. It provides location and time information anywhere in the world with sufficient GPS satellites. It is maintained by the United States government and is freely available to anyone with a GPS receiver. It is commonly used in car navigation systems but also has many commercial and military uses. It has been in operation since 1993 and uses more than 24 satellites in various orbits around the globe. Other countries such as Japan, Russia, India and China are now developing their own GPS systems. The European Union is also developing the Galileo positioning system.

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Culture notes 7.2 Bill Gates (b. 1955) is a successful American entrepreneur, philanthropist and inventor. He is best known for being the co-founder of Microsoft. According to the Forbes list, he has been ranked as one of the richest people in the world since 1995. In 2015 his fortune was estimated at almost 80 billion dollars. In 2000 Gates established the Bill & Melinda Gates Foundation, through which he has donated substantial funds to charitable organisations and various research programs. Gates is also the author of two books: The Road Ahead and Business @ the Speed of Thought. The American company Apple designs and sells consumer electronics, computer software and computers. It is most famous for Mac computers, the iPod music player, the iPhone and the iPad tablet computer. It was founded in 1976 by Steve Jobs, Steve Wozniak and Ronald Wayne. YouTube is a popular video-sharing website started in 2005 by Steve Chen, Chad Hurley and Jawed Karim. People upload video clips to share with others. Some TV companies also upload clips. In 2006 the website was bought by Google. The Nobel Prize refers to a set of the most prestigious international awards for great achievements in various categories. The prizes were established by the Swedish inventor Alfred Nobel in his will in 1895. Since 1901 the prizes have been awarded in the following categories: Physics, Chemistry, Medicine, Literature and Peace. In 1968 the Central Bank of Sweden established a related award in Economics, called the Nobel Memorial Prize in Economic Sciences. All the prizes are presented in Stockholm, Sweden, with the exception of the Nobel Peace Prize, which is awarded in Oslo, Norway.

7.4 Denver is the capital city of the US state of Colorado with a population of 600,000. It is sometimes called the Mile-High City due to its elevation at exactly one mile above sea level. Denver is only 20 kilometres east of the mineral-rich Rocky Mountains, which made it a convenient location for mining and energy companies. The city developed rapidly in the 1970s and early 1980s as a result of the energy crisis and soaring oil prices. This period of the city’s economic boom was depicted in the soap opera Dynasty. LinkedIn is a social networking website which allows its users to create profiles with information about their professional lives. It is mostly used to form relationships of a business nature. The website was launched in 2003 and it is available in a number of different languages, with users in over 200 countries.

7.5 Pythagoras (circa 570–circa 495bc) was a Greek mathematician and philosopher. He is famous for developing the Pythagorean Theorem, which states that in every right-angled triangle the square built on the longest side has the same area as the two squares built on the other sides put together.

Archimedes (circa 287–circa 212bc) was a Greek mathematician and inventor. Despite sparse information about his life, he is often considered the greatest mathematician in antiquity, whose work contributed a lot to the development of geometry. However, Archimedes is mostly known for discovering Archimedes’ Principle, one of the basic rules of hydrostatics. It states that a body immersed in a fluid loses as much of its weight as the weight of the fluid displaced. Archimedes was a great engineer too. He built defensive war machines to protect Syracuse, the Greek city in Sicily, where he lived. The Maya people are diverse ethnic groups from Central America who speak the Mayan languages. They are native inhabitants of southern Mexico, Guatemala, Belize and Honduras. The ancestors of the Maya people created the Maya civilisation, one of the finest pre-Columbian cultures of city-states, which flourished in the Yucatan Peninsula in the first millennium of the modern era. There were 8 million Maya people living in the region before the arrival of Europeans in the 15th century. These days the Maya population is estimated at 7 million.

7.6 Mario is a Nintendo video game character, created by Shigeru Miyamoto. Mario is an Italian plumber living in the Mushroom Kingdom. His main goal is to rescue Princess Peach from the hands of a villain named Bowser. Mario first appeared in the early 1980s and has been in over 200 games since then, as well as numerous TV shows, films and comics. Minecraft is a video game released in 2009. In its core version, the game consists of moving around in a world made of 3D cubes and breaking them up to build new constructions. The cubes represent various materials which the player gathers and uses to create new structures. The world consists of different types of terrain such as deserts, mountains, forests or seas. There are several game modes, in which the player has different options and goals.

Unit 8 Around the globe 8.1 Hawaii is a group of islands in the Pacific Ocean. It is the newest of the 50 states of the USA. It has hundreds of islands although there are only eight main ones. Its original culture is mainly Polynesian. Until around 1820 there was no written Hawaiian language; history and culture were passed on by oral tradition until American missionaries wrote a language based on the sounds they heard. Hawaii is a popular tourist destination because of its warm climate, beautiful beaches and volcanoes. It is the only state which is not in the Americas. The highest mountain in Hawaii is Mauna Kea and is 4,205 metres high. However, if you measure the mountain from its base on the seabed of the Pacific Ocean to the top, it is higher than Mount Everest, at 10,200 metres!

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Culture notes California is an American state, located in the southwest of the USA, on the Pacific coast. It is the most populated US state, with 38 million people residing on 424,345 square kilometres. The capital of California is Sacramento, but the state’s biggest cities are Los Angeles, San Diego, San Jose and San Francisco. California officially joined the USA under the Compromise of 1850. At the same time California began to boom as a consequence of the Gold Rush. California is home to the Hollywood film industry and innovative high-tech companies in Silicon Valley. It is also known for the production of fruit and wine.

8.4 Rabbit-Proof Fence is an Australian film from 2002, directed by Phillip Noyce. It is a screen adaptation of the book Follow the Rabbit-Proof Fence, by Doris Pilkington Garimara. It is based on a true story of three Aboriginal girls, including the author’s mother, who ran away from the Moore River Native Settlement in Western Australia and walked for nine weeks along a rabbit-proof fence to go back to their families. The rabbit-proof fence, currently called the State Barrier Fence of Western Australia, was constructed to prevent rabbits and other pest animals spreading to Western Australia from the east. The girls belonged to the so-called Stolen Generation of mixed-race children who were taken away from their Aboriginal parents by force in the early 20th century. The film opened to excellent reviews and has received numerous international awards and nominations. The film’s musical soundtrack was composed by Peter Gabriel. The Aboriginal Protection Act of 1869 empowered the government of the then colony of Victoria in Australia to decide about the lives of Aboriginal people. It controlled such aspects as their residence, employment and marriage. The Act was soon expanded by the Half-Caste Act, which permitted authorities to remove Aboriginal people of mixed origin from their families and homeland to make them adapt to white society. Chris McCandless (1968–1992) was a young American hiker. In 1992 he went into the Alaskan wilderness in pursuit of a simple solitary lifestyle. His frail body was found four months later. He is thought to have starved to death, probably as a result of plant poisoning, which prevented him from hunting or gathering food. His travels and adventures inspired Jon Krakauer to write the nonfiction book Into the Wild, published in 1996. The book elaborates on an extensive article about McCandless that Krakauer had published in the American magazine Outside three years earlier. Into the Wild is also the title of the 2007 film adaptation directed by Sean Penn. Robyn Davidson (b. 1950) is an Australian writer and traveller. She is mostly known for her book Tracks, in which she writes about her 2,700-kilometre journey on foot across the deserts of west Australia. In 1977, accompanied by a dog and four camels, she set out on a nine-month trek from Alice Springs to the west coast. A year later she described the experience in an article for National Geographic Magazine. The article generated so much interest that Davidson went on to write a book. Tracks came out in 1980 and was highly acclaimed by critics and readers. In 2013 Tracks was made into a film, directed by John Curran and starring Mia Wasikowska as Robyn Davidson.

Cheryl Strayed is an American writer. Her work has been published in various magazines and newspapers and she has also written three books. Her second book, Wild: From Lost to Found on the Pacific Crest Trail, was published in 2012 and describes her journey on foot along a 1,100-mile trail. After a series of tragedies and disasters in her personal life, including the death of her mother and the break-down of her marriage, she set out on the three-month hike. The long, physically-demanding journey helped her to overcome her problems and find inner-peace. Her book was made into an acclaimed film starring Reese Witherspoon in 2014. The Pacific Crest Trail (PCT) is a long-distance hiking trail which goes through the Sierra Nevada and Cascade mountains. It begins at the American border with Mexico and ends at the US-Canadian border and is 4,286 kilometres long. The Gobi is a large desert in Asia, which covers an area of almost 1.3 million square kilometres in northern China and southern Mongolia. The dry climate of the Gobi results from the Himalayas preventing rain-carrying clouds from reaching the area. The Gobi is known for numerous discoveries of dinosaur fossils. Death Valley is a desert valley in the US state of California, near the border with Nevada. It is part of the Mojave Desert. It is also the deepest depression in North America, lying at eighty-six metres below sea level at its lowest point called Badwater Basin. It is the depth of Death Valley and its surroundings that make it one of the hottest places on Earth, with the highest temperature ever recorded being 56.7°C. The Sahara Desert is the largest hot desert in the world. It covers most of North Africa, stretching across the whole continent from the Atlantic to the Red Sea. It covers an area of 9.4 million square kilometres. The name Sahara comes from the Arabic word for desert. In places, Saharan sand dunes are as high as 180 metres above sea level. The South Pole is the southernmost point on the surface of the Earth, located in Antarctica. It is determined by the point where the Earth’s axis and the Earth’s surface intersect. It is one of the coldest places on Earth, with an average yearly temperature of -49.3°C. On 14 December 1911 the Norwegian Roald Amundsen and his companions became the first people to reach the South Pole. In 1956 the USA built a scientific research station there called the Amundsen-Scott South Pole Station. Since then the South Pole has been continuously inhabited. Siberia refers to the vast region of northern Asia that extends from the Ural Mountains to the Pacific. It has been part of Russia since the 17th century. Siberia is characterised by a severe climate with extremely low winter temperatures, an abundance of natural resources and low population density. It is also infamous for having been used as a place of imprisonment and exile in the former Soviet Union.

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Culture notes 8.6

8.7

The Giant Crystal Cave is a cave in Naica, a mining town in the north of Mexico. It is part of a working lead, zinc and silver mine. The cave is famous for enormous gypsum crystals, some of the world’s largest crystals ever discovered. The biggest specimen weighs 55 tonnes and it is 12 metres long. The cave lies 300 metres below the surface and is difficult to explore due to the inside temperature reaching up to 58°C and extremely high humidity.

Zakynthos is a Greek island located in the Ionian Sea. It is a popular holiday destination, famous for its picturesque 123-kilometre-long coastline. Since 1999 it has been the site of the National Marine Park of Zakynthos, located in the southern part of the island. The Park is famous for the Bay of Laganas and its beaches, which are used by the loggerhead sea turtle as nesting grounds.

Ha Long Bay is located in north-eastern Vietnam, near the mouth of the Bach Dang river, covering an area of 1,553 square kilometres. It is famous for its spectacular scenery and, as such, is one of the biggest tourist attractions in East Asia. There are over 1,600 limestone islands and islets, which make a unique seascape, created in a process of erosion over millions of years. Ha Long Bay was designated a UNESCO World Heritage site in 1994. Cape Town is the second largest city in South Africa, with 3.7 million people living in the metropolitan area. Its population constitutes one of the world’s most multicultural cities. Cape Town is located on the shore of Table Bay, on the Atlantic Coast, near the southernmost tip of the African continent. It is a famous tourist destination thanks to its beautiful harbour and two scenic landmarks: Table Mountain and Cape Point. Cape Town was founded by the Dutch in 1652 as a supply station for Dutch merchant ships and soon became the economic hub of the region. It is now the second biggest economic centre in South Africa. As its legislative capital, it is the seat of the National Parliament. Table Mountain is the 1,084-metre landmark mountain which overlooks the South African city of Cape Town. As its name suggests, the flat top of the mountain resembles a table top. The top is almost three kilometres long and has steep vertical cliffs at the edges. Table Mountain is part of the Table Mountain National Park and is a famous tourist destinations. It can be easily reached by cableway, but it also attracts hikers thanks to a network of over 550 trails.

The loggerhead sea turtle is the biggest hard-shell turtle in the world. The average adult measures about 90 centimetres and weighs 135 kilograms, but specimens twice as long as this, weighing almost half a tonne, have also been found. The loggerhead inhabits all the world’s oceans and the Mediterranean Sea. It is considered an endangered species. Its population, estimated at 200,000, has decreased due to industrial fishing nets, its slow reproduction rate and the loss of nesting sites. The Masai Mara National Reserve is a wildlife reserve, located in south-west Kenya, on the border with Tanzania. It adjoins the Serengeti National Park in Tanzania, and is one of Africa’s most diverse and fascinating eco-systems. The whole area is famous for the Great Migration, the world’s largest mammal migration, in which countless herds of gnus (also called wildebeest), zebras and Thomson’s gazelles move to and fro between the Masai Mara and the Serengeti on a yearly cycle. Africa’s big cats – the lion, the cheetah and the leopard – can be found in the Masai Mara in relatively large numbers. There are also elephants, buffaloes, black rhinoceroses, hippopotamuses and Nile crocodiles. The unique and rich wildlife attracts many tourists, making the reserve the most popular safari destination in Africa. Fraser Island is an island located off the eastern coast of Australia. It spans 1,840 square kilometres and is the largest sand island in the world. The sand it has been accumulating for over 750,000 years. Almost the whole island is now part of the Great Sandy National Park. In 1992 the island was declared a UNESCO World Heritage Site. Fraser Island has about 200 permanent residents but it is extremely popular with tourists due to its unique landscape and varied wildlife. It is home to the last remaining pure dingoes in Eastern Australia. To protect the species, dogs are not allowed on the island. Punta Tombo is a peninsula located on the Atlantic coast of Argentina. It is three kilometres long and 600 metres wide and it is famous for being the nesting site of Magellanic penguins. They arrive in Punta Tombo between September and April, to lay their eggs and look after their offspring. It is one of the world’s largest penguin colonies and also one of the most accessible and as such it attracts about 100,000 visitors every year. Yellowstone National Park is a nature reserve in the USA, with an area of more than 8,900 square kilometres. It is famous for its active volcano and hot water springs and is home to hundreds of different bird and mammal species. Approximately 4 million people visit the park every year.

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Students’ Book audio script Starter unit 0.7 UK vs USA CD ∙ 1.7 MP3 ∙ 7

Exercise 2, page 10

Jo = John Je = Jess Jo: How are you finding life in the UK? Je: Oh it’s great, but everything’s so expensive here. Jo: Really? More expensive than in the States? Je: Oh yes, the cost of living is a lot higher in the UK and salaries are quite a bit lower. Jo: Oh, I didn’t know that. I thought that things were pretty similar in the UK and the USA. Apart from the fact that everything is much bigger in the States. Je: Yes, that’s so true! When you go into a restaurant in the States, food portions are enormous. A lot bigger than here in the UK. I never finish a meal in the States. Jo: Oh dear, what a waste! Je: Not really. You can take the leftovers back home. Jo: Oh, that’s good. So what else is different? Je: The most noticeable thing is the size of houses. They’re much, much smaller here. Most houses in the States have basements and far more space. For instance, in the States I have a walk-in closet for my clothes. Jo: Closet? Je: Oh, that’s a wardrobe. Here in the UK I have a small wardrobe for all my clothes – it’s horrible! The other thing that’s hard is housework – it’s a lot harder here because there are fewer appliances than in the States. I need my American washerdryer! Jo: Is there anything that’s better here? Je: Oh sure. Here I can go to the doctor for free. Health care isn’t as expensive as in the States. The other really good thing here is that employees get a lot more time off than they do in the States. And I love all the museums and historical buildings. British people visit museums far more frequently than Americans. Jo: Do you think you’ll ever get used to living in the UK? Je: Oh yes, the longer I live here, the more I like it.

0.8 USA vs UK CD ∙ 1.8 MP3 ∙ 8

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Exercise 4, page 11

The UK hasn’t been invaded since 1066, when King Harold was defeated by William the Conqueror.

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One in eight workers in the USA has been employed by McDonald’s at one time or another.

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Eighty percent of everything on sale in the UK is bought by women.

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When Abraham Lincoln became President of the USA in 1861, slaves were still being imported from Africa. During his presidency, Lincoln had slavery abolished.

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In 1918 women over thirty were allowed to vote in elections in the UK. Women over twenty-one weren’t allowed to vote until 1928.

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Eight billion chickens are consumed in the USA each year.

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The UK king Henry VIII had been married six times and had two of his wives executed by the time he died in 1547.

Unit 1 Do your best 1.2 Grammar CD ∙ 1.13 MP3 ∙ 13

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Exercise 2, page 14

What are you reading? Oh this? It’s a book about people who become successful because they do what they love doing. Oh that sounds good. What sort of thing? Well, I’m just reading about a famous ballet dancer called Gillian Lynne. When she was a little girl, her teachers at school complained that she didn’t pay attention and was always fidgeting and disturbing her classmates. So her mother arranged for her to see a psychologist to find out what her problem was. Oh right. Anyway, the psychologist talked to the girl’s mother and then he put some music on the radio and left Gillian on her own in his office. He told the mother to watch Gillian through a window and as soon as they left the room, the little girl got up and started dancing. Ah, that’s so clever! I know! The psychologist realised that Gillian didn’t have a problem – she just had a gift for dancing. So what did the mother do? She sent her daughter to a dance school and Gillian ended up being a famous ballet dancer and choreographer. Wow, that’s a great story!

Until 1913 it was legal to have children sent to other parts of the USA by parcel post.

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1.3 Listening CD ∙ 1.15 MP3 ∙ 15

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Exercises 4 and 5, page 15

My earliest memory? I have very clear memories from the Christmas before my third birthday. I also remember my third birthday party vividly and I remember other events very clearly from when I was three years old. Some people say I must have confused a memory with photos I’ve seen of the same events. But I’ve asked my mum about it and she agrees that my memories are accurate. For some of them, there’s no photographic evidence or anything that I could have used to ‘create’ the memories in my head, so I believe they’re real. Most people in my family have rubbish memories, but my grandfather’s amazing. He’s not like other old people who are losing their memory and get confused – he’s really switched on. He remembers dates and names and places. He can even recall in detail events that happened fifty years ago – and he’s seventy-seven! I’m sixteen and I can’t remember what I did yesterday! I wish I had his memory – it would help me a lot in my exams. I asked him how he manages to remember things so well and he says it’s because he drinks green tea! I think it’s because he reads a lot and stays active. He walks every day – he’s much fitter than I am. I’ve read that a lot of innocent people get convicted of crimes they didn’t commit because a witness has identified them wrongly. That’s terrible. Apparently, it’s hard for most people to remember someone’s face correctly, especially if you only see them for a few brief moments. I think I’d be really good at recognising criminals and I’m sure I wouldn’t choose the wrong person in an identity parade because I never forget a face. I only have to see someone once and I can remember them in detail. I just wish I had an equally good memory for names. I saw a documentary last night about a boy who can’t forget anything about his past life. He can tell you exactly what he was doing on a date and at a time in the past – and he can tell you details like what he was wearing, what he ate, what the weather was like. So you can say, ‘What did you do for your fifteenth birthday?’ and he can remember everything about it. He’s the only one in his family with a memory like that. In fact, they said he has a very rare condition – it has a name but I can’t remember it. It’s slipped my mind

1.5 Grammar CD ∙ 1.21 MP3 ∙ 21


What do Barack Obama, Prince William, Paul McCartney, Diego Maradona and Bart Simpson have in common? They’re all left-handed. In fact, ten percent of the world population is left-handed, and I’m one of them.

I have no idea why I use my left hand or what causes someone to be left-handed but according to studies, it’s a combination of genes and the environment that make someone use one hand rather than the other. In left-handed people, the right hemisphere of the brain is dominant. This means left-handers tend to be creative and visual thinkers. You would therefore expect to find more left-handers working in music, the arts and media in general. Dominance of the right hemisphere also enables left-handers to be better at 3D perception, so it’s no surprise that a high proportion of left-handers decide to become architects. Left-handers have good coordination too, which may explain why a greater number manage to pass their driving test first time. There is also a high percentage of lefties in the world of sport. Tennis champion Rafa Nadal is naturally right-handed but he has chosen to play tennis with his left hand. He keeps winning, so it’s a decision that seems to have worked out well for him.

1.6 Speaking CD ∙ 1.24 MP3 ∙ 24


Personally, I think it’s absolutely vital. Actually, I’m having lessons at the moment and I intend to take my test next year. My family and I live on the outskirts of the city and it takes me ages to get to the centre on the bus for school or to meet my friends. Driving into the city would be so much more convenient, so for this reason, I feel it’s really important that I learn.

Focus review 1 CD ∙ 1.25 MP3 ∙ 25

Exercise 8, page 25

1

I was beginning to fall behind in Biology class, so I decided to go along to the local science centre, where they were advertising some free workshops. I’m really interested in Science, but the lessons in school are pretty dull and the teacher doesn’t seem very motivated, but dropping out’s not an option. At the centre though things are very different, much more hands-on, and the instructor is really supportive. He actually voted my last project as the best in the group, which makes me want to work even harder. And the funny thing is, my marks at school have actually started to improve as a result.

2

I’m really into science fiction and was curious about what a course on creative writing would involve. One thing I didn’t expect was that the course would be so demanding and I’ve already fallen behind a little. I’m not sure what the tutor will say if I don’t catch up on the work that’s due. I mean, it’s free and we’re all there voluntarily – even the tutor, I believe – so I doubt I’ll be asked to quit the course. I’ve never been the most hard-working person and the other students in class strike me as being rather studious, so I know I can’t put off doing the work indefinitely.

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Students’ Book audio script 3

4

I’ve always wanted to do a drama class, so when the opportunity came up to do one nearby, I jumped at the chance. The tutor’s great and the other students on the course all seem very selfmotivated, which I guess is important on a free course such as this – otherwise you just wouldn’t go, right? I plan to go on and study Drama at university and I dream of one day making a living out of being on stage. Naturally, I’m keen to soak up as much knowledge as I can in the hope that this will help me improve my acting skills. My high school grades in art are fine, but I just wanted to try some new approaches and was looking for inspiration. I was a little worried initially as I’ve never been a very sociable person, but everybody at the art club struck me as being really open. The tutor came across as being very hard-working and focused – which I wasn’t expecting as you hear about these volunteer teachers being a bit lazy and unmotivated. The next assignment, painting or sketching something about our earliest memory, is rather challenging, but I’ve got lots of ideas and I’m feeling really creative again!

Unit 2 It takes all sorts 2.3 Listening CD ∙ 1.30 MP3 ∙ 30


Good morning, everyone. Thanks for coming to this talk about the science of love. My name is Ruby Niverton and I’m a neuroscientist – that means I study what goes on in people’s brains. It wasn’t my original career plan – that was to be a biologist – but I later discovered that for me the brain is a lot more interesting than the body. And the fact is that there is so much that we still don’t understand about the workings of the mind. Something that neuroscientists have been taking an interest in recently is the nature of ‘love’. Experts from all over the world have been doing research into this fascinating aspect of human behaviour; here in the UK, but also in China, where the most important recent research has been done. Those studies show that the feeling we call love is actually a chemical reaction in the brain and they have done tests to show this. It appears that the powerful feeling of loving someone has similar roots in the brain to the reasons we become hungry or thirsty. It’s a very strong chemical need! In other words, it’s like a drug. And as with a drug, this need builds up, or rather, it develops. First, you’re attracted to another person. Then you start going out with them and you really fall for them. You start to think about them all the time and then you realise that you are madly in love. What has really happened is that you’ve developed an addiction. You can’t live without the reaction you get from being with or thinking about this person. The evidence for this has come from different types of

tests. One was filming the reactions of people when they were put in different situations, asked questions or shown photos of people they loved. What the Chinese scientists also did was to put people in brain scanners to look at their brain activity when they looked at the photos. They then compared the results with the brain activity when the people were shown photos of people they had no feelings for. The results were pretty dramatic! It seems that deep in the centre of the brain there is a very primitive part that developed a long time ago – about 65 million years, in fact! Long, long before the time – about 4 million years ago – when man is thought to have stood on two legs for the first time. Scientists believe that this is linked to very basic needs related to survival. It makes us want the things we need to live – like food, water and … love – because love leads to a continuation of our species! Not just having babies, but bringing them up in secure family units until they are grown. Strangely, scientists have also found that this area of the brain related to addiction is also active when we eat chocolate! And as with other things that we can be obsessed with, it’s hard to cut off that obsession when we want to. Just as it’s hard to stop eating chocolate, it’s also very hard to stop loving someone – even if you split up with that person. However, scientists are working on a cure for love – who knows, maybe in a few years a tablet will be on sale that can stop us hurting so much when the love of our life leaves us! Now would that be a good or a bad thing? Let’s have some questions … CD ∙ 1.33 MP3 ∙ 33

Exercise 10, page 29

1

Ruby Niverton specialises in neurology.

2

She is passionate about her latest project.

3

She focused on observing brain activity.

4

Some broken-hearted people were involved in the experiment.

5

She concluded that love is associated with two different areas in the brain.

2.6 Speaking CD ∙ 1.37 MP3 ∙ 37


OK, a memorable day out. Hmm, let’s see. Right, so I’m going to tell you about a great day out that I had at the local lake. This took place about a month ago, on a Saturday, and I had been working really hard studying after school in the evenings and at weekends. I hadn’t been out for weeks and I felt like I really needed a break. So I called my friend Lisa and we decided we would take a picnic and go to the lake not far from our village. The weather wasn’t great, but we went anyway and as soon as we got there, the sun came out. Initially, we were the only people there, but it’s a popular spot and, as expected, other people soon started arriving. As we were sitting there on our blanket, another group of teenagers came and sat down right next to us. They were really friendly and

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Students’ Book audio script we chatted for a bit, then someone got a flying disc out. All of a sudden, the weather changed and out of the blue, it started pouring with rain. We were going to go and then someone said we might as well go for a swim as we were wet anyway. Swimming in the rain was fantastic and fortunately, after it stopped raining, the sun came out again and we ended up staying all afternoon. Eventually, the evening came and it started to get cold, so we headed home. Without a doubt, it was one of the best days I’ve had in ages and a welcome break from studying. We’re planning to meet our new friends again as soon as we’ve finished our exams. Funnily enough, the best days are often the ones you don’t really plan.


the same name, Linda, then got married a second time to wives with the same name, Betty! They gave their sons the same name and both of them called their dogs Toy! Many people would love to have a twin but not all twins are happy about it! As a twin myself, I know that twins can have a lot of problems. One of these is that there is often a lot of competition between them, particularly when they are young. Both children want the parents’ attention. Also, twins don’t always like looking the same and when they are older, they try to dress differently and have different careers in order to be seen as individuals. The problem is that our appearance, abilities, interests and so on develop because of our DNA and therefore twins can’t escape their similarity!

Exercise 8, page 39

I’m here today to talk about a very special family relationship: twins. It’s an interesting topic for me for two reasons. Firstly, I’m a psychologist, and the relationship between twins has always fascinated people of my profession. Secondly, and maybe more importantly, because it has given me a special interest – I’m a twin myself! As you all know, I’m sure, there are different types of twins, identical and fraternal. Fraternal twins are more common – these are twins that are born from different eggs in the mother. That’s what I and my brother are. The other type of twin is ‘identical’. These are babies born from the same egg and this is rarer. In fact, only one third of all the twins in the world are identical. There’s another interesting point. The percentage of identical twins around the world is more or less the same in every country, but it seems that geography has an effect on the number of fraternal twins. For example, in Japan for every thousand births, there are about six sets of twins. However, in some parts of Africa there are twenty sets! There’s actually a school in England that at one point had twenty sets of twins attending classes. That beat the world record by twelve sets! A year ago six sets of identical twins started at the school at the same time. All students at the school wear uniforms, so it was very hard to know who was who. Although the similar appearance of twins is very interesting, psychologists are particularly interested in another connection. A lot of people believe that twins have a psychic relationship – that they know what their brother or sister is thinking. But how true is this? Can twins communicate without words? Do they know when their twin is in danger? It’s interesting, and here my reactions are different! As a scientist, I say, ‘No, psychic ability doesn’t exist,’ but as a twin, I have to say that I’m not sure! There are many stories about twins around the world that have had big coincidences in their lives. Twin mothers in the USA had baby sons within two hours of each other although they were supposed to have been born four weeks apart. And there’s the famous case of ‘twin Jims’, who were separated at birth and brought up by different families. First they married wives with

Unit 3 A place to live 3.1 Vocabulary CD ∙ 1.40 MP3 ∙40

Exercise 3, page 40

We went into the student cafeteria at London University and asked the question, ‘What makes a city a good place for young people?’ 1 Lisa My number one priority is open spaces for running. I like a city with plenty of parks and cheap sports facilities. I can’t stand places where everything closes at six o’clock in the evening! I love cities that are hectic and never sleep and where you have good nightlife with a wide choice of things to do – cinema, theatre, music, restaurants – but young people don’t have much money to spend, so it’s important that all those things are affordable. 2 Gudrun I’m into art and fashion, so I love places like London where you can see some really crazy fashions and some good graffiti and other street art. I can’t afford to go into expensive designer shops, so I like flea markets and second-hand clothes stores. Buses and underground are really expensive in London. Where I come from, I can go everywhere by bicycle, but it’s too dangerous here. The cycle lanes are too narrow and I’m afraid to use my bike. So I walk, but London’s enormous, so I walk a lot. I guess it keeps me fit, but my ideal city has cheap public transport and safe cycle lanes. 3 Liang I’m studying here now, but when I’ve finished my degree, I’ll go back to China. I live in Shanghai and it’s an exciting modern city full of gleaming skyscrapers, but that’s not important for me. It’s a very expensive place to live and often the smog is so thick that you can’t see to the other side of the road. I’d rather live somewhere less polluted. But the best thing about Shanghai is that there are plenty of job opportunities – I just hope I get a good job when I go back.

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Students’ Book audio script 4 Josh Well, one of the most important things for me is to be in a place with lots of other young people. I come from a picturesque town on the coast. Tourists love it – it’s got quaint little backstreets, leafy neighbourhoods and breathtaking views over the sea. But I don’t care about those things. My hometown is full of retired people, so there’s nothing for young people to do. I’d prefer to live in a run-down, inner-city area in a big city where there’s lots going on. I think a city is more interesting if it’s multi-cultural too. Where I’m from, most of the people who live there were born there.



1 Welcome to The Lifestyle Programme. Let’s start with the shocking results of a recent survey: thirty-five percent of British people do not know any of their neighbours. Well, it’s not a problem for residents of Springhill co-housing project in the southwest of England. Springhill is a new housing development of thirty-five homes in a typical residential area. Residents have their own self-contained flats or houses and gardens but share a common house for communal meals. The co-housing idea comes from Denmark, where it is well-established, and according to the latest government housing figures, eight percent of Danish people live in this way. There is growing interest around the world in the model as a provider of affordable, sustainable social housing. Building materials are natural or recycled. Springhill is not only sustainable in building terms, but in human terms too, encouraging the daily social contact that we know is a key to health and happiness. We’re sure there’ll be 100 percent improvement in neighbourly relations at Springhill. And now for a look at a different kind of co-housing … 2 A: Come on, we’re going to be late for school. What are you reading? B: Oh, it’s one of Dad’s business magazines. Have you seen the plans for this Freedom Ship? A: No, what is it? B: Well, it’s just a concept at the moment, but they’re planning to build a huge ship that looks like a floating tower block, with an airport on top. A: That sounds a bit unstable if you ask me. Let’s have a look. Oh, that’s amazing! It looks like a multi-storey car park! I wouldn’t like to be on it in bad weather. Are they really going to build it? B: Only if it can be profitable, so if you ask me, I’d be surprised. They need billions of dollars to even start, so it may never happen. It says here that there are people with disposable income who want to invest in the project and use it as their second home, but I shouldn’t think many people would want to live on it. They want to make it nearly two kilometres long – nearly two kilometres long! That doesn’t sound possible! A: Where will it dock?

B: According to this article, no ports will be big enough for it to enter, so it’ll just be sailing around the world non-stop with 50,000 people on board. A: Well, I won’t be one of them! Come on, it’s time to go. 3 Today I’m reporting from The House and Home Show and I’m going to start with a question: where will you be living twenty years from now? Well, I think I’ve found the answer to that question. You’ll probably be living in the kind of house on show here. I’m looking around a fully connected smart home and it’s like walking into the future! But what is a smart home and how will smart technology benefit our lives? OK, a smart home can be rewired, so household appliances such as fridges, light fixtures, security systems and thermostats can be controlled by the homeowner using a mobile device. One benefit is that the smart home can save energy costs – even when you’re not at home, with the tap of a finger on your mobile phone, you can switch off lights, close windows and control the heating. With the smart home you gain more hours in the day – when you’re running low on milk, your fridge can order more and it can be programmed to manage all your shopping. The fridge will even advise on recipes based on what you’ve got in stock. Domestic chores just got a lot easier! This is my dream home!

Unit 4 The cost of living 4.2 Grammar CD ∙ 2.5 MP3 ∙ 58


L = Laura M = Mum L: Mum, guess what! Jamie got tickets for us to see Beyoncé tonight. It was sold out but he got them online. M: You know it’s risky buying tickets online, don’t you? L: Is it? The guy’s meeting us outside the concert with the tickets. M: OK, but just be careful, won’t you? Don’t give him any money until you see the tickets. L: Don’t worry! It’ll be fine. Right, Jamie’s picking me up in five minutes. M: Jamie? But he hasn’t passed his driving test, has he? L: Yes, Mum, he passed it weeks ago. M: Oh right … Wait a minute. You’re not wearing my earrings, are you? L: Oh, um, yes, I am. I forgot to ask you. Sorry. M: You know they’re worth a lot of money, don’t you? L: Are they? But you never wear them, do you? M: Look, it’s fine but just don’t lose them, will you? It’s so easy to lose things at concerts. L: Stop worrying about everything, Mum. I’m always careful when I borrow your things, aren’t I?

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I = Interviewer M = Martin I: Welcome to The Shopping Programme. In this episode we’re looking at the growing market in the UK for second-hand goods and the different places where you can buy and sell these preowned items. To get us started, we have a guest in the studio. Hello and welcome, Martin Richards. Martin, you sell second-hand goods on the market, don’t you? Can you tell us where you get them from? M: Yes. Hello. Basically, I buy and sell the contents of luggage that is lost at airports and unclaimed by their owners. I: There are thousands of bags and suitcases that go missing at airports, aren’t there? M: Yes, absolutely. 26 million checked bags go missing from international flights around the world every year. Heathrow is one of the busiest airports in the world, with nearly 200,000 people passing through the airport each day. Unsurprisingly, 45,000 bags go missing every month. I: Amazing! So how do you get hold of this unclaimed lost luggage and what do you do with it? M: Well, I certainly don’t get them from the owners! I go to an auction house in London – they buy the lost property from Heathrow Airport and sell it weekly to individuals like me. Then I have a stall on a market where I sell the clothes that come out of the lost suitcases. I: So how much do you pay and what kind of things do you get? M: Well, there’s an element of chance when you buy a suitcase as you can’t look inside before you bid for it. The better the suitcase, the more likely you are to find designer clothes. But you could be very unlucky with a high-quality bag and just find dirty socks – that’s the chance you take. Luckily, the auctioneers open the bags and throw away anything horrible like food that’s gone off or wet stuff that’s gone mouldy. When you buy suitcases, you just get clothes. Then they take out electrical goods and shoes and they sell those in separate lots. I: If we could just go back to what you were saying before, it’s really surprising how many bags get lost! Have you any idea how this happens? M: Apparently, the most common cause of lost luggage is when people check in their bags either too far in advance or at the very last minute. Things can also get lost if passengers transfer to other flights. But you wouldn’t believe what the most commonly lost thing is: children’s buggies! That’s what I find most shocking – I just don’t understand how people can leave the airport carrying the child and not remember the buggy! I: One last question, Martin. Do you feel a bit strange handling people’s personal belongings?

M: Um, that’s a good question. The easy answer is, ‘No, I try to think about it as a job.’ But if I’m honest, I do often wonder who these people are, where they’re from and where they were going. Once I found a wedding dress in one of the suitcases – I just hope they lost it on the way home. I: Absolutely. I’m sure those suitcases could tell a few stories. Thank you, Martin. Now …

4.5 Grammar CD ∙ 2.15 MP3 ∙ 68


J = James E = Ellie J: It’s Bella’s birthday tomorrow and I haven’t got a present yet. Can you give me some ideas? Clothes? E: You definitely shouldn’t buy clothes unless you know the correct size. If you get too small, she’ll think she’s fat and if you get too big, she’ll think you think she’s fat. J: Oh, right, not clothes. How about jewellery? A nice ring? E: A ring? You need to be careful not to give the wrong message – a ring has a special meaning. J: Hmm … A bracelet? E: Yes, with a bracelet you needn’t worry about giving the wrong message. But it must be something really nice. Something she’ll be proud to wear. How much do you want to spend? J: I don’t know. No more than twenty euros. E: Right. You ought to forget jewellery. What’s she into? J: Music. I could get concert tickets. E: That’s good. But you ought to avoid buying them for too far ahead. You may split up and then it would be a waste of money. J: Oh yeah. I know – perfume! E: Do you know what she likes? J: No. E: Well, you ought to! J: I could get her the same as Mum wears. E: No! You mustn’t do that! That’s a really bad idea! Mums and teenagers don’t wear the same perfume. J: Why? Mum’s perfume’s nice. Oh dear! This is more difficult than I thought. I wish I had more time. Should I get a voucher or is that boring? E: It’s boring. You’d better ask her friends for some ideas before the shops shut. They’ll know exactly what she likes. Hurry … CD ∙ 2.17 MP3 ∙ 70

A A: B: A: B:

Exercise 8, page 60

You look tired today. I am. I didn’t have a very good evening yesterday. What happened? I went to the cinema with my brother. The ticket cost a lot and the film was terrible and very long. So it was an expensive evening and we went to bed late.

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Students’ Book audio script B A: Have you seen Katy’s new haircut? B: No, what’s it like? A: I don’t think it suits her. I told her it made her nose look big. She was upset. C A: That new girl came to my brother’s birthday party last week. B: Oh. What’s she like? A: I’m not sure if she’s shy or rude, but she didn’t speak to anyone and she left really early.

4.6 Speaking CD ∙ 2.18 MP3 ∙ 71


O = Oscar E = Emma O: What a week! I’m exhausted. I’m glad it’s Saturday. E: Well, don’t relax too much – we need to do some food shopping. We don’t even have coffee. O: Don’t we? Well, you could’ve said something earlier. How am I supposed to function without coffee? E: Er, well, you should’ve noticed yourself if it’s so important to you. Anyway, there’s a food market on West Street today. I say we get there early. O: What, you mean leave the flat? E: Well, how else do you suggest we do the shopping, Oscar? O: Er, online? I really can’t be bothered to go out, Emma. Going to the market is time consuming and takes effort, but shopping online is quick and convenient. Click, click, click and it’s done. Miraculous! It’s the only way of shopping that allows you to stay on the sofa and therefore, it’s clearly the best choice. Another reason is that, instead of carrying heavy bags half-way across town, someone will deliver everything to the door. What could be easier? E: You are so lazy, Oscar! OK, when you compare the two, shopping online might require less effort, but I wouldn’t choose it because you can’t actually pick the fresh food yourself, can you? If you order online, they can send you all the old stuff. That’s why I’d opt for the market. On top of that, it is actually good to leave the house and interact with other real people sometimes, you know? O: Hmm? E: I mean, I prefer going to the market simply because it’s a colourful and lively place to spend some time. Also, shopping online isn’t the best choice if you consider the environment – all those delivery trucks speeding round the city. Plus, don’t forget it’s much more likely that the food at the market is locally grown and it’s definitely the cheaper option. O: OK, OK! I get the message. How about you go to the market and I stay here? E: That’s fine, Oscar. You can clean the kitchen and the bathroom while I do the shopping. O: On second thoughts, I’ll come with you and help carry the bags. E: Oh, my hero!


Exercise 7, page 67

P = Presenter A = Anne P: I’m here in the studio with Anne Knight, a mystery shopper. It’s very much a niche job and one that’s full of secrecy. Can you tell me a little about your job and what it actually entails? A: Sure. Basically, I’m assigned a number of different stores, in different locations and cities and asked to buy a certain something from a specific department or from a new product range. It could be in a chain of supermarkets, for example, a fast food restaurant or a large department store. I take extensive notes on the appearance and cleanliness of the store, the progression of the queue and the quality of customer service. I then have to write up detailed reports on the overall shopping experience. It’s not as glamorous as most people think. P: Companies are spending millions each year – there’s an increasing need for mystery shoppers and salaries can be impressive, I hear. Do your clients get good value for money? A: I believe so. Retailers are becoming increasingly aware of the competition from online stores and profits are being threatened. They are responding to the fact that shoppers who are actually prepared to set foot inside a store need to be offered a higher quality of service – a more unique and enjoyable shopping experience than they get online. Attracting new customers is desirable through improved customer service but central to the idea is keeping regular visitors coming back. P: Does it work? A: Oh definitely. Once the report has been produced, clients might respond, for example, by employing more cashiers to work the tills, which results in queues moving faster. Or maybe shop floors are cleaner or reorganised, to make them more shopper-friendly. In particular though, a few of the places I’ve visited have been awarded for the good quality of service to their customers. I’m totally convinced that it is a result of my efforts and that what I’m doing benefits everyone who goes shopping – and that’s most satisfying. P: What else do you like about being a mystery shopper? A: Occasionally, we get an exclusive assignment such as checking out a five-star restaurant or doing a report on a store that’s on a cruise ship. Companies really have to spend vast sums for such a service and the pay is very good, so, understandably, such jobs are quite rare. But it does add to the whole unpredictability of the work, which is nice. P: In many ways, the perfect job. A: Believe it or not, it’s actually quite hard to enjoy a meal which costs a fortune in a plush restaurant because you can’t sit there and take notes like you can in a store. Remembering lots of tiny details about the meal, the overall quality of the service

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Students’ Book audio script and the food being served, as well as the much more personal interaction with the waiting staff – all of that can actually distract from the whole experience. And then having to go home or back to the hotel late at night to write reports on everything while it’s still fresh. You really do need to remain focused and detail-oriented. Hardly the perfect way to spend an evening. P: So, it’s not all just about free meals, is it? Thank you, Anne. Stay tuned because next up Michael Bridges will be talking to …

Unit 5 The world at your feet 5.2 Grammar CD ∙ 2.24 MP3 ∙ 77


1 A: Tell us about your weaknesses. B: I’m not a morning person. In fact, I struggled to get up this morning. I’d like to be able to start work after lunch. 2 A: It’s a pity you haven’t had any experience of restaurant work. B: Don’t worry. C: We are very good at eating. B: And that’s why we think we should get the job. 3 A: Do you like the job you have now? B: No, I don’t because I have to answer the phone a lot and I hate that.



P = Presenter DA = Dr Atkins P: In today’s programme we’re taking a look into the future of work. With us in the studio we have a specialist in future trends in the workplace, Dr Atkins. Dr Atkins, what do you think the world of work will look like ten years from now? DA: Well, it certainly won’t look the same as now. Technology now enables us to work anywhere and so there’s been a steady rise in people working from home and a sharp drop in the number of people commuting to work. P: As technology takes over tasks that people used to do, what kind of skills will be useful for people in the future? DA: People will have to focus on the kind of skills that can’t be done by a machine or a robot such as leadership and management jobs or caring for other humans. P: So you don’t think that dentists and teachers should worry about their jobs just yet. DA: No, definitely not. Jobs in the medical and teaching professions will be unchanged. Many of the traditional jobs will still be necessary ten or twenty years from now – we’ll always need

lawyers, politicians, fire fighters and so on. And we mustn’t forget the creative industries: we’ll always need artists, writers and actors. I also think there will be a marked increase in jobs connected with alternative energy. P: What sort of jobs would they be? DA: Well, things like solar panel engineers or wind turbine technicians. P: Right, I see. So which jobs do you think are at risk in the future? DA: Um, I think there will be a gradual decline in jobs in retail – shop assistants aren’t required in the days of online shopping. Any office jobs and factory jobs that can be done by computers and robots will disappear. P: Finally, can you name any job titles that don’t exist now and will in the future? DA: I think we’ll see jobs like body-part maker, robot mechanic and space tourist guide. But I could be completely wrong! CD ∙ 2.26 MP3 ∙ 79


P = Presenter J = Julie G = Geoffrey A = Angie M = Mark P: Welcome back to our programme exploring the future of work. We asked four people their thoughts on their careers and where they saw them in the future. Our first speaker is Julie Robinson, a lawyer. J: A career in law is stable because laws don’t tend to change fast. It’s challenging and potentially well-paid if you get a high-powered job in a top law firm. However, I believe there’s been a sharp drop in law graduates recently because it’s so expensive to study law at university for six years. Some law firms are offering apprenticeships so that trainees can start work and earn a salary while they’re training. Technology has had an effect on our profession – some of the jobs that lawyers used to do can now be done online. Fortunately, these tend to be tedious tasks that nobody liked doing. On the whole, being a lawyer can be an extremely rewarding and lucrative career. P: Our second speaker is Geoffrey Smith, a dentist. G: My dental practice is always busy and I can’t see that changing in the future. As far as clients are concerned, I’ve noticed a marked increase in elderly patients who want to keep their teeth in good condition. Technology has changed the way I work and will probably continue to make my job easier. There have been great advances in the medication we use to manage pain, so my patients can relax a bit more. I know people hate coming to see me! I don’t blame them, but I don’t think they’d be any happier if I was replaced by a robot. P: Our third speaker is Angie Walters, a shop assistant. A: The supermarket where I work is always busy, so it’s hard to believe my job is going to disappear. If you ask me, people want to see what they’re

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Students’ Book audio script buying – I do! But the experts say that there will be a gradual decline in supermarket sales and so my job isn’t secure. I’d hate to lose my job because I think I’ve got great interpersonal skills and I’m quite good at handling difficult customers. Some people think my job’s monotonous, but I find this human contact with the customers very fulfilling. If we close down, I worry that some of my elderly customers will never go out and see anyone. That’s not progress, is it? P: Finally, our fourth speaker is Mark Pomroy, a wind turbine technician. M: I’m working in the alternative energy industry. To work with wind turbines, you need to do a twoyear course in applied sciences and this will teach you the basic technology. The skills you need are to be good with your hands and it helps to have some experience in mechanics. In my free time I enjoy taking car engines apart and putting them back together, so that helps. After studying the basics, I did an apprenticeship with a company and learnt on the job. My job’s demanding, but I think it will be an important career in the near future. P: Well, thank you to our four speakers. It’s interesting to hear …

5.6 Speaking CD ∙ 2.31 MP3 ∙ 84


D = Daniel H = Hannah Friends Hannah and Daniel are working in Daniel’s dad’s bike shop during the summer holidays. Today they are responsible for opening the shop. D: Right, here we are. Have you got the keys? H: Yep. D: Thanks. OK, er … H: What’s the matter? D: I’ve no idea. I can’t seem to open it. H: What do you mean? Just put the key in and turn it. D: Yes, thank you, Einstein. Every time I try to turn it, it gets stuck. H: Well, what’s up with it? D: How should I know? Perhaps there’s something wrong with the lock. H: Well, have you tried turning it the other way? D: The other way? I doubt that’ll work, but let’s see. H: And? D: No, that doesn’t make any difference. Now what? H: Let me try. D: OK … Careful. Not too hard, it’ll … H: Whoops! It’s broken off in the lock! D: Hannah! Why on earth did you do that? H: I didn’t do it on purpose. D: What are we supposed to do now? H: Calm down. I think I might have left the toilet window open round the back. Perhaps if I climb through, I’ll be able to open the door from the inside. At least then we can open the shop on time. We’ll work out what to do about the lock later.

At the back of the shop H: Yes! It’s open. Problem solved. Help me up. D: OK, be careful. I’m not sure this is a good idea. It looks a bit small. Are you sure you’ll fit? H: Are you saying I’m fat? D: What? H: I’m joking, Daniel. OK, one, two, three … oof … ah … ouch! Oh, I can’t get my leg through! D: Are you OK? H: No! I can’t move! D: OK, this isn’t going to work. Come back out. H: OK. Ah … oof! Daniel, I can’t! D: What are you doing? H: I’m stuck! What am I going to do now? D: Well, you should have thought about that earlier. Oh no! That’s it. My dad is going to kill us.

Unit 6 True or false? 6.3 Listening CD ∙ 2.37 MP3 ∙90

Exercise 2, page 85

Reports are coming in from London of a new mural by enigmatic street artist Banksy. Banksy’s real identity is unknown. Some people believe his real name is Robert Banks, while others say that he’s Robin Gunningham, who was born in Bristol in 1973. Banksy has never confirmed or denied any of these reports and his identity remains a mystery even though his art is recognised worldwide. There is an unconfirmed rumour that he trained to be a butcher before becoming a street artist. His graffiti art became famous in the 1990s in Bristol and London, but he chose to remain anonymous at first to avoid being arrested for acts of vandalism. So far he has managed to protect his true identity and has remained out of reach of the authorities. When a new ‘Banksy’ appears in the street, he posts it on his website. This is how he authenticates his street art and confirms to the public that it is genuine and not a fake. His artworks can fetch hundreds of thousands of pounds in auction. It is unclear how much of this money goes to Banksy himself, though people say he is worth 20 million dollars. CD ∙ 2.38 MP3 ∙ 91


A = Alice R = Robert A: What are you doing? R: I’m trying to find some information on the Internet for my art project. I’ve got to do an essay about artists who raise ethical issues through their work. A: Oh, that sounds interesting. I did a similar module on my degree. You should write about street artists like Banksy, who make statements about society through graffiti. R: I don’t know much about him. Do you? A: Quite a bit, yeah. I used to think he was American because he’s done a lot of work in New York, but it turns out that he’s actually English. He’s been doing street art for twenty-five years but

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R: A:

R:

A:

R: A:

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I’ve no idea how old he was when he started. Actually, it’s amazing how he’s managed to stay so enigmatic, but apparently, his friends are really loyal and committed to helping him remain anonymous. I don’t know much about his background – nobody does – but I can tell you about his murals and his painting techniques if you like. Yes, that would be good. OK, he started off painting onto walls and then later he started using stencils and spray cans to speed up the painting process. When you want your identity to remain a secret, you don’t want to hang around the streets too long doing something illegal! I mean, he is breaking the law. Yeah, I suppose he is. Right, let me just finish writing that down. OK, so what’s he trying to achieve with all this? What does he believe in? Well, he’s quite political – he calls himself an activist and he’s against authority in general. He has strong beliefs about people and the way we live our lives. So which issues is he most interested in? He’s anti-war, so some of his murals show soldiers holding flowers instead of guns, to make people aware of the stupidity of war. Look, I’ll show you on this website about him. Ah, right. I like the one of the protestor who’s about to throw a bouquet of flowers. Yeah, that’s a good one and it’s quite obvious what it’s about – it stands for peaceful protest. Banksy also does a lot of paintings of children. His most popular image is a girl with a red heartshaped balloon. Here it is. Oh yes, I love that one. But it’s a bit sad – the balloon is floating away from the little girl. I’m not sure what the underlying message is, but his art really makes you think, doesn’t it? Yeah, that’s right. The meaning isn’t always obvious but I know he’s a strong believer in fairness and equality – that’s why he’s a good subject for your essay.

6.6 Speaking CD ∙ 2.44 MP3 ∙ 97

1


I firmly believe they do. During the 1980s, due to pressure from anti-fur campaigners, the number of fashion designers using fur fell sharply. Sadly, fur seems to be fashionable again these days, so I would say that campaigns and protests are more important than ever. Obviously, protesting is a good way to promote awareness, but I think it is important to make your point peacefully. The anti-fur movement has received criticism in the past for using violent or illegal protests and I also believe these do more harm than good. It could be argued that some of the more shocking images used in protests actually prevent some people from engaging with the movement. Frankly, I find some of the pictures extremely difficult to look at.

2

Well, one obvious advantage is their ability to deliver a message to huge groups of people. Clearly, a lot of the general public are interested in the lives and opinions of public figures and celebrities. When a celebrity supports the anti-fur movement, lots of people take notice. Regrettably, the opposite is also true. When celebrities are seen wearing fur products, it sends the message that fur is glamorous and desirable. If you ask me, there is nothing glamorous or desirable about killing animals for the sake of fashion.

3

I think I’d emphasise just how many animals have died to make their coat, or hat or whatever it is they are wearing. Often, people don’t realise that to make a single coat from fox fur, for example, fifteen to twenty animals have to be killed. I’d like them to think about these poor creatures every time they put on their ‘beautiful’ coat. Can they really justify that much killing just so they can wear fur? In my opinion, fur is beautiful, but only when it’s on the animals to which it belongs. For those who really can’t do without the fur look, there are synthetic products that look exactly the same as the real thing. Some protesters feel that even synthetic fur is wrong as it encourages the fashion to continue, but I don’t feel particularly strongly about that.

Unit 7 Log on 7.1 Vocabulary CD ∙ 3.3 MP3 ∙ 100

Exercise 9, page 97

1 A: Good morning. What seems to be the problem? B: Hello, doctor. I’m not feeling very well. I keep getting headaches. A: OK, I think we need to take your blood pressure. Hmm, it’s a bit high. B: Oh dear! What should I do? A: You need to do more exercise and try not to put too much salt on your food. B: Oh no, I love salt! 2 A: B: A: B:

I think I need to change my glasses. Why? They look OK. Because my eyes hurt all the time. Maybe you’re spending too much time looking at your computer screen. A: Hmm, that’s what my mum says. 3 A: Did you go to bed late last night? B: No, but I couldn’t sleep – I was still awake at four o’clock this morning. A: Oh dear, that’s horrible! I used to have problems sleeping, but since I started running, I sleep like a baby!

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Students’ Book audio script 4 A: B: A: B:

I think I need to get a better office chair. Really? Yes, my knees hurt when I stand up. Well, I suppose you do spend most of your time sitting at your desk. But good office chairs can be very expensive.

5 A: I’m worried about my mum. She has to take medication every day. B: Why’s that? She looks OK. A: She has too much sugar in her blood and it can be dangerous. But the medication helps. 6 A: Jo, stop playing that game now and come and have dinner. B: OK, I’ll be there in a minute. A: Jo! Stop that now. You’ve been playing that game for five hours! Time to stop.



1 SA: Shop assistant J = Julie SA: Good afternoon. Can I help you? J: Oh yes, I’m looking for a new laptop. I’ve got a budget of 300 pounds. SA: Right. You won’t be looking at a top-of-the-range model for that amount, but I’m happy to show you what you can get for 300 pounds. Let’s start here. This one’s a basic laptop with a capacity of 500 gigabytes. J: That sounds good. SA: Well, compared with how computers used to be, it’s not bad. If you just want to do word processing and social networking, it’s a waste of money to buy a more powerful computer. But if you want to do gaming and store films and music, you can get the same computer with a one terabyte hard drive for just 350 pounds – that’s just fifty pounds more. J: I do want to store films and music, but do I need one terabyte? SA: Well, you may be able to do without the extra storage now, but you need to think about the future. If you want to store music and films, it’s well worth spending a bit more. For just fifty pounds, you get a hard drive twice the size. J: Hmm, I’m not sure. I need to think it over. SA: Of course. If it helps you to make a decision, I’ll throw in an external drive with the one terabyte model. 2 S = Sat-nav K = Kate L = Luke S: At the roundabout, take the third exit. Take the exit. L: Are you sure this is right? K: Well, the sat-nav seems to think it is. Why? L: I thought we should be on the motorway by now. I’m going to go towards the motorway.

S: Turn around where possible. K: The sat-nav didn’t like that! I don’t know why you’re going on the motorway when the sat-nav was taking us another route? S: Exit ahead. K: Now it’s trying to make us leave the motorway. I really don’t think we should be on the motorway at all. L: Have we got a map anywhere? K: Why would we need a map? I think we should do what the sat-nav tells us to do. S: After 200 metres, take the exit. L: But I think it’s wrong. Why don’t we stop at the next service station and have a look at a map? Then we can figure out where to go. K: OK, but I don’t know why you bother to have a sat-nav if you don’t think it works. L: It was you who talked me into getting it! I hate sat-navs – they just wind me up. K: You just don’t like being told what to do. L: Sorry? K: Nothing. S: Turn around where possible. 3 A report into street crime in the UK has revealed that 700,000 handsets were stolen last year. Children under fifteen were the most common targets, with up to half a million young people aged between eleven and fifteen falling victim to phone theft last year. The report said that mobile phone robbery was mainly carried out by male teenagers. Overall, mobile phone theft has risen 190 percent since 1995 and police have warned that if present trends continue, thefts are likely to reach 1 million by the end of this year. Since these figures came out, the government have urged mobile phone companies to bring in new security measures. This would allow accounts to be cut off when customers reported the number of their stolen handset.

7.5 Grammar CD ∙ 3.12 MP3 ∙ 109


Nobody knows exactly how numbers originated but, perhaps unsurprisingly, it is thought that numbers and counting began with the number 1. The first evidence of this is the Ishango bone which was found in the Congo region of Africa. The bone is believed to be more than 20,000 years old. It is thought that lines cut into the bone at regular intervals were used for counting. Arithmetic is considered to have originated around 6,000 years ago in Sumeria, an ancient civilisation in modern-day Iraq. There was a system of tokens in use; if you had ten chickens, you were given ten tokens. Then when you sold or killed one of your chickens, a token was removed. It is thought that this is how subtraction, and therefore arithmetic, was invented. Around the time when they were building the pyramids, the Egyptians are known to have invented the numbers 1,000 and 1,000,000.

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Students’ Book audio script It might surprise you to know that before 1500, the term mathematics was understood to mean ‘astrology’. It only changed to its present meaning between 1500 to 1800. In a world dominated by technology, there are said to be unlimited opportunities for mathematicians and an increasing number of students are expected to be doing Maths at university in the future.

7.6 Speaking CD ∙ 3.14 MP3 ∙ 111


M = Mia L = Lucas S = Sam M: Whoa! What’s this? It looks a bit scary! L: I’m not sure, to be honest. S: Hi and welcome to Mind-blowing Machines. I’m Sam and I’m an ‘Explainer’ here at the exhibition. Would you like to know a little bit more about this incredible machine? M: Er, sure. What is it? S: It’s actually a fully-automated remote surgical unit. L: Er, I’m afraid you’ve lost me there. It’s a what? S: Well, basically, it’s a kind of robotic surgeon that can be controlled from anywhere in the world. L: A robotic surgeon? Sounds like something from a nightmare! You’d never get me anywhere near that thing! S: Yes, quite a few people say that, but it’s perfectly safe. It’s operated by a real human surgeon, of course. The two robotic arms here are actually steadier and provide a greater range of movement than the human hand. The machine makes it possible to provide expert surgical services to patients all around the world without the need to travel. M: Are you saying that the surgeon doesn’t actually have to be in the place where the operation takes place? S: Yes, precisely. Using an ultra-fast telecommunications system, the machine would allow a surgeon here in London, for example, to perform an operation on a patient in Australia or Africa or anywhere in the world, in fact. M: That’s amazing! S: Mind-blowing, huh?

2 A: What are you doing? I thought you were doing the washing-up. B: Later. I just thought I’d get half an hour in before we go out. A: Seriously? So I have to do the washing-up again? You play that silly computer game for hours every day. You’d be better off studying for your exam next month. Don’t come crying to me if you fail. B: Oh, it’s just a little harmless fun and it helps me to relax. A: Relax? That’s a joke! You get so wound up that you’re miserable for ages afterwards. And with your high blood pressure … B: Oh, come on! Don’t exaggerate. A: Look at last Wednesday, when Anne and Bob came over. You could hardly be bothered to talk to them because you’d lost on that game. 3 A: I don’t know why I let myself get talked into buying this smartphone. B: What’s the problem? It’s supposed to be a good phone. It has some pre-installed applications – you can see a complete list here. Just keep playing around with it. A: But nothing seems to work. To connect to the Internet, you should go to ‘Settings’ and press ‘Connect’. At least that’s what you’d expect. But look, there’s no ‘Connect’ option. B: That’s weird. It should be simple enough. Is the ‘Wi-fi’ option on? A: It’s hard to tell. When I try to check, the thing just reboots. Nothing does what it’s supposed to do. I’ll have to take it back to the shop.


4 Do you and your classmates enjoy science? Do you have ideas for new inventions? Then enter the Young Inventors Competition. The competition is open to groups of eleven- to sixteen-year-old students and entries will be accepted up to 31 July. Although the judges will be looking at good basic scientific knowledge, what is most likely to get their attention is an idea which is new and different. In the past the competition has targeted specific types of inventions. For example, last year’s students were asked to design something to help the environment. This year the topic is completely open, so let your imaginations roam free! More details can be found on our website at …

1 The entertainment industry is set to launch a new scheme in an effort to combat the high levels of Internet piracy. The project, backed by UK Internet service providers, will see people suspected of downloading illegal content alerted via ‘educational’ letters informing them of where they can download the same content through more official channels. Reports suggest than one in five British people engage in some form of copyright infringement, but many believe that the new measures are not severe enough to curb the growing number of Internet users downloading illegally.

5 A: So, how was the dreaded Science lesson today? B: Actually, not as bad as I’d thought! We’ve got a new teacher and I think she’s going to make Science lessons a lot more interesting. A: That’s good! But I can’t imagine how she’s going to do that. Science is science! B: I know, and I’m really not very good at it. But she started today by showing us part of a science fiction film in class. Then we had a great discussion about how likely it is that the inventions they showed will actually happen. A: Now, that’s my sort of Science lesson!


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Students’ Book audio script 6 A: Are you OK? Why are you moving your hand and fingers around in that weird way? B: I’m just doing some exercises. I’ve got a really sore thumb. I think it’s because I’ve been doing so much writing recently. A: I don’t think so! It’s all the texting you do. You never stop! B: You know, I hadn’t thought of that. You might have a point there. Since this started hurting, I’ve had to try texting with my fingers and that’s really hard. It takes ages, too. A: The easy answer is to cut down on the texting and phone people for a while. You’ll be surprised how quickly it clears up. B: Don’t be silly. If I keep phoning people, I won’t be able to chat to the people I’m with as well, will I?

Unit 8 Around the globe 8.2 Grammar CD ∙ 3.21 MP3 ∙ 118


B = Ben E = Ellie D = Dad M = Mum B: Mum, where are we going on holiday this year? I wish we could go back to that campsite we went to last year. E: And the year before, and the year before that, and the year … D: OK, Ellie, we get the message! E: Well, it’s boring to go to the same place every year. If only we could go somewhere exciting for a change. M: Like where? E: I don’t know – I just wish we could do something different, have an adventure. D: Yes, I agree. I think it’s time we did something cultural. I’ve had enough of lounging on sunbeds – let’s go somewhere where we can learn something about the culture. M: Well, I don’t see what’s wrong with sunbeds myself. I wish you all realised how much I look forward to doing nothing for two weeks! I’ve got a stressful job and I look after you lot too. D: Look, we can do both – we can go somewhere where you can lie in the sun and we can go and explore the museums and churches. E: Dad, that wasn’t what I meant. I want to have an experience. If only we could go on safari or go trekking in the Himalayas or sail across the ocean. M: Sail across the ocean? Can I remind you that we haven’t won the lottery recently! B: Hmm, I’d rather we went to the campsite we went to last year. E: But Ben, we don’t do anything there – we just go to the beach every day. M: Fine by me.

D: No, Ellie’s right. It’s time we went outside our comfort zone. We should have a family adventure. I’ve always wanted to do white water rafting. Let’s go to France. It’ll be hot – Mum can sunbathe and we can have an adventure. E: I’d rather go to the Himalayas. D: We can go there when you become a millionaire! Here, let’s google white water rafting in France. CD ∙ 3.22 MP3 ∙ 119


D = Dad E = Ellie B = Ben M = Mum D: So what was the best part of the holiday for you? E: Definitely not the sunburn. If only I’d worn more sunscreen. D: Hmm, yes, you really suffered, didn’t you, Ellie? B: Ha, ha! You were so red! But the best part for me was when you fell out of the raft. I wish I hadn’t forgotten my camera. It would have been a great photo! E: I wish you’d fallen in too, Ben! Then you wouldn’t think it was so funny. The water was freezing! M: Ugh, it sounds awful! I’m so glad I stayed at the campsite – I just wish I’d known about the mosquitoes. I was bitten to death. But it’s better than being frightened to death in the raft. D: Yes, I must admit it was frightening, but we wanted to go outside our comfort zone, and we certainly did.

8.3 Listening CD ∙ 3.23 MP3 ∙ 120


P = Presenter DM = Dr Matthews P: Welcome to Animal World, the series in which we examine animals’ behaviour in their natural habitats. This week we’re turning our attention to some of the smartest animals on the planet. Here to help us is wildlife expert and animal rights campaigner Dr Roger Matthews. Thank you for joining us, Dr Matthews. DM: Thank you for inviting me. P: Dr Matthews, if humans are intelligent, then chimpanzees must be intelligent too because they share ninety-eight percent of the same genes as humans. Is that right? DM: Yes, it is. And when you spend time with chimpanzees, you can see how close they are to humans in so many ways: they embrace and kiss and hug each other, and they laugh when they’re playing. They experience adolescence and develop powerful mother and child bonds. They are also similar to humans in that they attack and kill rival gangs of chimpanzees when they want to extend their territory. P: Oh, that really is quite shocking. I thought chimps were like humans, but nicer.

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Students’ Book audio script DM: It’s the same with dolphins. When you think of dolphins, words like friendly, gentle, playful, intelligent come to mind. Well, they are undoubtedly intelligent – dolphins have large brains and they have a number of things in common with humans and chimpanzees. They form stable communities and live in social groups. And they’re totally dependent on their parents during childhood. But they’re also good at defending themselves and can be quite competitive with one another. When they want to show who’s boss or keep other males away from a female, they can be quite aggressive. P: If we could come nearer to home, Dr Matthews, what about the animals we see every day around us? DM: Right, let’s think about farm animals – which do you think are the least intelligent? P: Hmm, least intelligent? Cows maybe? Or no, sheep? DM: Right, sheep have the reputation for being stupid because they follow the crowd and, frankly, they don’t look very bright. However, scientific research shows that they’ve been seriously undervalued for their intelligence. Sheep are capable of learning. In intelligence tests, they perform at a level very similar to monkeys and they can recognise people and respond when you call their name. So sheep are, in fact, quite intelligent animals. P: Extraordinary! DM: It proves that it isn’t the animals that look intelligent that are intelligent. Look at owls – we call them wise, but it’s a common misconception. Owls are not very clever at all. P: Yes, things are not always as they appear! Now, before we go any further, there’s a question I’d like to ask. Which are smarter, dogs or cats? DM: Well, cats seem to have strong personalities, while dogs can be rather silly. But in fact, dogs have bigger brains. Their brains have been developing for centuries, while cats’ brains have remained unchanged since they were first domesticated by the ancient Egyptians. P: Why is that? DM: It’s down to one simple fact: dogs are more social than cats and the more social the animal, the bigger the brain and therefore the smarter the animal. If you think about it, dogs come when you call and spend a lot of time trying to please their owner. They’re used as rescue dogs, police dogs, guide dogs. Cats, on the other hand, are loners. P: Ah, I’m going to defend cats here – dogs do tricks because they’ve been trained to come when you call their name or to fetch the ball and things like that. I’m sure my cat could do that if she wanted to, but she’s too independent to do tricks and she doesn’t need the approval of humans like dogs do.

DM: Well, everybody thinks their own pet is the smartest. I’ve got a goldfish and I’m sure he can tell the time! P: Thank you very much, Dr Matthews. In future, I won’t judge an animal on what it looks like. Next week we’re talking about elephants. But until then, goodbye.

8.6 Speaking CD ∙ 3.30 MP3 ∙ 127


Have you ever wondered what mysteries lie directly beneath your feet? Of course, there are your socks and shoes and the floor, then possibly a cellar, then probably earth and rocks and then perhaps an underground lake or perhaps something altogether more unexpected; something ancient and astonishingly beautiful. In 2000, mineral miners from the town of Naica, in Northern Mexico made an astounding discovery beneath the ground. What they found took the idea of buried treasure to a whole new level. During this presentation, I plan to tell you more about Cueva De Los Cristales, a truly incredible natural wonder. We are all familiar with underground caves from films and documentaries, even if we have never actually been in one ourselves. You may be aware that caves can be very dangerous places but also fascinating places. Most people don’t realise, however, just how stunning they can actually be. When those Mexican miners drained the water from a system of underground caverns at the beginning of the new millennium, their discovery proved that caves can be among the most awe-inspiring environments on the planet. Hiding and growing in the darkness for half a million years, the enormous crystals of Cueva De Los Cristales, or Giant Crystal Cave, now on the screen, are some of the biggest ever discovered. The largest is twelve metres long, four metres in diameter and weighs fifty-five tons. Unfortunately, you won’t be able to visit them any time soon as the caves are extremely hot. Temperatures of up to fifty-eight degrees Celsius mean that, without proper protection, it is impossible to remain underground there for more than ten minutes at a time. As you can see in this picture, scientists exploring the caves in 2006 had to wear breathing equipment and specially designed suits to keep them cool. It is believed that there are more undiscovered caverns at Naica, but exploring them would mean demolishing many of the crystals already uncovered. Instead, the plan is to finish doing research, then re-flood the caves with water and seal them up again. OK, that’s all from me. Thank you for listening. I hope you found the presentation interesting. If anyone has any questions, please feel free to ask now.

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Workbook answer key

Workbook answer key Starter unit 0.1 Diet 1 1 2 3 4 5 6 7 8 9 2 1 2 3 4 5

dried bitter ripe fresh greasy raw sour stale fattening doesn’t cook ‘ve become aren’t working ‘ve been waiting have you been cooking?

3 1 a b c 2 a b c d

’ve never heard see eat are you doing ’m making Do you think have you been boiling e think

0.2 Fun and games 1 1 2 3 4 5 6 7

broke scored beat win keeping going throwing

2 1 2 3 4 5 6

completed were watching reached had climbed was shining pulled

3 1 2 3 4 5 6

’d already scored Did you remember Were you watching threw ’d forgotten wasn’t concentrating

0.3 Teenage types 1 1 2 3 4 5 6 2 1 2 3 4 5 6 3 1 2 3 4 5 6

assertive fussy spoilt selfish cheeky immature wouldn’t make I had would call there was/there were I wasn’t wouldn’t tap ’ll never remember would’ve bought saw ’d known sit wouldn’t behave

0.4 Visitors from space 1 1 2 3 4 5 6 7 8 2 1 2 3 4 5

explore observations analysed concluded research evolved preserved destruction B A B B A

3 1 must’ve missed 2 might’ve got/may have got/could’ve got 3 can’t be 4 might arrive/may arrive/could arrive 5 might not even have posted/may not even have posted 6 can’t have left

0.5 Advertising 1 1 box 2 bunch 3 can 4 jar 5 packet 6 pair 7 tube

2 1 to taste the drink and describe the flavour 2 I would like to try their new service for free for a month 3 to contact them and let them know what I thought 4 I had ever thought of trying a different brand of lipstick 5 not to forget to take one pill before breakfast and the other one before bed 6 who was going to pay for the damage to her computer 3 1 would be there the following/next day if I could come back then 2 the advertising executives were arriving that night 3 he had seen the new advert on television for the first time that day 4 they were going to open the new branch of their coffee shop the following/next week 5 she was sorry but my doctor’s appointment for that day had been cancelled 6 she couldn’t promise anything right then

0.6 Performers 1 1 2 3 4 5 6

novel watercolour ballet screen action costume

2 1 2 3 4 5 6 7 8

a Ø The Ø the a the the

3 1 2 3 4 5 6

the place a lunch a The swimming pool the only music

0.7 UK vs USA 1 1 2 3 4 5

holiday underground lift pavement wardrobe

2 1 2 3 4 5 6

the best-paid than far healthy The best-dressed

3 1 2 3 4

the ugliest not as good as not as far from us as more you practise singing 5 healthier than

0.8 USA vs UK 1 1 2 3 4 5 6

d e f b a c

2 1 am never asked for my opinion 2 was told (by my teacher) that I spoke with an American accent (by my teacher) 3 was added to my cup of tea 4 was sent to America (by my parents) for the summer to learn English (by my parents) 5 am being met (by my American friend) at the airport in New York (by my American friend) 6 will always be remembered as the only American in my school

3 1 had your phone fi xed yet 2 doesn’t have his hair cut 3 didn’t have her teeth whitened 4 has her toenails painted 5 is having the tattoo removed 6 had her hair cut

3 1 2 3 4

1 Do your best

5 1 ‘s always/constantly biting 2 used to be 3 will leave 4 was always/constantly stealing 5 ‘d pick and eat

1.1 Vocabulary 1 1 2 3 4 5 6 7 8

a course university a subject a course a test a career a lesson a subject

2 1 2 3 4 5 6

study/take pursue skipped drop failed attend

3 1 2 3 4 5

catch put fallen handed went

4 1 2 3 4 5 6

deep – P attention – P eager – A gift – A soak – P reached – A

5 1 2 3 4 5

bright single-minded analytic curious studious

6 1 2 3 4 5

single-minded studious curious analytic bright

7 1 2 3 4 5

diligent fun-loving inquisitive rational persistent

8 1 2 3 4 5

C B B A C

9 1 2 3 4 5

C A A B C

1.2 Grammar 1 1 2 3 4 2 2

use not would use

4 1 2 3 4 5

6 1 2 3 4 5

is always talking were always playing ‘re always putting are you always hanging are performed used didn’t use to would

A C B A B

1.3 Listening language practice 1 1 2 3 4 5 6 7

vividly accurate have lose recall remember manages

2 1 photographic 2 jog 3 vague 3 1 2 3 4

no vague/distant photographic painful

4 1 2 3 4 5

personal recognition visualise familiarise memorable

1.4 Reading 1 3 2 A B C D E F

4 2 5 1 3

3 1 2 3 4 5 6 7

F T F T T F F

4 1 2 3 4 5

put e make c have f read d see b

REMEMBER BETTER

1 make eye contact with 2 put her bilingualism to good use 3 had an effect on 4 take electricity for granted 5 see the big picture 5 1 2 3 4

form high setting up innate

1.5 Grammar 1 1 2 3 4 5

a a b a&b b

2 1 2 3 4 5

to laugh to meet to recycle working talking

3 1 a b 2 a b 3 a b 4 a b

ii i i ii i ii ii i

4 1 hearing Mum and Dad talking 2 trying to get 3 stop thinking 4 forgotten to do 5 tried counting 5 1 2 3 4 5 6

meeting to leave to have running turning switch

1.6 Speaking language practice 1 1 2 3 4 5 6

c a b f d e

2 1 2 3 4 5 6

frustrated thrilled relieved terrified enthusiastic confused

3 1 2 3 4 5 6

e d a b c f

4 1 2 3 4 5 6 7

tell by Clearly chances looks definitely might

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Workbook answer key 5 1 For this reason I feel 2 To be honest 3 a In my opinion b That’s why I think 4 a intend b Actually A=3 B=2 C=1 D=4

1.7 Writing 1 A Introduction B Refreshments C Events D Charity fundraising E Conclusion 2 1 2 3 4 5

C E D A B

3 1 It is hoped that 2 A lot of points were discussed 3 The purpose of this report is 4 It would benefit the organisers if 5 there are still a number of decisions to be made 4 1 to wear 2 to invite 3 are 4 having 5 we give 6 to announce 5 1 2 3 4 5 6

F T T F F T

1.8 Language in focus 1 1 is always complaining 2 Not answering the phone 3 Keep practising 4 stopped watching 5 is tired of dieting 6 has been barking 7 waste time worrying 2 1 looking 2 eating 3 handing 4 Being 5 terrifying 6 taking 3 1 There 2 It 3 There 4 there 5 It 6 it

1.9 Use of English 1 1 2 3 4 5 6 7 8

C B A B D D C D

2 1 knowledge 2 priority 3 sporty 4 visitor 5 competitions 6 representative 7 enthusiastically 8 motivated

1.11 Self-check 1 1 2 3 4 5

gregarious pursue catch recognisable thinker

2 1 2 3 4 5

personalised memorable studious visual familiarise

3 1 2 3 4 5

will draw is always playing use would ask used to

4 1 spends (too) much money buying 2 do not (don’t) fancy staying up 3 urged us to pay 4 remember to bring 5 heard him talking about 5 1 was always speaking 2 reminded me to set a date 3 there any point in starting 4 take free education for granted 5 caught up on each other’s 6 1 2 3 4 5

thirst let no being go

2 It takes all sorts 2.1 Vocabulary 1 1 2 3 4 5 6 2 1 2 3 4 5 6

great granddaughter ex-husband stepmother/stepmum half brother godparents stepson ceremony immediate/extended extended/immediate reception gathering shrines

3 1 a b 2 a b 3 a b 4 a b 5 a b 4 1 2 3 4 5

blessing bless massive masses children childish receptionist receptions distant distance

showered made throats proposed lose

5 1 a frog 1 b lump 2 a toast b motion 3 a fool b fuss 4 a praise b gifts 5 a sight b count 6 1 worth the effort 2 a centre of attention b highlight 3 a once in a lifetime b time of my life

7 1 immediate 2 reception 3 shrines 4 of 5 fuss 6 lumps 7 effort 8 time 9 lifetime 10 only

2.2 Grammar 1 1 2 3 4 5 6

had run out a had fallen c had stolen b hadn’t brought e had never used d hadn’t booked g

2 1 b c d e 2 a b c d

had been feeling had done had failed hadn’t worked had been cycling had he set off had been had been looking forward to e had done

3 1 a b 2 a b 3 a b 4 a b

had been living had known had been sneaking had sneaked had received had been receiving had been sleeping had slept

4 1 2 3 4 5 6

had loved had always started had done had put up had been receiving had correctly predicted 7 had heard 8 had been looking forward 9 had snowed 10 had gone off 5 1 2 3 4 5 6

had attempted had left had been revising had been drinking had finished had been planning

2.3 Listening language practice 1 1 2 3 4 5

a lot the most similar like compared

2 1 2 3 4 5

A B C A B

3 1 The faster the car, the more petrol 2 The longer the hike, the more water 3 The bigger the barbecue, the more sausages 4 The steeper the ski slope, the more falls and injuries 5 The cuter the dog, the more chance 4 1 a b 2 a b 3 a b 4 a b

passionate about focus on take part in associated with

2.4 Reading 1 1 F 2 1 2 3 4 5

C B C A D

REMEMBER BETTER 1 2 3 4 5 6

competitor darken response triumphant protectiveness dedication

3 1 2 3 4 5

triumphant dedicated responsive protective competitive

4 1 2 3 4 5 6

concept disappearance explosion illustrate abduction suppressed

2.5 Grammar 1 1 2 3 4 5

A B B A A

2 1a, 3a & 4a 3 1 2 3 4

b c d a

4 1 Ø 2 who/that 3 whose (Alison, whose boyfriend was arrested for shoplifting, has decided …) 4 Ø 5 which (She called us selfish, which we think was …) 5 1 Prince William Bridge, built in 2012, is the newest in the city. 2 There’s a Japanese death metal band playing at the club on Saturday. 3 Most of the buildings destroyed in the war have been rebuilt. 4 Pupils living in the hills have to walk several hours to get to school. 5 Cannot be rewritten 6 1 2 3 4 5 6

Ø which who Ø whose that

2.6 Speaking language practice 1 2 expected, the mass was lengthy and tedious 3 I look back on that day now, I always smile to myself 4 of a sudden we turned a corner and there she was 5 of the blue a car appeared on the horizon 6 turned out to be worth all the effort in the end 7 soon as we left, it started snowing heavily 2 b 4, 7 c 5,2 d 6,3 3 1 2 3 4 5

Suddenly, d Unexpectedly. b Out of the blue, d While, b All of a sudden, c

4 1 2 3 4 5 6 7 8

place Just predictably Fortunately When unexpectedly enough Without

5 A B C D E

4 2 1 5 3

2.7 Writing 1 1 2 3 4 5 2 1 2 3 4 5

attention Define, introduction develop, question personal, think concerned, opinion, shouldn’t d, ii a, iii e, iv c, i b, iv

3 in any order … 1 b followed by f 2 h followed by d 3 g followed by e 4 b followed by f 5 2 3 4 5 6 7 8

I had mistakenly returned thanked him nearly a year later we had the best of friends

6 1 Having never had a female friend before, 2 Spending so much of their time together, 3 Having gained each other’s trust, 4 Being interested in the same things,

2.8 Language in focus 1 1 2 3 4 5 6 7

2 1 a b 2 a b 3 a b 4 a b 3 1 2 3 4 5

personal person proud pride faith faithfully loss loser

vivid disappointed acquaintance secrets expecting

2.9 Use of English 1 1 2 3 4 5 6 7 8 2 1 2 3 4 5 6

was it who got had which worth out didn’t use to should avoid eating let us leave early after we had made told me off had been planning the wedding

2.11 Self-check 1 1 2 3 4 5

distant propose fool enthusiastic take

2 1 2 3 4 5

disappearance illustrations suppression concept spoilt

3 1 2 3 4 5

had been seeing were just leaving had never been had been painting had learnt

4 1 2 3 4 5

whose which who/that which which

5 1 was told off by 2 had known each other for 3 fell for her 4 the author whose book 5 had been preparing the party 6 1 2 3 4 5

A C D B D

3 A place to live 3.1 Vocabulary 1 1 2 3 4 5 6 7 8 9

market square famous monument breathtaking view busy harbour ruined castle steep hill industrial area dense forest river bank

middle good true softly ate stayed head

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Workbook answer key 2 1 b for 2 a offset b by 3 a benefiting b from 4 a steeped b in 5 a packed b with 6 a prides itself b on 3 1 2 3 4 5 6 7

A B C B A C B

4 1 l 2 j 3 c 4 g 5 h 6 b 7 d 8 k 9 e 10 a 11 i 5 1 the historical heart of 2 main sight and most famous landmark 3 a reliable network of buses and trains 4 easy to get around 5 within walking distance 6 youth-friendly place 7 best kept secrets 6 1 2 3 4 5

C B A C C

7 1 in 2 inner 3 plain 4 run-down 5 with

3.2 Grammar 1 1 2 2 1 2 3 4 5 6

‘ll be watching ‘ll have found out ‘ll have finished won’t have been will have started ‘ll have been waiting will have been living ‘ll be eating

3 1 b In July people will be shopping there. 1 c By Christmas the centre will have been operating for 6 months. 2 a At 11 p.m. the first horror film will have finished. 2 b By midnight the audience will be watching the second film. 2 c By 4 a.m. the audience will have been sitting in the cinema for 8 hours. 4 1 2 3 4 5 6

will be living will have constructed will be designing will have been using will have become will be recycling

5 1 2 3 4 5 6

A C B A A B

3.3 Listening language practice 1 Welcome to the Lifestyle Programme. Let’s start with the shocking results of a recent survey: 35% of British people do not know any of their neighbours. Well, it’s not a problem for residents of Springhill cohousing project in the southwest of England. Springhill is a new housing development of 35 homes in a typical residential area. 2 1 2 3 4 5 6

affordable latest daily well-established neighbourly communal

3 1 2 3 4 5 6

well-established latest affordable sustainable daily neighbourly

5 1 extravagant, overpriced 2 infrequent, occasional, irregular 3 hostile, unsociable, cold 4 temporary, damaging, wasteful 6 1 2 3 4 5 6

disposable profiting reliable respect suitable sustain

3.4 Reading 1 3 2 1 2 3 4 5 6

F F T T T F

3 a London becomes the most popular tourist destination in the world. 7 b The Black Death kills many Londoners. 4 c The population of London is roughly 8,000. 1 d London has become the biggest and richest city in England. 3 e London hosts the Olympic Games. 6 f Three-storey houses have become common in London. 2 g The Great Fire of London destroys 80% of the city. 5 4 1 2 3 4 5 6 7

highly flammable three-storey dwellings common practice cramped conditions sewerage system striking architecture thatched roofs

5 1 2 3 4 5 6

striking architecture cramped conditions thatched roofs financial hub sewerage system Three-storey houses


6 1 2 3 4 5 6

in on on in on in

3.5 Grammar 1 1 2 3 4 5

very little many A lot too much too many

4 1 2 3 4 5 6

No way! I know what you mean could split/share I guess so What would you say if You are absolutely right 7 If you agree to do the kitchen, I’ll do the bathroom. 8 why don’t we compromise 9 that’s settled 10 f ully

2 1 A couple of my friends are deep thinkers, which makes them interesting to talk to about life’s ups and downs. 2 Though normally confident, many of the people on the stage that night were actually very nervous. 3 4 5 Elsa’s pen broke but luckily none of the ink spilled out into her handbag. 6 -

3.7 Writing

2 1 2 3 4 5 6

urbanites urban rural shrunk disposable income enrich

3 1 there are several only children 2 so you can borrow either of 3 All (of) the people who attended 4 Every student 5 No animals

3 1 2 3 4 5 6

Equally further persuasive minuses considered Personally

4 1 2 3 4 5 6 7 8

B A C B B A C B

5 1 2 3 4 5

A the of the very

3.6 Speaking language practice 1 1 2 3 4 5 6 7 8

joking half settled choice convinced agree compromise saying

2 1 2 3 4 5 6 7 8

O C A S O A C O

3 1 2 3 4 5

not convinced Given the choice completely what you’re saying why don’t we meet halfway 6 must be joking

1 1✗_ 2✓_ 3✗_ 4✓_ 5✓_ 6✗_ 7✓_ 8✗_

4 a 4 b 5 c 3 d 2 e 6 f 1 5 1 e b 2 b 3 c 4 f 5 a 6 d 6 Although this suggests that life in the city may be superior in some ways, there are definitely pros and cons to metropolitan living. … despite the fact that cities can be lonely and dangerous places to live, I feel the benefits outweigh the drawbacks. 7 1 2 3 4 5

Although Even though in spite of Although despite

3.8 Language in focus 1 1 2 3 4 5 6

both whole each every others another

2 1 all the 2 both of them 3 a The whole b every one of 4 a the others b one of them c another one 5 all of them 6 each of the

3.9 Use of English 1 1 2 3 4 5 6 7 8

C B D A D B C C

2 1 tested each other 2 look up to 3 stopped us (from) flying 4 will have received 5 whole of my flat 6 will have been working

3.11 Self-check 1 1 2 3 4 5

within in on in from

2 1 2 3 4 5

run-down mouth-watering disposable hectic quaint

3 1 2 3 4

will be enjoying will have painted will be installing will have been resurfacing 5 will have owned 4 1 2 3 4 5

neither no deal either some

5 1 will have married 2 within walking distance 3 will have been building 4 great deal 5 at an altitude of 6 1 2 3 4 5

B A C C D

4 The cost of living 4.1 Vocabulary 1 1 charity shop 2 greengrocers 3 department store 4 bakers 5 chemists 6 hardware store 7 butchers 8 florists 9 jewellers 10 b ookstore 11 pet shop 12 newsagents 2 1 2 3 4 5 6

around out out off up off

3 1 bring out 2 forking out 3 knock (a considerable amount) off 4 shop around 5 snap up 6 ripped off

4 1 2 3 4

paid through the nose you are broke make ends meet money to burn

5 1 f a wide range of products 2 d a chain of stores 3 a attract customers 4 e cost a fortune 5 g value for money 6 b discounted prices 7 c niche market 6 1 2 3 4 5 6 7

attract niche fortune chain discounted value range

7 1 2 3 4 5 6

launch make attract fill spend serve

8 1 2 3 4 5

make cutting launch deal supplying

9 1 off 2 splash 3 burn 4 ends 5 money 6 filled 7 market 8 owe 9 monopolised 10 r aised

4.2 Grammar 1 1 2 3 4 5 6

you he they you it we

2 1 2 3 4 5 6

d a b f c e

3 1 a is 1 b Are you 2 a weren’t 2 b Were they 3 a will 3 b Are they 4 a have 4 b Aren’t you 5 a won’t 5 b Can’t you 4 b shall 3 c did 6 d isn’t 5 e don’t 1 f didn’t 4 g isn’t 2 5 1 2 3 4 5 6

do will shall did Are Are

4.3 Listening language practice 1 1 2 3 4 5 6 7

A C B C A B B

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Workbook answer key 2 1 2 3 4 5 6 7 8

even slim million stand take jump lifetime half

3 1 Given half a 2 doesn’t stand 3 the chance of a lifetime 4 Now’s your 5 jumped at 6 a one in a million 7 in with 8 take 4 1 2 3 4 5

have gone flights property dresses goods

4.4 Reading 1 1 B 2 C 3 A 2 1 2 3 4

Text C Text A Text C Text B

3 1 2 3 4 5 6 7 8

B B C A B C C A

4 1 Australia 2 they are carefully locked away 3 their durability 4 6 months 5 agricultural compost 6 58 billion pounds 5 1 2 3 4 5 6 7

shred conceal switch issue compact manufacture sidestep

6 1 2 3 4 5 6 7

shred issuing compact manufactures switch sidestep concealed

7 1 a production b traditional 2 a enthusiasm b expertise c environment 3 a producer b perfect 4 a enthusiasts b tradition 5 a perfection b experts c productive 6 a perfectionist b traditionalist

4.5 Grammar 1 1 2 3 4

should need to mustn’t ought not to

2 1 High taxes need to be offset by improvements in education and healthcare. 2 You’d better to avoid the dark backstreets late at night unless you want to get into trouble. 3 If you have a sensitive stomach you ought not to eat hot chillies. 4 Visitors simply must to experience the vibrant nightlife of Rio during carnival week. 5 With our affordable design ideas you needn’t to spend a fortune to make your living room look stylish. 6 We ought to set off early in case there are traffic jams.

2 1 2 3 4 5 6

3 2 ought not to have worked 3 ought to have had 4 should not have lost touch 5 should have let

5 1 2 3 4 5

4 1 had to go 2 needn’t have splashed out 3 didn’t need to cancel 4 didn’t need to bother 5 needn’t have spent 6 didn’t need to bother 5 1 2 3 4 5 6

need didn’t have to shouldn’t have needn’t have ought not to propose didn’t need to

4.6 Speaking language practice 1 1 is definitely the more suitable choice because 2 main reason that X would be my choice 3 is much more likely that 4 is clearly the least suitable option because 5 might be cheaper but I wouldn’t choose it because 6 isn’t the best choice if you consider 2 1 a choice b opt 2 a compare b likely c go for 3 a but b simply 3 1 the best choice 2 why I’d opt for 3 might be cheap, but I wouldn’t 4 main reason is that 5 Another reason I wouldn’t pick 6 the only option that

4.7 Writing 1 1 2 3 4 5 6

begin summarising narrative tenses reaction happen reply

c f a b d e

3 1 2 3 4 5 6 7

took place approached accused reason with make matters worse humiliated decided to contact you and complain 8 ask that you investigate the matter 9 simply unfair to treat 10 look forward to your reply 4 1 2 3 4 5

such so such a such an so

accused us of a disappointment Fact urge We were so humiliated 6 on behalf

4.8 Language in focus 1 1 2 3 4 5 6 2 1 2 3 4 5 6 3 2 3 4 5 6 7

forbidden certain obliged sure unable succeeded in wearing to use hitting to report to visit entering obliged permitted bound unlikely aren’t able supposed

4.9 Use of English 1 1 2 3 4 5 6 7 8

B D A C B D B D

2 1 2 3 4 5 6 7 8

Personally fashionable designer affordable stylish quirky assistant enables

4.11 Self-check 1 1 2 3 4 5

cost off pick arm chain

2 1 2 3 4 5

niche broke launch shop burn

3 1 2 3 4 5

Does he Is she hasn’t she will you didn’t he

4 1 2 3 4 5

obliged have brought banned unlikely should

5 1 2 3 4 5

have treat for knock had

6 1 ought not to have wasted 2 was supposed to have 3 are not allowed to withdraw 4 snap up 5 am not forking out

5 The world at your feet 5.1 Vocabulary 1 Tourism tour guide tour leader travel agent Law enforcement judge police officer prison guard Music / TV / Film entertainer presenter Medicine physiotherapist psychologist surgeon 2 1 2 3 4 5 6 7

qualifications training experience terms salary working place

3 1 2 3 4 5

stepped taking drawn taking picked

4 1 2 3 4 5 6 7

expressing filled expenses responsibilities process youth sense

5 1 the terms and conditions 2 salary 3 positions 4 train 5 a date 6 qualifications in something 7 accommodation 8 employment 6 1 sense of achievement 2 passport expired 3 express concern about 4 living standards 5 application process 6 collective responsibility 7 created a vacancy 8 target the pre-school market

7 1 a campaign b campaigners 2 a employees b employers 3 a interviewee b Interviewers 4 a recruits b Recruitment 5 a review b reviewers 8 1 B 2 C 3 B 4 A 5 C 6 B 7 C 8 A 9 A 10 C

5.2 Grammar 1 1 2 3 4

was babysitting worked had left had been

2 1 2 3 4 5 6 7 8

is you are he was should look not to you loves to wait

3 1 him whether the company had filled 2 me if I had 3 us whether we had both applied 4 1 the company had been attempting to target the youth market since the year before. 2 whether/if he could interview me there and then. 3 she gets a real sense of achievement from her job. 4 he might miss the meeting the following day. 5 to wait there. 6 not to forget to renew my passport the following month. 7 how long I had been campaigning for a change in the law. 5 1 2 3 4 5 6

to be the month before had voted had been chosen might will

5.3 Listening language practice 1 1 2 3 4 5

a drop sharp constant rapid growing

2 1 2 3 4 5

gradual decline marked increase unchanged sharp drop steady rise

3 1 2 3 4 5 6

A B C B C A

4 2 3 4 5 6 7

rewarding lucrative monotonous important no synonym stable

5.4 Reading 1 2 Technology news 3 1 2 3 4 5

D C A B C

4 1 2 3 4 5 6

F F T F T T

5 1 2 3 4 5

at, e at, d on, a in, b to, c

6 1 2 3 4 5

in bulk to the highest bidder at a mark-up his eye on is back in the news

7 1 2 3 4 5

contrary rule fact top circumstances

5.5 Grammar 1 1 2 3 5

suggested pointed out explained replied

2 1 2 3 4

being to pay them to give that he would increase 5 of 6 wearing 3 1 The sergeant ordered his men not to shoot unless they were shot at. 2 I begged her not to contact my parents but she ignored me and called my mum there and then. 3 They haven’t invited us to the mass so we will just go straight to the reception. 4 Taylor apologised for being so grumpy and explained that she was very tired. 5 I only had a couple of pounds but thankfully the manager insisted on paying for my taxi home. 6 Jasmine didn’t object to spicy food as long as it wasn’t ridiculously hot.

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Workbook answer key 4 1 advised us not to work for free/that we shouldn’t work for free. 2 congratulated me on getting the job. 3 urged her to visit us again the following/ next month. 4 reminded them to count the money that night/that they should count the money that night. 5 admitted forgetting to place the order the day before/that he had forgotten to place the order the day before. 5 1 of taking 2 to continue 3 that the weather would be 4 the forecast had caused 5 an American supermarket chain for causing 6 he had missed

5.6 Speaking language practice 1 1 I’ve no idea 2 there’s a problem with 3 Have you tried 4 make any difference 5 doubt that will work, but let’s see 6 Why on earth didn’t 7 are we supposed to do now 2 1 2 3 4 5 6 7 3 1 2 3 4 5 6 7

f a g e c b d the matter with it should I know should’ve thought time you tried make any difference solved

5.7 Writing 1 A 3 B 2 C 1 D 4 2 1 Broadly speaking 2 Most people agree that 3 In almost all cases 4 tend not to 3 1 2 3 4 5 6

In tends general agree Some cases

4 1 2 3 4 5

choice situation results cause outcome

5 1 2 3 4 5 6

stimulating greater fortunate dull miserable fascinating

5.8 Language in focus 1 1 2 3 4

come, I give, I looks, L hold, I

2 1 a across b on 2 a of b put c do 3 1 2 3 4 5 6

look up to him makes up taken on fallen out laid off picked it up

5.9 Use of English 1 1 2 3 4 5 6 7 8

monotonous rewarding accountant entertainment celebrations totally secrecy unemployed

2 1 2 3 4

suggested that we takes on should have read warned me not to spend/against spending 5 is likely to reply 6 put too much pressure on

5.11 Self-check 1 1 2 3 4 5

expires take contrary step down vacancy

2 1 2 3 4 5

applicants recruitment monotonous achievement campaigners

3 1 denied taking 2 objected to working 3 reminded me to turn off 4 blamed me for not finishing 5 advised Joan not to leave 4 1 2 3 4 5

came look get fell laid

5 1 insisted on preparing a draft 2 suggested wearing/ suggested we wear/ suggested that we should wear our new jumpers 3 Bob had handed in his 4 had cut out 5 made up for 6 1 2 3 4 5

D B C D A

6 True or false? 6.1 Vocabulary 1 1 2 3 4 5 6

long oval well blonde pale broadly

2 1 2 3 4 5 6

dark-skinned wavy-haired wide-eyed round-faced untidy-looking elegantly-dressed

3 1 2 3 4 5 6 7 8 9

authentic misleading distort sensationalise fake doctored deceive manipulate illusion

4 1 a at 2 a with b pinch 3 a responsibility b for 4 a for b granted 5 a of b context 6 a pride b in 5 1 2 3 4 5 6

B B A B C A

6 1 2 3 4 5 6

reaching faced timed tax streetwise Kind

7 1 2 3 4 5

B A C A C

8 1 2 3 4 5

out of context take pride in two-faced create the illusion far-fetched

6.2 Grammar 1 1 c, If you read the instructions, you’ll be able to do it yourself. 2 a, If you didn’t know it was computer animation, you wouldn’t believe it wasn’t real. 3 b, I wouldn’t have believed it if I hadn’t seen it with my own eyes. 4 d, If Pinocchio tells the truth, his nose doesn’t grow. 2 1 2 3 4 5 6

provided/providing unless Unless Provided/Providing provided/providing unless

3 1 Suppose the Apollo moon landings had been fake, b 2 Supposing I said I didn’t want to go to university, e 3 Imagine we didn’t have to go to school today, d 4 Imagine you had been born 50 years ago, a 5 Supposing we could live anywhere, c 6 Imagine you could have any job, f 4 1 Should I not return 2 Were Helen not so two-faced 3 Had the announcement not been so ill-timed 4 Should you see Meredith 5 Were it not summer 5 1 2 3 4 5 6

Unless Had provided were Imagine would

6.3 Listening language practice 1 1 2 3 4 5 6 7 8

for on/about through on/for about about through about

2 1 2 3 4 5 6 7 8

to stay remain painting using to remain writing to achieve holding

4 1 a belief b believable 2 a fairness b fair 3 a equal b equality 4 a anonymous b anonymity 5 a loyal b loyalty 6 a enigma b enigmatic 7 a mystery b mysterious

6.4 Reading 1 2 2 A 3 B 1 C 5 D 4 E 2 F 3 1 2 3 4 5 6 7

– E A – D C B

4 best-known (gangster), self-confident (man), six-hour (process), all-important, redfaced, empty-handed, multimillion dollar (operation)

5 1 2 3 4 5 6

high-speed left-handed self-service half-price low-calorie slow-moving

6 1 2 3 4 5 6

ran away go through take in settle in look into turned up

6.5 Grammar 1 1 2 3 4

b a d c

2 1 2 3 4 5

a/c b/d b/c a/d a/c

3 1 2 3 4

liked ‘d kept ‘d have ‘d have left

4 1 a wouldn’t look b hadn’t been airbrushed 2 a was/were b would’ve let 3 a would be b hadn’t forgotten 4 a would have driven b wasn’t/weren’t 5 a wouldn’t have b hadn’t had 5 1 2 3 4 5 6

wouldn’t have met had turned left had dresssed wouldn’t have been would have seen had brushed

6.6 Speaking language practice 1 1 2 3 4 5

Frankly Sadly Clearly honest Regrettably

2 1 2 3 4 5

R W U R W

3 2 one obvious disadvantage is that 3 quite important I think, because 4 well as reducing their energy consumption, other things include 5 I don’t have a strong opinion about b 2 c 5 d 3 e 4 4 1 2 3 4 5 6 7 8

explain argued Regrettably firmly Obviously significant advantage suppose

6.7 Writing 1 6 Restate your main opinion. 2 Say which two points of view or aspects will be discussed. 4 Expand the discussion by giving examples. 7 Include a final comment. 5 Use a linking phrase to introduce a conclusion 3 Discuss different aspects of the issue and support the main opinion you stated in the introduction. 2 1 2 3 4 5 6

intention perspective terms consider issue considered

3 A 3 B 1 C 4 D 2 4 While these attitudes are very different, they both seem unsatisfactory in one way or another. 5 1 a Adults understand that not everything is affordable, whereas/while children find this more difficult to appreciate. b While adults understand that not everything is affordable, children find this more difficult to appreciate. 2 a Older viewers are aware that adverts are designed to manipulate emotions while/ whereas many children are not mature enough to realise this. b Whereas older viewers are aware that adverts are designed to manipulate emotions, many children are not mature enough to realise this. 3 a Certain experts say such marketing techniques should be banned, while/ whereas others admit that banning adverts will not stop children wanting things. b While certain experts say such marketing techniques should be banned, others admit that banning adverts will not stop children wanting things.

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Workbook answer key 4 a Some people believe advertisers are to blame while/ whereas other people argue that it is parents’ responsibility to control what their children watch. b Whereas some people believe advertisers are to blame, other people argue that it is parents’ responsibility to control what their children watch.


A C C B C B

2 1 2 3 4 5 6

purity believable pacifists creation dependent employment

3 1 2 3 4 5 6

succeed relationships importance trust communication innovative

6.9 Use of English 1 1 2 3 4 5 6 7 8

D D A D B C D C

2 1 2 3 4 5 6 7 8

about such If had can told many Unless

6.11 Self-check 1 1 2 3 4 5

turned genuine fake distorted stupidity

2 1 wouldn’t be angry with her if she hadn’t got involved 2 had a wrinkle-free face, she would have got the role 3 I weren’t / wasn’t very busy, I would have sent you 4 wouldn’t have talked to him about his mortgage if he hadn’t lied 5 hadn’t started taking photos of us at home, we would feel 3 1 2 3 4 5

4 1 2 3 4 5

C A C B A

5 1 2 3 4 5

pinch doctored look into stony-faced face

6 1 2 3 4 5

unless they break Supposing you find you hadn’t forgotten wouldn’t have out of context

7 Log on 7.1 Vocabulary 1 1 a attachment b attached c Send 2 download 3 a Click b icon 4 open 5 Save 6 Visit 7 surf 8 Text 2 1 2 3 4 5 6

A B C B A A

3 1 2 3 4 5 6 7

diabetes high blood pressure repetitive strain injury addiction joint pain eye strain obesity

4 1 2 3 4 5 6 7

eye strain insomnia diabetes repetitive strain injury joint pain high blood pressure addiction

5 1 2 3 4 5 6 7

at his fingertips long attention span At the expense of sedentary lifestyles played a crucial role withdrawal symptoms address the issue

6 1 2 3 4 5 6 7

a f g d e c b

7 1 2 3 4 5

C B A A C

8 1 2 3 4 5

repetitive role fingertips lifestyle at

doubt made in were unless

7.2 Grammar 1 1 are created using a 3D printer. 2 is being designed by Lodge Computers. 3 was being used to solve a variety of problems. 4 has been completed by 50% of the students. 5 will be delivered within 48 hours.

3 1 2 3 4 5 6 7 8 9

break behind reverse circles winding eight-lane dealership licence run

4 1 2 3 4 5 6 7

driving in circles behind the wheel Diving licence the school run car dealership winding country roads breaking the speed limit 8 Eight-lane motorways 9 reverse parking

2 1 2 3 4 5 6 7 8

approached have been had been have been being be had have been

3 1 2 3 4 5 6

being told to be sent to be treated being taken over being asked to be beaten

4 1 2 3 4 5

is being bought is going to be given has been promised was offered to Brian had been/was taught

5 1 2 3 4 5 6

1 1 2 3 4 5

felt think understand agreed expect

be have been was were to be being

2 1 2 3 4 5

There It It There It

7.3 Listening language practice 1 1 2 3 4 5 6 7 8

B C C A B C A B

2 a basic, b top-of-the-range 3 1 2 3 4 5 6 7

mid-range premium custom-made branded own brand cutting-edge user-friendly

4 1 2 3 4 5 6 7

user-friendly premium mid-range cutting-edge own brand branded custom-made

5 1 2 3 4 5

external drive handset sat-nav remote control landline

7.4 Reading 1 A Safety B Parking C Free time D Congestion E Environment F Freedom 2 1 2 3 4 5 6

B C B A B C

5 1 2 3 4 5 6 7

casting an eye browsed beamed dashing around wandering around stare frowning

7.5 Grammar

3 1 It is thought that 2 There are understood to be 3 It was agreed by 4 am expected not to be 4 1 are known to have woken 2 are not believed to have been 3 there are understood to be 4 is considered to be 5 it is thought that 6 are caused by 7 It is also said that 5 1 2 3 4 5 6

known It were believed to have There be passing

7.6 Speaking language practice 1 1 words 2 with 3 What 4 follow 5 meant 6 lost 7 understand 8 mean 9 precisely 10 pretty 11 saying 2 2 S 3 C 4 S 5 C 6 S 7 U 8 S 9 C 10 C 11 U

3 Conversation 1 b I’m not sure I’m following you c Yes, that’s exactly it 1 Yes, that’s exactly it 2 I’m not sure I’m following you

2 1 2 3 4 5 6 7

practising practice breathe affecting advise breath effect

Conversation 2 a What I meant was b Are you saying c That’s not quite what I meant d I’m not with you 3 I’m not with you 4 Are you saying 5 That’s not quite what I meant 6 What I meant was

3 1 2 3 4 5

economic historic conscious occasion continual

Conversation 3 a that’s pretty much it b I’m afraid you’ve lost me there c If I understand you correctly you mean d in other words 7 in other words 8 that’s pretty much it 9 I’m afraid you’ve lost me there 10 if I understand you correctly you mean 4 1 2 3 4 5 6

What do Shall to buy been ask

7.7 Writing 1 1 Undoubtedly, there are certain benefits to this idea. 2 The evidence may be strong, but nevertheless some people refuse to accept it. 3 It may actually be very easy to make this happen. 4 That said, there are also convincing reasons to object to this. 5 As long as the rules are followed, this approach seems acceptable. 6 Provided that everyone agrees, this appears to be an effective solution. 2 A 3 B 1 C 4 D 2 3 1 2 3 4 5 6 7

undoubtedly yet Even Without actually Providing doubt

4 1 2 3 4 5 6

as Since because since Due to Due to


C B B A C C

4 1 Currently 2 complements 3 Eventually 4 compliment 5 possibly

7.9 Use of English 1 1 2 3 4 5 6 7 8

C C D B A C D B

2 1 2 3 4 5 6 7 8

recently engineering reality movements unlike repetitive revolutionise undeniably

7.11 Self-check 1 1 eye strain 2 withdrawal 3 updated 4 hectic 5 frowned 2 1 2 3 4 5

bookmark landline insomnia wander sedentary

3 1 2 3 4 5

being forced have been charged had been sent to be installed being criticised

4 1 2 3 4 5

was thought that is said to have had were estimated to be is claimed to cause is known to have revolutionised

5 1 2 3 4 5

be who as were fingertips

6 1 2 3 4 5

undoubtedly unlimited beneficial privacy advance

8 Around the Globe 8.1 Vocabulary 1 1 2 3 4 5

cliff dam glacier pond stream

2 1 2 3 4 5

melts drought float foothills fossil fuels

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Workbook answer key 3 1 2 3 4 5 6

species tides currents whirlpools nutrients prey

4 1 2 3 4 5

sewage rubbish tips industrial contaminants hazard

5 1 2 3 4 5

A C B C B

6 1 2 3 4

poisoning oil slide shore(s)

7 1 C 2 A 3 A 4 B 5 B 6 B 7 C 8 C 9 B 10 A

8.2 Grammar 1 1 2 3 4

was/were wouldn’t upload didn’t suffer would buy

2 1 2 3 4 5

didn’t are didn’t is has

3 1 drove (instead of me) 2 I had set 3 you bought your girlfriend 4 had learned/learnt to swim 5 not sit 4 1 could have gone on holiday 2 had lived in a big city 3 didn’t live alone 4 wasn’t/weren’t so tired 5 1 2 3 4 5

invested could made had spent had begun

6 1 2 3 4 5 6

had remembered started could remember stay was liked

8.3 Listening language practice 1 1 natural 2 campaigner 3 adolescence 4 powerful 5 shocking 6 undoubtedly 7 dependent 8 childhood 9 competitive 10 aggressive

2 1 2 3 4 5 6 7

out of closed enquiring no back fresh on

3 1 2 3 4 5 6

lost fresh Enquiring on out of closed

4 1 2 3 4 5

d a c e b

8.4 Reading 1 2 extinction 2 1 C 2 A 3 B 4 A 5 D 6 C 7 D 8 A 9 B 10 C 3 1 2 3 4 5 6 7 8 4 1 2 3 4 5 6 7 8 5 1 2 3 4 5 6 7 8 9

T F T F F T F T widespread partial enormous severe immigration herbivore shrink ancient severe eventual/distant widespread ancient slight miniscule carnivore immigration partial

6 1 a vastness b vast 2 a injured b injury 3 a rag b ragged 4 a thirst b thirsty 5 a growth b grown 6 a poisonous b poison

8.5 Grammar 1 1 If you don’t do any exercise at all, I’m not surprised you feel unwell so often. 2 I’m sorry I was so rude to you. I’ve had a difficult day. 3 The question is, are you going to do it again? 4 I don’t know why on earth you didn’t call me first to check. 5 I am absolutely convinced she is telling the truth.

2 1 what scientists managed to do was 2 Never before has there been 3 Not only did 4 What is most amazing is that 5 It’s these kinds of achievements that 3 1 2 3 4 5 6 7

happened was have I It’s is that we are he did was have the temperatures 8 do you 4 1 It was a documentary about a man snowboarding on an iceberg that distracted him. 2 What the film crew did was fly out to the North Atlantic by helicopter. 3 What happened was they dropped the man onto the top of the huge iceberg. 4 All the man did was ride down it for about half a minute, but the shots were amazing. 5 Never had Ryan seen anyone snowboarding in such an unusual place. 6 What he found most impressive was the effort that the whole team went to. 5 1 2 3 4 5 6

C A B C B A

8.6 Speaking language practice 1 1 2 3 4 5

contact involved notes forget invite

2 1 You may be wondering why I’ve chosen to talk about, e 2 We are probably all familiar with, a 3 You may already know that, c 4 You might not know that, f 5 That’s all from me, b 6 If anyone has any questions, please feel free to ask now, d 3 1 2 3 4 5 6

plan aware heard realise listening found

4 A 1 Have you ever tried holding your breath for more than a minute? It’s not easy is it? Well today 2 I plan to explain how we can train ourselves to easily hold our breath for longer. So let’s

3 get going. Now perhaps you have heard of an extreme sport called free diving. 4 You may be aware that free divers are able to stay underwater for several minutes at a time 5 but did you know that the world record holder is able to hold his breath for almost 10 minutes? B 1 OK everyone, that’s 2 all from me. I’d like to thank you 3 for listening and I hope 4 that you found the presentation interesting. 5 If you would like to ask any questions, 6 please feel free to do so now.

8.7 Writing 1 1 2 3 4 5 6

c e a d f b

2 1 2 3 4 5 6

cultural heritage diverse landscapes environmental impact natural beauty sustainable tourism wildlife protection

3 1 in 2 from 3 banks 4 by 5 so 6 Whereas 7 Even though 8 as 9 Since 10 A lthough 4 1 2 3 4 5 6 7

such whereas Having despite Being so Since

5 1 2 3 4 5 6

Being Despite Even though while Due Because

8.8 Language in focus 1 1 disallow 2 postwar 3 misbehave 4 illogical 5 rebuild 6 underpaid 7 pro-democracy 8 uneven 9 unfair 10 overwork 11 anti-corruption 12 pre-existing 13 insensitive 14 imperfect 2 1 2 3 4 5 6 7 8 9

disobedient rewritten misunderstood pre-installed imperfection multilingual anti-acne underfeeding irrelevant

3 1 2 3 4

3 1 2 3 4 5

irresponsibly unmarried undercook disabled

8.9 Use of English 1 1 2 3 4 5 6 7 8 2 1 2 3 4 5 6

4 1 2 3 4

was passionate about lost (her) temper took pride in had her priorities straight 5 look back on

that/which a had each the What as in

House 1 1 block 2 residential 3 distance 4 appliances 5 rental price 6 convenient 7 unfurnished 8 run-down 9 noisy 10 s afe

would/’d rather you didn’t if I hadn’t worked they did was to study shouldn’t have complained is thought to have been only did we stay

2 1 2 3 4 5 6

8.11 Self-check 1 1 2 3 4 5

contaminant acid sewage species current

2 1 2 3 4 5

thirst whirlpools poisoning tips hazard

3 1 2 3 4 5

stopped hadn’t allowed planted hadn’t given had installed

School

drought incomparably environmentalists starvation inaccessible

6 1 What Mark needs to do 2 wish we had preserved 3 would rather you thought 4 only we could join you 5 have we dumped

VOCABULARY BANK – PRACTICE EXERCISES People 1 1 self-confident 2 immature 3 sporty 4 rebellious 5 persistent 6 fussy 7 strict 8 reliable 9 sensible 10 protective 2 1 dyed 2 hazel 3 outfit 4 tight 5 baggy 6 high heels 7 twenties 8 wrinkle-free 9 acne 10 slouch

b f a d c e

3 1 household/domestic chores 2 doormat 3 bill 4 campus 5 resident

4 1 Under no circumstances 2 Never before 3 All that happened 4 It was James 5 Not only 5 1 2 3 4 5

lose take look have be

1 1 2 3 4 5 6 7

paid attention fell behind passed signed up drama active learning degree

2 1 2 3 4 5

A C A C B

3 1 attended (a photography) course 2 doing research 3 skip (two) lessons 4 take exams 5 dropped (a) course

Work 1 1 steady 2 tedious 3 commute 4 underpaid 5 left 6 applications 7 gain (new) skills 8 work from home 9 rewarding 10 well-paid 2 similar meaning

commute

opposite meaning

travel to work hire take on do an gain skills apprenticeship steady job secure profession

work from home lay off be in charge

monotonous find employment fulfilling resign

interesting resign

tedious accept a post rewarding step down

working freelance

unsatisfying accept a post

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Workbook answer key Family and social life 1 1 2 3 4 5 6 7 8 9 2 1 2 3 4 5 6 7 8 9

h g e i d a b c f ex-husband fell in love drifted apart long-distance relationship single mother bring up my son circle of friends immediate family worth the effort

Food

Culture

The natural world

1 1 2 3 4 5 6

1 1 2 3 4 5 6 7 8 9

h i e b g a c d f

2 1 2 3 4 5 6 7 8 9

climate change average temperatures global warming fossil fuels renewable energy carbon dioxide industrial waste acid rain national parks

3 1 2 3 4 5 6 7

fertilisers wildlife reptiles pollutants environment earthquake prey

B B A C B C

2 mass media: review, editor, TV crew, piece of news photography: photo exhibition, selfie, to zoom in, airbrushed art: paintbrush, stencil, watercolours, graffiti

Sport 1 1 2 3 4 5 6

E F A D C B

1 1 2 3 4 5 6 7 8

f d a c g h b e

2 1 2 3 4

2 1 2 3 4 5

B C C A C

Health

Shopping and services 1 1 2 3 4 5 6 7

bargain cash staff launch counter reduced sales

2 1 2 3 4 5 6 7 8

e c h b d f a g

3 1 2 3 4 5 6

discounted price niche market shopping centres earns a living auction house cost of living

Travelling and tourism 1 1 2 3 4 5 6 7 8

forest sports facilities dull cruise ship cycle lane river bank mainland take off

2 1 world-class restaurants 2 vibrant nightlife 3 breathtaking views 4 tour operator 5 tourist destinations 6 picturesque 7 charted the route 8 set off 9 cruise ship 10 landmarks 11 market squares 12 cobbled

keep fit go cycling score (any) goals beat (their) opponents 5 broke (world) records 6 ride (my) bike

1 1 2 3 4 5 6 7

B C A B D D A

2 1 2 3 4 5 6 7 8

poisoning injured circulation breathe weight illness digestive obsessed

4 1 camels 2 a sheep 2 b farm 3 glaciers 4 graceful 5 stream 6 nesting 7 waves 8 icebergs 5 E N 1 M A H A T M A G A N D H I 2 A B R A H A M L I N C O L N I 3 H O U S E S O F P A R L H 4 W A L

5 C A L

Science and technology

I

2 1 2 3 4 5

preservation attachment advancement conclusion Evolution

3 1 2 3 4 5 6 7 8

to out on off/(on) to up in on

4 1 2 3 4 5 6 7 8

carry out contribute to access to click on rise in on the horizon set up switch off

T E C H N O L O G Y

L R E M C V U S A S

E V M E L E T I T I

S A E N U R I O I S

S T N T S Y O N O

C O U 9 N O T T I N T 10 P E A R L H A R I 11 B I G B E S

N E S S I O N T I O N N N

A M E N T

L

7 W I N S T O N 8 B A R A C K

1

W E I G H P R E S A D V A N A T T A C C O D I S C E V O E X P L N V E S T I A N A L

I

S T R E E T P E F O R N I A G O L D K 6 A B O R I G I N E S N G

I

R U S H

H U R C H B A M A

I

G

L

H

I

L

L

L

B O R N

State and society 1 1 2 3 4 5 6 7 8 9 2 1 2 3 4 5 6 7 8 3 1 2 3 4 5

under away in from of to out in of h e d a g c f b peaceful protests indigenous cultures fair treatment security alarm cyber crime (and) identity theft

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Photocopiable Resources – Instructions

Photocopiable resources Contents Resource Unit 1

Language point

When to use

Time (minutes)

Do your best

1

FAQ

Education and character

After 1.1 Vocabulary, p. 12–13

10

2

Test yourself pairwork activities

Vocabulary: education and character


10

Grammar: present and past habits

After 1.2 Grammar, p. 14

10

3

The adverb formation maze

Derivation of the adverbs from the text After 1.4 Reading, p. 16–17 Lighting the spark of learning

8

4

In love with my bike

Verb patterns


12

5

Anonymous writers

-ing forms

After 1.8 Language in focus, p. 22

15

6

Learning how to …

Describing photos

Before Focus review 1, Speaking, Ex. 9, p. 25

15

7

The aim of this report …

Summarising information and making recommendations

Before Focus review 1, Writing, Ex. 11, p. 25

15

Unit 2

It takes all sorts

8

What a smashing New Year’s Eve party it was!

Collocations related to parties


10

9


Vocabulary: family and celebrations


10

Grammar: Past Perfect Simple and Continuous


10

10 Reading body language in Collocations related to body language a club

After 2.4 Reading, p. 30–31

10

11 To put or not to put a comma, that is the question!

Commas in relative clauses


10

12 Just think of someone

Collocations


10

13 Tell me about a family celebration

Describing photos and answering questions about a photo


15

14 Conflicts between generations

Words related to family problems and identifying techniques used to write an article


15

15 A whistle-stop tour of European cities

Cities


10

16 Text a fortune-teller

Future forms


10

17 The Frequent Flyer Quiz

Words from the text Life on board the International Space Station


10

18 Test yourself pairwork activities

Vocabulary: cities


10

Grammar: quantifiers


10

19 Check the door

Determiners


15

Unit 3

A place to live

189

Z05_FOCUS_TB_04GLB_BR_8372_PHIN.indd 189

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Photocopiable resources – Contents

Language point

20 Doing up a flat

Words related to home, suggesting, Before Focus review 3, Speaking, objecting, compromising and agreeing Ex. 8, p. 53

15

21 Advantages and disadvantages of …

Words related to renting accommodation Before Focus review 3, Writing, and writing a ‘for and against’ essay Ex. 10, p. 53

15

22 Good value for money

Money and shopping


12

23 Question tag dominoes

Question tags


10

24 I bet my best pair of jeans Word formation that it’s correct!


8


Vocabulary: shopping and money


10

Grammar: question tags and reply questions


10

26 The focus of our debate today is …

Modality


15

27 I am writing to complain about …

Expressing complaints and writing a letter of complaint


10

28 What would you do if you won a lot of money?

Money


10

Unit 4

Unit 5

When to use

Time (minutes)

Resource

The cost of living

The world at your feet

29 A short stint in a zoo

Employment


8

30 Who said it?

Reported Speech


12

31 These two are taboo

Words from the text on gender roles


10


Vocabulary: employment


10

Grammar: reporting verbs


10

33 Let’s focus on phrasal verbs

Phrasal verbs


10

34 Work and study

Words related to work, generalising and describing consequences


10

35 On the contrary

Appearance and media


10


Vocabulary: truth and lies


10

Grammar: Conditionals


10

37 Noughts and crosses

Words from the text The imposter


10

38 Mix them well together

Mixed conditionals


10

39 Society in focus

Word formation


15

40 Choosing and rejecting

Choosing, rejecting, comparing and contrasting options, expressing opinions tentatively and justifying a choice


12

41 Personally, I think …

Expressing a point of view and writing about different aspects of an issue


15

Unit 6

True or false?

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Photocopiable resources – Contents

Resource

Time (minutes)

Language point

When to use

42 One down. Two across.

Technology and the effect it has on people


10

43 Quick teen survey

Advanced passive forms


15

44 At-signs, hashes and asterisks

Word formation


12


Vocabulary: health


10

Grammar: passive reporting structures


10

46 Nought on the confusion scale

Easily confused words


20

47 How has technology developed?

Words related to technology, explaining Before Focus review 7, Speaking, points of view and justifying opinions Ex. 8, p. 109

12

48 Pros and cons of e-books

Words related to e-books, expressing certainty, contrast and a condition


12

Unit 7

Unit 8

Log on

Around the globe

49 Save the polar bear cubs

The natural world


12

50 Vote for us

Unreal past


15

51 Do you have itchy feet?

Journeys


10


Vocabulary: the natural world


10

Grammar: emphasis – cleft sentences and inversion


10

53 We’re word builders! We’re bricklayers!

Word formation


15

54 Different shades of green

Words related to the environment and presenting one’s opinion


15

55 Eco-holidays

Expressing an opinion, concession, contrast, reason, cause and result


15

Revision

A: after Focus review 4, Ex. 5, p. 66 B: after Focus review 7, Ex. 5, p. 108

12 12

57 Gapped text


20 20

58 Word building

After Focus review 1, Ex. 5, p. 24

20

59 Word building cloze


20 20

60 Transformations

A: after Focus review 1, Ex. 6, p. 24 B: after Focus review 2, Ex. 7, p. 39 C: after Focus review 4, Ex. 6, p. 66 D: after Focus review 5, Ex. 6, p. 80

20 20

61 Sentence formation


12 12

62 Mini-test 1


15

63 Mini-test 2


15

64 Mini-test 3


15

Language in use 56 Multiple choice

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Photocopiable resources Teacher’s notes Unit 1 Do your best 1 FAQ (1.1 Vocabulary) Aim: to practise words related to education and character Interaction: pairs Type of activity: concept-checking questions Time: 10 minutes Materials: 1 set of 12 cards per pair In class: (1) Copy the worksheet and cut out the cards as indicated. (2) Tell students they are going to work in pairs and give each pair one set of cards. They put the cards face down in a pile. (3) Students take turns to pick up one card at a time. They ask each other the questions. It is important that the questions are read out and not shown. There are only yes/no questions. When the answer is no, students also have to justify their answer. They collect the questions they answered correctly as points. (4) Ask students about the result of their games.

2 Test yourself pairwork activities (1.1 Vocabulary; 1.2 Grammar) Aim: to practise vocabulary and grammar from Unit 1 Interaction: individual/pairs Type of activity: Gap-filling and multiple choice Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 1.1 ask students to complete Exercises 1 and 2. After Grammar lesson 1.2 ask students to complete Exercise 3. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

3 The adverb formation maze (1.4 Reading) Aim: to practise the derivation of the adverbs from the text Lighting the spark of learning Interaction: individual Type of activity: word formation and gap-filling Time: 8 minutes Materials: 1 worksheet per student

In class: (1) Tell students they are going to work individually and hand out the worksheets. Students will have to find their way through the maze using ‘a torch with a special -LY beam of light’. They can only move forward once they have formed an adverb from the word given. Tell students that apart from adding the -ly suffix, other changes may be necessary, e.g. interest + -ing + -ly = interestingly. This part of the activity can also be done as a race. (2) When everyone has finished, give students the correct answers. (3) Get students to complete the sentences with the adverbs from the maze. (4) Finally, check answers with the whole class. Optional follow up: Students make other words using the remaining root words from the maze. Set a time limit of 5 minutes. Tell students to look at the text Lighting the spark of learning on p. 16–17 in the Students’ Book again and check if their words appear in the text and if there are any words they have not come up with. Answers: Maze solution: successfully – freely – hugely – surprisingly – regularly – significantly – minimally The remaining adverb derivations (placed in dead ends of the maze): curiously, radically Other possible derivations from the text: curiosity, fulfil, ability, entitled, outdated, winner, adjoining Sentences: 1 hugely 2 significantly 3 Surprisingly 4 regularly 5 freely 6 minimally

4 In love with my bike (1.5 Grammar) Aim: to practise verb patterns Interaction: individual/pairs Type of activity: gap-filling and information exchange Time: 12 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Ask them to complete the gaps with the correct form of the verbs in brackets. (2) When everyone has finished, check answers with the whole class. (3) Students answer the questions for themselves. (4) Then they interview their partner and take notes of their answers to find out what they have in common. (5) Ask students to report their findings, e.g. We both fancy riding our bikes today. (We may well go somewhere together.) Answers: 1 learning 2 to ride 3 to wear 4 to listen 5 cycling 6 biking 7 ride 8 to lend 9 going 10 riding

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Photocopiable resources – Teacher’s notes

5 Anonymous writers (1.8 Language in focus) Aim: to practise -ing forms Interaction: groups of ten Type of activity: writing and information exchange Time: 15 minutes Materials: 1 set of 10 cards per group In class: (1) Divide students into groups of ten and give each student a work card. Write education or school on the board. Tell students to complete their cards with their own opinions to do with the topic on the board. Encourage them to elaborate on the points. Also remind them not to show their cards to each other or sign them. Set a time limit of 7 minutes. Monitor students’ writing and help with any queries. (2) When everyone has finished, ask students in each group to put their cards face down in a pile. Get students to draw one card from the file. If they happen to draw their own card, they must put it back and draw another one. (3) Students read the cards they have drawn and guess who wrote them. They can take turns to say who, in their opinion, wrote the card and why they think so. The student considered to be the author of the card has to confirm or deny it. Alternatively, students may mingle and ask yes/no questions to find the author of their card, in which case you should give an example question: Do you think there’s no point in studying languages because there aren’t jobs for language teachers? (4) Finally, you may ask students to say who wrote the card and repeat what they read, e.g.: T: Do you know who wrote your card? A: Yes, it was Marco. T: What did he write?/What does it say? A: It says that he often wastes time surfing the net instead of studying.

6 Learning how to … (Focus review 1, Speaking) Aim: to practise describing photos Interaction: individual/pairs Type of activity: gap-filling and guided speaking Time: 15 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets, ask students to look at Photo 1 and complete its description with words from the box. Point out that there is one extra word. (2) Ask students to compare their answers in pairs and then check them with the whole class. (3) Tell students to look at Photo 2 and complete its description with their own ideas. (4) Ask students to compare their answers in pairs and then check them with the whole class. Answers: Photo 1: 1 chances 2 on 3 about 4 though 5 obvious 6 Judging 7 be 8 have

Photo 2 (example): This is a photo of a science professor talking to some students. Based on what is written on the board, the students must have just attended a lecture on Maths or Physics. It looks to me as if the professor has just finished explaining something difficult and the students could be asking additional questions. It’s hard to say which year the students are in, but judging by how self-confident the students feel, the chances are that they might be studying science for an MSc. I can’t really tell but they could be talking to the professor about his lecture or their understanding of science.

7 The aim of this report … (Focus review 1, Writing) Part 1 Aim: to practise structuring a report Interaction: individual/pairs Type of activity: matching and gap-filling Time: 10 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets and ask students to complete the phrases in the second column with the words in the box. (2) Ask students to compare their answers in pairs. (3) Then tell students to complete the third column by matching sentences a–g with the correct sections in the third column of the table. (4) Check answers with the whole class. Answers: 1 purpose 2 hoped 3 decided 4 planned 5 recommend 6 idea 7 benefit 8 informative 9 points 10 decisions Possible answers: Introduction: c Main sections: f, g, b Making recommendations: e, d Conclusion: a Part 2 Aim: to practise using verb patterns to suggest and recommend Interaction: individual/pairs Type of activity: circling Time: 5 minutes Materials: 1 worksheet per student In class: (1) Tell students to work individually. Ask them to complete each sentence correctly using the words in brackets. (2) Ask students to compare their answers in pairs. (3) Ask pairs to write an introductory sentence for a report on improving the school cafeteria. (4) Ask some students to read their sentences. Answers: 1 are advised to check 2 intends to introduce 3 caused us to add 4 suggested that students clean 5 suggested removing fried food 6 recommend (that) students come 7 was decided to upload

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Unit 2 It takes all sorts 8 What a smashing New Year’s Eve party it was! (2.1 Vocabulary) Aim: to practise collocations related to parties Interaction: individual/pairs Type of activity: gap-filling and information finding Time: 10 minutes Materials: 1 worksheet per student In class: (1) Tell students that they are going to work individually at first and hand out the worksheets. (2) Ask students to read the sentences and complete them with the words from the box. Set a time limit of 3–5 minutes. (3) Check answers with the whole class. (4) Ask students to think about their last New Year’s Eve party and mark the sentences that are true for them. (5) Students work in pairs and guess which sentences their partners marked as true, e.g. A: I suppose you had the time of your life. B: The fireworks must have been the highlight of the night. Answers: 1 put 2 gathering 3 close 4 worth 5 centre 6 lost 7 life 8 toast 9 showered 10 highlight

9 Test yourself pairwork activities (2.1 Vocabulary; 2.2 Grammar) Aim: to practise vocabulary and grammar from Unit 2 Interaction: individual/pairs Type of activity: gap-filling and multiple choice Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 2.1 ask students to complete Exercises 1 and 2. After Grammar lesson 2.2 ask students to complete Exercise 3. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

10 Reading body language in a club (2.4 Reading) Aim: to practise collocations related to body language Interaction: pairs Type of activity: describing and discussing Time: 10 minutes Materials: 1 worksheet per pair

In class: (1) Copy the worksheet and cut off the Student A and Student B cards as indicated. (2) Tell students they are going to work in pairs and give each pair one picture. Then give Students A and Students B their cards respectively, tell them not to show the cards to each other and to follow the instructions. (3) Students identify the four people in the picture who they have the descriptions of. (4) Students ask each other about the remaining four people they have to identify, e.g. What’s Susan doing?/Where’s Mark?/Who’s Mike? (5) Get students to discuss what the people’s body language might imply. Elicit one example, T: Why do you think Anna is looking away? S: She might not be interested in the conversation. Answers: Mike – J, Sarah – K, Jim – F, Susan – B, Anna – M, Mark – C, Kate – A, Paul – G

11 To put or not to put a comma, that is the question! (2.5 Grammar) Aim: to practise the use of commas in relative clauses Interaction: individual Type of activity: matching Time: 10 minutes Materials: 1 worksheet per student In class: (1) Tell students that they are going to work individually and hand out the worksheets. (2) Tell them to match sentence halves by writing letters next to the numbers at the bottom of the page. If a comma is needed, students draw a line between the sentence halves. The lines should go through the big comma in the middle. Set a time limit of 5 minutes. (3) Then ask students to compare their answers in pairs and check in which sentences they used a comma. (4) Check answers with the whole class. Optional follow up: Students rewrite the sentences in which they misused commas or which they mismatched, changing them so that they are true for them. Answers: Sentences with a comma: 1c My cousin has moved to New Zealand, where I’d love to go one day. 3k My parents always ask me how school was, which is very irritating. 4h My mum looks a lot like her sisters, who are twins and have the same eyes and hair as her. 6b My father often talks about his grandma Mary, whose life became an inspiration for him. 10d My grandpa died in 2005, when I was just four. 11f My immediate family live in Gdańsk, which is the sixth largest city in Poland. Sentences without a comma: 2e My grandma makes a cheesecake that tastes like nothing else in the world. 5i I couldn’t make friends with people that never admit when they’re wrong. 7a Uncle Rob is the kind of person you take an instant liking to. 8l I’m in touch with my whole extended family living abroad. 9g I’ve never been to the village my great-grandparents were born in. 12j I’ve got some black-and-white photos taken by my great-grandfather in the 1930s.

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12 Just think of someone

(2.8 Language in focus)

Aim: to practise collocations Interaction: individual/pairs Type of activity: gap-filling and information exchange Time: 10 minutes Materials: 1 worksheet per student In class: (1) Tell students that they are going to work individually at first and then hand out the worksheets. Tell them to take 3 minutes to fill in the gaps with the words from the box. (2) Check answers with the whole class. (3) Ask students to choose five people from the Think of list and write their names in the notes at the bottom of the page in a random order. Set a time limit of 1–2 minutes. (4) Tell students to work in pairs and to swap their worksheets. (5) Students ask each other questions to find out who the people in the notes are, e.g. Who’s Adam? How about Mr Nowak? Encourage students to give their answers from memory instead of reading them. Suggest asking follow up questions, e.g. So which team is he bitterly disappointed with? How do you know he can’t keep secrets? When did his grandmother pass away? With weaker students, get them to ask yes/no questions e.g. Is Magda a casual acquaintance that you’d like to get to know better? Answers: 1 vivid 2 baby 3 absolutely 4 faith 5 plate 6 set 7 late 8 keep 9 bitterly 10 casual

13 Tell me about a family celebration

(Focus review 2, Speaking)

Part 1 Aim: to practise describing photos Interaction: individual Type of activity: gap-filling Time: 2–3 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets and ask students to fill in the gaps with the appropriate words. (2) Check answers with the whole class. Answers: 1 shows 2 obvious 3 clearly 4 about 5 though Part 2 Aim: to practise answering questions related to a photo Interaction: individual/pairs Type of activity: multiple choice, matching, gap-filling and guided speaking Time: 10–12 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Ask them to look at question 1 and at the picture in Part 1 again. (2) Students read the sample answer to the question and choose the correct words. Ask students to check their answers in pairs.

(3) Students look at question 2, match the expressions and use them to complete the gaps in the sample answer. Check answers with the whole class. (4) Students look at question 3 and fill in the gaps in the sample answer with the words from the box. There are two extra words. Check answers with the whole class. (5) Ask students to prepare their own answers to questions 2 and 3 and share them in pairs. Answers: 1: 1 To 2 Judging 3 excited 4 reason 2: 1 e 2 f 3 a 4 b 5 d 6 c a Generally speaking, b family gathering c What’s more, d catch up with all the news e On the other hand, f people of my age 3: 1 place 2 begin 3 just 4 as 5 sudden 6 turned 7 doubt 8 enough

14 Conflicts between generations

(Focus review 2, Writing)

Part 1 Aim: to practise words related to family problems Interaction: individual/pairs Type of activity: matching and gap-filling Time: 7–8 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and ask them to match the expressions in the first box. (2) Then tell students to complete the missing letters in the expressions in the second box. (3) Ask students to work in pairs and expand the expressions from both boxes into sentences about reasons for conflicts and suggested solutions. Set a time limit of 3–4 minutes. (4) Ask some students to read their pieces out. Answers: Reasons for conflicts: 1 g 2 e 3 h 4 a 5 c 6 f 7 d 8b Solutions: 1 keeping 2 considerate 3 independent 4 stereotyping 5 involved Part 2 Aim: to practise identifying techniques used to write an article Interaction: individual/pairs Type of activity: matching, classifying, guided writing Time: 7–8 minutes Materials: 1 worksheet per student In class: (1) Tell students to work individually at first. Hand out the worksheet and ask students to complete the grid with the suggested titles. (2) Ask students to compare their answers in pairs. (3) Then ask students to complete the phrases for introduction and conclusion with the words from the box. (4) Tell students they are going to work in pairs. Some pairs choose a title for their article and write an introduction using the expressions from Part 1 and Part 2. Others pairs write a conclusion using the expressions from Part 1 and Part 2. Set a time limit of 3–4 minutes. (5) Ask some pairs to read their pieces out.

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Photocopiable resources – Teacher’s notes Answers: Title: 1 Why do we argue and what to do about it? 2 Me and my family – an astonishing but overwhelming experience 3 Conflicts and how to solve them 4 Growing generation gap Introduction and conclusion: 1 would 2 know 3 wondered 4 plans 5 hope 6 reasons 7 future

Unit 3 A place to live 15 A whistle-stop tour of European cities

(3.1 Vocabulary)

Aim: to practise words related to cities Interaction: pairs Type of activity: matching Time: 10 minutes Materials: 1 set of 24 cards per pair In class: (1) Copy the worksheet and cut up the cards as indicated. Mix up the city cards and then the description cards, but keep the two types of cards separate. (2) Tell students that they are going to work in pairs and hand out the cards. Place the description cards face down in a pile. Place all the city cards face up. (3) Tell students that the cards contain some clues about the cities to be visited during a whistle-stop tour called A Dozen European Cities in Less Than a Fortnight. (4) Students take turns to pick up one card at a time and match it to a city to work out the actual itinerary. They should discuss their choices if in doubt. (5) Check answers with the whole class. (6) You can expand the task by getting students to repeat the descriptions of the cities from memory. Optional follow up: Ask students what they think of this particular itinerary and whistle-stop tours in general.

16 Text a fortune-teller

(3.2 Grammar)

Aim: to practise future forms Interaction: individual/pairs Type of activity: gap-filling and evaluating Time: 10 minutes Materials: 1 worksheet per student (A or B) In class: (1) Copy the worksheets for Students A and B and cut off the bottom parts (the instructions). (2) Divide students into pairs, Student A and Student B. Fold the worksheets along the dotted line and give them to Students A and B respectively, the question side up. Ask students not to unfold the worksheets or look at the other side. (3) Get students to complete the questions with one word in each gap. Set a time limit of 4 minutes. (4) Check answers briefly with the whole class. (5) Ask students to turn over and swap the folded worksheets. (6) Hand out the previously cut off fragments to Students A and B respectively. Ask them to follow the instructions and to

complete the answers section on the worksheet they got from the other student. Set a time limit of 1 minute. (7) Once they have finished, they swap worksheets again. (8) Students unfold the worksheets and read the answers to each other. They decide which answers seem (il)logical and evaluate how trustworthy the fortune telling service is. Answers: Student A: 1 be, time 2 have, been 3 be, time 4 have, been 5 time Student B: 6 have, by 7 be, in 8 been, time 9 have, been 10 times

17 The Frequent Flyer Quiz

(3.4 Reading)

Aim: to practise words from the text Life on Board the International Space Station Interaction: pairs Type of activity: guessing game and information exchange Time: 10 minutes Materials: 1 worksheet per student (A or B) In class: (1) Divide students into pairs, Student A and Student B. (2) Give Students A and B their worksheets and tell them to underline the correct italicised options. Set a time limit of 3 minutes. Remind them not to show their worksheets to each other. (3) Give the answers briefly to the whole class. (4) Students read their quiz questions and options a, b and c to each other and guess the answers. The correct answers are marked with a plane symbol. Students award each other 1 point for each correct guess. (5) Ask students about their scores. Optional follow up: You may ask students what new information they found out from the quiz. You may also want to elaborate on the following points: 2 Supersonic planes fly faster than the speed of sound. Concorde jets, operated by Air France and British Airways, flew mainly between Paris/London and New York. Each flight took about 3.5 hours. Concorde was taken out of service in 2003, partly as a result of the fatal crash at Paris airport in 2000. 4 The ability to swim is essential for emergency water landings. 5 Window shutters (also called shades or blinds) must be open during take-off and landing so that the crew can see what is happening outside in case of emergency. 6 There are no non-stop flights between the UK and New Zealand. There are, however, direct flights with short stopovers either in South Asia or San Francisco. The flight itself takes about 24 hours, excluding the length of the stopover. 7 The cabin air is low in humidity and can cause dry skin. Drinking water during a flight keeps your skin hydrated. Drinking coffee or alcohol is not advisable because they are diuretic. 8 A commercial Zero-G flight includes 15 parabolic manoeuvres, each creating 20–30 seconds of weightlessness. 9 Emirates Airlines is the first airline to have a shower spa installed in their version of the Airbus A380 for the use of first class passengers. 10 The three top answers were: 1 The Northern Lights on North American flights; 2 Central London – approach into Heathrow; 3 Mont Blanc – approach to Pisa.

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Photocopiable resources – Teacher’s notes Answers: Student A: 1 at 2 altitude 3 clock 4 crew 5 shutters Student B: 6 take 7 moist 8 weightlessness 9 On board 10 breath


(3.1 Vocabulary; 3.5 Grammar)

Aim: to practise vocabulary and grammar from Unit 3 Interaction: individual/pairs Type of activity: matching, gap-filling and multiple choice Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 3.1 ask students to complete Exercises 1 and 2. After Grammar lesson 3.5 ask students to complete Exercise 3. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

19 Check the door


Aim: to practise determiners Interaction: individual/groups of ten Type of activity: choosing the correct option and mingling Time: 15 minutes Materials: 1 worksheet per student In class: (1) Hand out the worksheets. Divide students into groups of ten. Assign a number from 1 to 10 to each student in the group and tell them to write their name on the corresponding door on the worksheet. Alternatively, you can write in the names yourself before handing out the worksheets. This might be a practical solution if you have an uneven number of students or if you want to assign one task to two weaker students. (2) Tell students that they are going to work individually at first. Ask them to circle or tick the correct form in each sentence. Set a time limit of 4 minutes. (3) Check answers with the whole class. Students cross out the wrong options. (4) Ask students to read the sentence that is on their door. Tell students that they will have to check whether the statement is true. Make sure students know how to correctly form the question they are going to ask. Monitor their work and answer any queries. (5) Students mingle in their groups and ask each person the same question to verify the statement. (6) At the end of the activity, students report back to the class whether their sentences were true. They correct the untrue statements.

Possible questions: 1 Do you tidy up your room every other day?/How often do you tidy up your room? 2 Do you think that both men and women should do their equal share of housework? 3 Do you sometimes do the washing yourself? 4 Do you hate (doing the) ironing? 5 Have you decorated your room yourself? 6 Would you like to have your whole room painted black? 7 Would you like to live in a hall of residence with other students? 8 Do you like the idea of sharing a fridge with others? 9 Do you want to study in another country/ abroad? 10 Would you like to live on your own?/Do you want to continue living with your family?

20 Doing up a flat


Part 1 Aim: to practise words related to home Interaction: individual/pairs Type of activity: gap-filling and matching Time: 7–8 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and tell students to complete the for and against table with their own ideas. (2) Get students to compare their ideas and check them with the whole class. (3) Ask students to complete the mind maps with the verbs from the box. Point out that some verbs can be used more than once. (4) Check answers with the whole class. Answers: Redecoration on your own (examples): For: cheap, satisfaction, the end result is exactly what you want Against: involves a lot of time and effort, things might go wrong Jobs to do: walls: paint, wallpaper carpet: fit, lay, vacuum curtains: hang, put up new bookshelves: assemble, dust, fit, put up lights: fit, install Part 2 Aim: to practise suggesting, objecting, compromising and agreeing Interaction: individual/pairs Type of activity: gap-filling and matching Time: 6–7 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Ask them to complete the missing letters in the phrases. (2) Get students to compare their answers in pairs. (3) Tell students to complete the grid with the phrases. (4) Check answers with the whole class.

Answers: 1 every 2 both 3 Each 4 Every one of 5 All 6 whole 7 other 8 others 9 another 10 The others

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Photocopiable resources – Teacher’s notes Answers: 1 Why, half 2 halves 3 absolutely 4 Given, rather 5 wouldn’t 6 would, say 7 agree 8 convinced, idea Suggesting a course of action: 4, 6 Objecting: 5, 8 Compromising: 1, 2 Agreeing: 3, 7

21 Advantages and disadvantages of …


Part 1 Aim: to practise words related to renting accommodation Interaction: individual/pairs Type of activity: classifying Time: 4–5 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and tell students to put the ideas into the correct columns. (2) Ask them to work in pairs and add some ideas of their own. (3) Check the table with the whole class. Answers: Advantages: no repair bills, greater flexibility when moving house, easier to adapt to a current financial situation Disadvantages: cannot decorate the way you want, might be asked to leave at short notice, have to deal with a landlord

Unit 4 The cost of living 22 Good value for money

Aim: to practise words related to money and shopping Interaction: pairs Type of activity: information and opinion exchange Time: 12 minutes Materials: 1 worksheet per student (A or B) In class: (1) Divide students into pairs, Student A and Student B. (2) Give students their worksheets. (3) Explain that students should not look at each other’s worksheets. (4) Students take turns to ask each other about the missing prices on their worksheets. The student that has found out the missing price has to assess how relevant the comment related to the product is. Then the other students says if they agree. Tell students that they must repeat the comment out loud and avoid short comments such as I agree./I don’t think so. You may want to demonstrate the assessment part, e.g. I think it’s greatly/slightly exaggerated. I wouldn’t say that this coffee costs a fortune. It’s the usual price./It is a bit expensive but it doesn’t cost an arm and a leg. Optional follow up: Get students to recap on which comments they found greatly exaggerated. Ask them if they had different opinions about any of the comments.

23 Question tag dominoes

Part 2 Aim: to practise writing a ‘for and against’ essay Interaction: individual/pairs Type of activity: gap-filling, choosing and guided writing Time: 9–10 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Ask them to choose the right options in the introduction, then to complete the gaps in the main paragraphs, and finally to complete the conclusion with the words from the box. There is one extra word that they do not need to use. (2) Ask students to check answers in pairs. (3) Get students to work in pairs and expand the main paragraphs with their own ideas. Set a time limit of 2–3 minutes. (4) Ask a few pairs to read out their sentences. Answers: 1 However 2 Even though 3 downsides 4 persuasive 5 further 6 way 7 spite 8 minuses 9 Likewise 10 considerable 11 all 12 cons 13 feel

(4.1 Vocabulary)

(4.2 Grammar)

Aim: to practise question tags Interaction: pairs Type of activity: matching game Time: 10 minutes Materials: 1 set of 18 cards per pair In class: (1) Copy the worksheet and cut up the dominoes as indicated. (2) Tell students that they are going to play dominoes in pairs. They will have to find matching sentences and question tags. Give each pair one set of cards. Place all the dominoes face down except for one, which will serve as the beginning of the sequence. (3) Students pick up three dominoes each from the pile. (4) They take turns to put down a domino which completes the sentence with a correct question tag or the question tag with a correct sentence. (5) If a student doesn’t have a suitable domino, they pick up one domino from the pile, or miss a turn when there are no dominoes left in the pile. (6) Walk around the class to monitor the game. (7) The first student to put down all the dominoes is the winner provided there are none left in the pile. (8) When all pairs have finished, ask students what the story is about and which sentence is the beginning.

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24 I bet my best pair of jeans that it’s correct!

(4.4 Reading)

Aim: to practise word formation Interaction: individual Type of activity: gap-filling Time: 8 minutes Materials: 1 worksheet per student In class: (1) Tell students that they are going to work individually. Hand out the worksheet and tell them to take 5 minutes to fill in the gaps in the descriptions with the correct form of the word in capitals. (2) Then ask students to place bets on their answers. They can bet 1, 5 or 10 points on each answer, depending on how sure they are of the correctness of the answers or how willing they are to take a risk. Remind students that any misplaced bet becomes their loss. Set a time limit of 1 minute. (3) Check answers with the whole class. (4) Give students a minute to calculate their loss or gain. Ask them about their total score. Answers: 1 baggy 2 skinny 3 enthusiast 4 artificially 5 increasingly 6 trendsetters 7 production 8 environmental 9 affordable 10 perfectionist



Aim: to practise vocabulary and grammar from Unit 4 Interaction: individual/pairs Type of activity: gap-filling Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 4.1 ask students to complete Exercises 1 and 2. After Grammar lesson 4.5 ask students to complete Exercise 3. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

26 The focus of our debate today is ...


Aim: to practise modality structures Interaction: individual/pairs Type of activity: gap-filling and discussing Time: 15 minutes Materials: 1 worksheet per person In class: (1) Tell students that they are going to work individually at first. Hand out the worksheet and tell them to complete the sentences so that they mean the opposite of the sentences with a corresponding number. Students have to use three or four words to fill in the gaps, including the

word in capitals in the correct form. Set a time limit of 5 minutes. (2) Check answers with the whole class. (3) Tell students to read the statements again and tick the ones they agree with. (4) Get students to work in pairs and to compare their choices. When they find the topic they disagree on, they should try to convince each other to their point of view. Answers: 1B be banned from advertising 2A be permitted to try 3B are bound to 4A be obliged to 5B are unlikely to stop 6A succeed in getting 7B are meant to 8A are sure to go

27 I am writing to complain about …


Part 1 Aim: to practise expressing complaints Interaction: individual Type of activity: matching Time: 2–3 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheet and tell students to match the two halves of the phrases. (2) Check answers with the whole class. Answers: 1f 2e 3b 4a 5g 6c 7d Part 2 Aim: to practise writing a letter of complaint Interaction: pairs Type of activity: gap-filling and ordering Time: 6–7 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work in pairs. Ask them put the paragraphs in the correct order. (2) Check briefly with the whole class. (3) Tell students to fill in the gaps with the phrases from Part 1. (4) Check the exercise with the whole class. Answers: III: I am writing on behalf of; I would like to make a formal complaint IV: To make matters worse, II: We were particularly upset; Without doubt, I: we urge you to investigate the matter; we look forward to your response

28 What would you do if you won a lot of money?


Aim: to practise words related to money Interaction: individual/pairs Type of activity: matching Time: 8–10 minutes Materials: 1 worksheet per student

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Photocopiable resources – Teacher’s notes In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and tell students to complete the descriptions of ideas on what to do after winning the lottery with words or phrases from the box. There are two extra options. (2) Get students to compare their ideas and check answers with the whole class. (3) Ask students to complete the for and against tables with the expressions from the list of arguments. Tell them that box 4 has to be filled with their own ideas. (4) Ask students to add one for and one against argument to boxes 1–3. (5) Get students to compare their ideas and check answers with the whole class. Answers: 1 For: d, h; Against: e 2 world tour; For: b, i; Against: g, k 3 charity; For: a, f; Against: c, j 4 university

Unit 5 The world at your feet 29 A short stint in a zoo

(5.1 Vocabulary)

Aim: to practise words related to employment Interaction: pairs Type of activity: ordering Time: 8 minutes Materials: 1 set of 30 cards per pair In class: (1) Copy the worksheet, cut out the cards as indicated and mix them up. (2) Tell students that they are going to work in pairs. Give each pair one set of cards. (3) Ask students to put the story in the correct order by reconstructing ten sentences. Each sentence consists of three cards. You may also point out that the story starts with the card A job centre was recruiting. Set a time limit of 5 minutes. (4) Get students to compare answers with other pairs. (5) Check answers with the whole class. Optional follow up: Take advantage of the slight absurdity of the story. Get students to speculate on why the penguins were dissatisfied with the young keeper and why the previous keeper(s) had suddenly stepped down. If your students enjoy this kind of sense of humour, they will definitely let their imaginations run riot. Answers: See the worksheet. Small alternations in the order are possible.

30 Who said it?

(5.2 Grammar)

Aim: to practise Reported Speech Interaction: pairs Type of activity: sentence completion and information exchange Time: 12 minutes Materials: 1 worksheet per student (A or B)

In class: (1) Tell students that they are going to work in pairs. They will have to match the six quotations to the famous people and check if the other student’s answers are correct. (2) Ask students to complete the sentences using reported speech. Set a time limit of 6 minutes. (3) Students take turns to read their answers to each other. They award each other points: one for the right match and one for a grammatically correct answer. Students should correct their mistakes in the answers. (4) When everyone has finished, ask students about their scores. Optional follow up: Ask students which quotations were the easiest to guess and which were too vague to be associated with a particular person. Answers: Student A: see the worksheet for Student B. Student B: see the worksheet for Student A.

31 These two are taboo

(5.4 Reading)

Aim: to practise words from the texts on gender roles Interaction: pairs Type of activity: defining and guessing game Time: 10 minutes Materials: 1 set of 12 cards per pair In class: (1) Tell students they are going to play a guessing game in pairs. Give each pair a set of shuffled cards and place them face down in a pile. (2) Students take turns to define the key words. Explain that they are not allowed to use words which are crossed out in their definitions. Before giving the actual definition, they can read the information about the word form given in brackets. Set a time limit of 1 minute for guessing one word. If students are not able to guess the word within the allotted time, they put the card aside. Similarly, if either of the prohibited words appears in the definitions, the card must be put aside. (3) Each pair works as a team. They award themselves one point for each correct guess. In other words, the student inventing the definition and the one guessing word are equally responsible for success or failure. (4) When all the cards have been used, ask each pair about their score. Optional follow up: You may ask students which words they had problems defining or guessing.



Aim: to practise vocabulary and grammar from Unit 5 Interaction: individual/pairs Type of activity: multiple choice, gap-filling and sentence completion Time: 10 minutes Materials: 1 worksheet per pair

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Photocopiable resources – Teacher’s notes In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 5.1 ask students to complete Exercises 1 and 2. After Grammar lesson 5.5 ask students to complete Exercise 3. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

33 Let’s focus on phrasal verbs


Aim: to practise phrasal verbs Interaction: individual/pairs Type of activity: matching and drilling Time: 10 minutes Materials: 1 worksheet per person In class: (1) Tell students that they are going to work individually at first. Hand out the worksheet and tell students to match questions 1–14 with answers a–n and write the numbers in the boxes. Set a time limit of 5 minutes. (2) Check answers with the whole class. (3) Tell students to work in pairs. Student A folds their worksheet in half lengthwise along the dotted line and looks at the answers. They have to say the phrasal verbs from memory and use them with the given collocations, e.g. Bad weather, heavy traffic or latecomers can hold you/me up. Student B looks at their unfolded page and checks the answers, prompting Student A if necessary. (4) Get students to swap the roles. This time Student B folds their worksheet in half, looks at the questions with the phrasal verbs and says the collocations from memory, e.g.: What can you pick up? You can pick something from the floor, some English or any skill. Optional follow up: Students write their own examples with the phrasal verbs they had difficulty remembering. Answers: 1 d 2 j 3 l 4 c 5 m 6 b 7 f 8 e 9 k 10 h 11 i 12 g 13 n 14 a

34 Work and study


Part 1 Aim: to practise words related to work Interaction: individual/pairs Type of activity: classifying Time: 2–3 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Hand out the worksheets, tell students to read the topic question and to put the arguments for and against into the correct spidergram. (2) Get students to check answers in pairs. (3) Ask students to work in pairs and add one more idea to each concept. (4) Check answers with the whole class.

Answers: For: gain experience earn your own money gain new skills Against: may feel overworked badly-paid less time for yourself Part 2 Aim: to practise generalising and describing consequences Interaction: individual/pairs Type of activity: gap-filling and guided writing Time: 6–7 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first and ask them to fill in the gaps with words from the box. (2) Check answers with the whole class. (3) Ask students to work in pairs and expand the ideas from Part 1 using expressions on generalising and consequences from Part 2. Set a time limit of 2–3 minutes. (4) Ask a few pairs to present their sentences. Answers: Generalising: 1 Broadly 2 general 3 whole 4 case 5 tend 6 would Describing possible consequences: 7 outcome 8 Consequently 9 trigger

Unit 6 True or false? 35 On the contrary

(6.1 Vocabulary)

Aim: to practise words related to appearance and the media Interaction: pairs Type of activity: memory game and drilling Time: 10 minutes Materials: 1 set of 24 cards per pair In class: (1) Copy the worksheet and cut up the cards as indicated. (2) Tell students that they are going to play a memory game in pairs. Give each pair of students one set of narrow cards and one set of wide cards. Tell students to put the cards face down in two columns according to their width. The narrow cards should be placed on the left. (3) Students take turns to turn over one narrow and one wide card at a time in order to find pairs of sentences with opposite meanings. (4) If they find a matching pair, they remove it from the game as a trick. If not, they put the cards back exactly in the same place where they were. Get students to read the cards out every time they turn them over, to reinforce the target vocabulary. (5) The student with the most tricks is the winner. Optional follow up: You may ask students if they know anyone who tends to disagree with everyone on everything.

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Aim: to practise vocabulary and grammar from Unit 6 Interaction: individual/pairs Type of activity: multiple choice and sentence completion Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 6.1 ask students to complete Exercise 1. After Grammar lesson 6.2 ask students to complete Exercise 2. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

37 Noughts and crosses

(6.3 Reading)

Aim: to practise words from the text The imposter Interaction: pairs Type of activity: game of noughts and crosses Time: 8–10 minutes Materials: 1 worksheet per pair In class: (1) Tell students that they are going to play two games of noughts and crosses. Give each pair of students a worksheet. Make sure everyone knows how to play the game. (They have to get a horizontal, vertical or diagonal line of three noughts or crosses.) (2) Students decide who is the nought and who is the cross. They do not swap their signs for Game 2 as it is a revenge game. Students choose a square on the grid and complete the sentence with a preposition for Game 1, or explain the meaning of the word or phrase for Game 2. If a student makes a mistake, their opponent can take the same square. (3) You may set a time limit of 8 minutes for both games. When everyone has finished, check answers with the whole class. (4) Ask students about the results of their games. Answers: Game 1: 1 in 2 through 3 across 4 up 5 into 6 off 7 up 8 into 9 away Game 2: 1 to hug someone 2 to remove the colour from hair/to lighten it 3 to leave someone you’re responsible for, e.g. a child 4 the finger next to the thumb/the finger you usually point with 5 someone from your family 6 solemnly promise to tell the truth 7 a child whose parents are dead 8 something you wear to change your appearance or hide your identity 9 prison

38 Mix them well together

(6.5 Grammar)

Aim: to practise mixed conditionals Interaction: individual/whole class Type of activity: writing sentences using prompts Time: 10 minutes Materials: 1 worksheet per person In class: (1) Tell students that they are going to work individually at first. Hand out the worksheet and tell them to write five mixed conditional sentences using the prompts. Point out that the sentences must be both grammatically correct and logical. Give students an additional example by writing two sentences on the board: I’m watching a film (present). A friend recommended it to me (past). Tell students that they can be logically linked into one sentence: I’m watching the film because a friend recommended it to me, which can then be expressed as a mixed conditional: If a friend hadn’t recommended the/this film to me, I wouldn’t be watching it (now). Remind them that they only need to write a conditional sentence. Set a time limit of 3–5 minutes. (2) Get students to compare their sentences in pairs. (3) Check answers with the whole class. Example answers: 1 I wouldn’t be broke if I hadn’t splashed out on new clothes. 2 I’d be sleepy if I’d gone to bed late. 3 I’d have bags under my eyes if I hadn’t slept well last night. 4 I wouldn’t be really busy if I hadn’t failed the exam. 5 I’d be lying in the sun if I’d gone to Egypt. 6 I’d be in my forties now if I’d been born in 1970. 7 I’d have gone to the beach if it wasn’t raining. 8 I wouldn’t have stayed home if I was well. 9 I’d have saved up enough for the trip if I was careful with money. 10 I’d have rented a car if I could drive. 11 I’d have taken that job if I didn’t have to go to school. 12 I wouldn’t have gone there by bus if I enjoyed flying.

39 Society in focus


Aim: to practise word formation Interaction: individual/pairs Type of activity: gap-filling and discussing Time: 15 minutes Materials: 1 worksheet per person In class: (1) Tell students that they are going to work individually at first. Hand out the worksheet and explain that every gapped sentence is linked both to a root word and the suffix needed to make the word that completes the sentence. Tell students to fill in the gaps with the correct form of root words as well as complete circles 1–8 with correct suffixes. Tell students that some of the answer words are in the plural. Set a time limit of 8 minutes. (2) Check answers with the class. (3) Tell students to read the statements again and decide which of them are not true about the society we live in. (4) Get students to work in pairs. Tell them to compare and discuss their opinions. (5) Ask students which statements they both disagreed with and why.

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Photocopiable resources – Teacher’s notes Answers: 1 -ify: purify, terrify 2 -ity: purity, modernity, popularity 3 -ise: modernise, popularise, sympathise 4 -ic: scientific, sympathetic, democratic 5 -ist: terrorist, perfectionist, scientists 6 -ive: innovative, creative 7 -(t)ion: perfection, relations, innovation, creation 8 -ship: relationship, leadership

40 Choosing and rejecting


Part 1 Aim: to practise choosing, rejecting options, expressing opinions tentatively and justifying your opinion Interaction: individual Type of activity: gap-filling Time: 3–4 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets and ask students to fill in the gaps with the words from the box. (2) Check answers with the whole class. Answers: 1 give 2 Of 3 compare 4 for 5 suppose 6 reason 7 definitely 8 choice 9 opinion 10 simply 11 option 12 choose 13 opt 14 strongly 15 least 16 argued 17 either Part 2 Aim: to practise comparing and contrasting options, choosing an option, justifying the choice, explaining reasons for rejecting options and expressing opinions tentatively Interaction: individual/pairs Type of activity: classifying Time: 6–8 minutes Materials: 1 worksheet per student

In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and ask students to match the phrases. (2) Tell students to compare their answers in pairs. (3) Get students to read the essay topic and to complete the points of view using the expressions from the table in the correct form. (4) Check answers with the whole class. Answers: 1d 2f 3g 4h 5a 6c 7b 8e a 5 (take responsibility for) b 2 (boost our self-esteem) c 4 (stay in touch) d 8 (monitor our activities) e 7 (passing themselves off as somebody else) f 1 (disclose private information) g 6 (kids’ safety) h 3 (creates an illusion) Part 2 Aim: to practise writing about different aspects of an issue Interaction: individual/pairs Type of activity: gap-filling and guided writing Time: 9–10 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Ask them to complete the missing letters in the expressions in the grid. (2) Check answers with the whole class. (3) Ask students to work in pairs and write a few sentences presenting their point of view using the arguments from Part 1 and expressions from Part 2. Give them 2–3 minutes to complete the task. (4) Ask a few pairs to read out their sentences. Answers: Saying which two points of view or aspects will be discussed: explain, explore, viewpoint, intention, terms, question, perspective Discussing different aspects of the issue: believe, consider, regard, angle Introducing a conclusion: In, sum, All, in

In class: (1) Tell students they are going to work individually at first. Ask them to complete the grid with the phrases from Part 1. (2) Ask students to compare answers in pairs and then check them with the whole class. Answers: Comparing and contrasting options: 3, 7, 11 Choosing an option and justifying the choice: 2, 6, 10, 13 Explaining reasons for rejecting other options: 1, 4, 8, 12, 15, 17 Expressing opinions tentatively: 5, 9, 14, 16

41 Personally, I think …


Part 1 Aim: to practise expressing points of view Interaction: individual/pairs Type of activity: matching Time: 4–5 minutes Materials: 1 worksheet per student

Unit 7 Log on 42 One down. Two across.

(7.1 Vocabulary)

Aim: to practise words related to technology and the effect it has on people Interaction: individual/pairs Type of activity: crossword and guessing game Time: 10 minutes Materials: 1 worksheet per student (A or B) In class: (1) Divide students into pairs, Student A and Student B. (2) Give Students A and B their worksheets and ask them not to show them to each other. (3) Students work individually at first and match the clues to the answers in their part of the crossword. Set a time limit of 2 minutes. (4) Write the correct sequence of clues on the board and get students to check their answers. (5) Students work in pairs. They take turns to read the definitions of the words they have in their crosswords so

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Photocopiable resources – Teacher’s notes that the other student can complete the missing words. (6) When they have finished, tell students to compare their answers. Answers: Student A: 7, 3, 4, 11, 10, 1, 8 Student B: 5, 6, 13, 9, 2, 14, 12

43 Quick teen survey

(7.2 Grammar)

Aim: to practise advanced passive forms Interaction: groups of 8–12 Type of activity: mingling and asking questions Time: 15 minutes Materials: 1 set of 12 cards per group In class: (1) Divide students into groups of 8–12. (2) Give each student a work card. (3) Students read their work cards work out the correct direct question which they need to ask (see answers below). Monitor their work and offer help if necessary. (4) Students mingle in their groups and ask each other their questions. They should keep a note of the answers so they can be collated at the end of the activity. (5) At the end of the activity, students report the results of their survey back to the class. Optional follow up: Discuss the results. Since some of the points in the exercise seem controversial, the interpretation of the results may allow students to express their views in public. Answers: 1 Do you like being praised? 2 Have you been reminded to study harder today? 3 Do you agree that students shouldn’t be told what to wear to school? 4 Do you think you’re being taught useless things at school? 5 Do you feel you’re not being prepared well for life? 6 Do you feel tired of being made to read books you don’t like? 7 Would you like to not be given any marks at school? 8 Do you understand why laptop computers can’t be used by students in the classroom? 9 Do you often avoid answering the teacher’s questions because you don’t want to be laughed at? 10 Have you ever been caught browsing the web on your phone during a lesson? 11 Do you think you should have been given less homework last week? 12 Do you mind being asked to read something out loud in class?

44 At-signs, hashes and asterisks

(7.4 Reading)

Aim: to practise word formation Interaction: groups of three Type of activity: board game Time: 12 minutes Materials: 1 worksheet per group In class: (1) Give each group a worksheet and tell students that they are going to play a game similar to noughts and crosses. The aim of the game is to get a horizontal, vertical or diagonal line of three at-signs (@), hashes (#) or asterisks (*). The game involves more strategic thinking than a simple game of noughts and crosses. Not only can players

block each other, but they can also form an alliance against the third player. Even if a player is no longer able to win, they can still have an influence on the final result. (2) Students decide who is the at-sign (@), hash (#) or asterisk (*). They choose a square on the grid and complete the sentence with the correct form of the word in capitals. If the answer is correct, the player marks their sign on the square. If a student makes a mistake, their opponents can take the same square. (3) You may set a time limit of 10 minutes for the game. When everyone has finished, check all the answers with the whole class. (4) Ask students about the results of their games. Answers: 1 revolutionised 2 wearable 3 privacy 4 sensor 5 ownership 6 automatically 7 movement 8 narrative 9 knowledge 10 location 11 beneficial 12 personal 13 vibrates 14 urgent 15 developer 16 application



Aim: to practise vocabulary and grammar from Unit 7 Interaction: individual/pairs Type of activity: gap-filling and sentence completion Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 7.1 ask students to complete Exercise 1. After Grammar lesson 7.5 ask students to complete Exercise 2. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

46 Nought on the confusion scale


Aim: to practise easily confused words Interaction: individual/pairs Type of activity: gap-filling and information exchange Time: 12–20 minutes Materials: 1 worksheet per student In class: (1) Fold the worksheets along the dotted line. (2) Tell students that they are going to work individually at first. Hand out the folded worksheets and ask students to choose the correct options in questions 1–12. Remind them not to unfold their sheets or look at the bottom half of the folded worksheet. Set a time limit of 4 minutes. (3) When everyone has finished, get students to place the numbers of the questions below the ‘ruler’, which is supposed to help them realise how clear the highlighted words are to them. Alternatively, students can write scale values next to the sentences. (4) Check answers with the whole class. Ask students if they actually made any mistakes with the words they thought of as particularly confusing. (5) Ask students to read all the questions again in silence, paying special

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Photocopiable resources – Teacher’s notes attention to those they made mistakes in. (6) Tell students to turn the folded page over and complete the same questions from memory. Set a time limit of 2 minutes. When they are ready, get them to unfold their worksheets and check the words against the first part. (7) The final stage depends on how much time you want to devote to the exercise. For example, you can tell students to work in pairs and ask each other only those questions that they made mistakes in (either in both parts or only in one of them). If students did not make any mistakes, they can ask each other the questions of their choice. Alternatively, students can work in pairs and take turns to answer all the questions. Answers: 1 loose 2 present 3 alone 4 raise 5 advise 6 breath 7 lay 8 economical 9 affect 10 conscientious 11 late 12 compliment

47 How has technology developed?


Part 1 Aim: to practise words related to technology Interaction: individual/pairs Type of activity: matching and gap-filling Time: 5–6 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first. Hand out the worksheets and ask students to match the inventions with the reasons why they are important. (2) Tell students to compare answers in pairs. (3) Tell students to imagine they are preparing a school exhibition on how technology has developed. There are two mind maps on the worksheet with some ideas on how to organise the exhibition. Ask students to complete the gaps in the mind maps with the words from the box. (4) Check answers with the whole class. Answers: 1f 2g 3e 4d 5b 6a 7c Presentation: 1 posters 2 objects 3 displays Attractions: 4 gadgets 5 ticket 6 experiments 7 lecture Part 2 Aim: to practise explaining points of view and justifying opinions Interaction: individual/pairs Type of activity: gap-filling and classifying Time: 5–6 minutes Materials: 1 worksheet per student In class: (1) Tell students to work individually at first and ask them to complete gaps a–k with the words from the box. (2) Check answers with the whole class. (3) Ask students to work in pairs and complete gaps 1–3 in the grid with the headings A–C. (5) Check answers again with the whole class. Answers: a with b follow c lost d mean e words f saying g correctly h exactly i much j meant k was 1B 2C 3A

48 Pros and cons of e-books


Part 1 Aim: to practise words related to e-books Interaction: individual Type of activity: matching Time: 2–3 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets and ask them to decide whether the ideas are positive (+) or negative (-). Students write the arguments in the correct column of the table. (2) Check answers with the whole class. Answers: Pros (+): many items on one device, adjustable fonts, eco-friendliness, easy text search Cons (-): risk of breaking or losing, possible file incompatibility with the device, eye strain Part 2 Aim: to practise expressing certainty, contrast and a condition Interaction: individual/pairs Type of activity: matching, gap-filling and guided writing Time: 8–9 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually at first and ask them to match the parts of the phrases. (2) Check the exercise with the whole class. (3) Tell students to work in pairs and complete the grid with the matched expressions. (4) Ask students to work in pairs and write a paragraph on the pros and cons of e-books using the ideas from Part 1 and phrases from Part 2. Set a time limit of 3–4 minutes. (5) Ask a few pairs to read out their sentences. Answers: 1 g 2 d 3 j 4 b 5 h 6 c 7 a 8 e 9 f 10 i Expressing certainty: 2, 4, 7, 10 Expressing contrast: 3, 5, 8, 9 Expressing a condition: 1, 6

Unit 8 Around the globe 49 Save the polar bear cubs

(8.1 Vocabulary)

Aim: to practise words related to the natural environment Interaction: pairs Type of activity: board game Time: 12 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut off the bottom part (the answer key). (2) Tell students they are going to play a board game in pairs. Each player has to guide a polar bear cub through the floating ice to its mother on the mainland. It can only move to an ice piece that is connected by an ‘ice bridge’. Any direction is allowed.

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Photocopiable resources – Teacher’s notes However, the players must not land on a piece of ice that has been previously occupied. (3) Tell students to decide which of the cubs they want to save. Remind them that they have to note down their answers. Once they have both got to the mainland, they will be given the answers. The cubs are only saved if all the chosen tasks are done correctly. (4) Students take turns to move across the board and do the tasks. They have to answer polar questions or fill in the gaps with one word. The questions are based on the text from the Student’s Book. (5) When a pair has finished, give them the answer key. (6) Ask students if they were able to save their cubs. Answers (expanded): 1 Yes. They spread nutrients by migrating long distances and by mixing up the water column when they feed at great depths and then return to the surface to breathe. 2 No, it’s the world’s largest fish. Unlike other sharks, it feeds on plankton. 3 Yes. 4 Yes. This means they are likely to become an endangered species in the future. 5 caps 6 level 7 food 8 Fresh water. 9 Yes. The first commercial offshore oil development in the Arctic is owned by Russia. Recently the main focus of oil exploration in the Arctic has been Greenland, which supposedly has the world’s largest remaining oil resources. 10 Yes, there are several glaciers in Iceland, the biggest of which is the Vatna Glacier – the largest European glacier by volume. 11 Yes. The highest tides in the world can be found in Canada at the Bay of Fundy. At some times of the year the difference between high and low tide in this Bay is 16.3 metres. 12 A warm ocean current. The Gulf Stream moves warm water from the Gulf of Mexico to the North Atlantic. It is responsible for the mild climate of Iceland and the Norwegian Coast. 13 tips 14 Sewage 15 society 16 acid 17 71 percent 18 Plastic debris. 19 Turtles mistake them for jellyfish.

50 Vote for us

(8.2 Grammar)

Aim: to practise unreal past Interaction: pairs/groups Type of activity: gap-filling Time: 15 minutes Materials: 1 worksheet per pair (pair A and pair B) In class: (1) Divide students into pairs, A and B. Give Pairs A their worksheet and Pairs B their worksheet. Ask them not to show them to each other. (2) Tell students they are going to write a political manifesto. Ask students to read the notes and complete the sentences accordingly. They have to write an extra sentence with their own ideas. Each pair should also think of the name for their political party. Monitor students’ work and answer any questions raised. Set a time limit of 8 minutes. (3) Get each Pair A to work with Pair B. The pairs read their manifestos to each other. The ‘voters’ ask questions to find out more about the party’s programme. The ‘party members’ elaborate on the programme. (4) When they have finished, ask students if they would vote for the other party. Optional follow up: Ask students how politically-minded they are. Have they ever voted? If they have never been to the polls, do they think it would be easy for them to decide who to vote for?

Example answers: Pair A: 1 didn’t belong to drivers (belonged to pedestrians and cyclists) 2 people travelled free on public transport 3 we put up parking prices 4 cyclists were allowed to ride on pavements 5 were properly protected, we made the wearing of helmets compulsory Pair B: 1 were treated with the same respect as humans 2 we raised the tax on meat 3 children had free vegetarian meals at school 4 all zoos were closed down 5 didn’t buy dogs, people were paid for adopting dogs from animal shelters

51 Do you have itchy feet?

(8.4 Reading)

Aim: to practise words related to journeys Interaction: individual/pairs Type of activity: gap-filling and information exchange Time: 10 minutes Materials: 1 worksheet per student In class: (1) Tell students that they are going to work individually at first. Hand out the worksheet and tell them to take 3 minutes to complete gaps 1–10 with the correct words from the box. (2) Check answers with the whole class. (3) Ask students to read the holiday offers again and choose one they would take if they had the time and money for it. (4) Tell students to work in pairs. Ask them to guess which offer the other person has chosen. Get students to justify their choices as well as possible incorrect guesses. Optional follow up: Ask students which offers they would not consider taking and why. Answers: 1 lose 2 scorching 3 set off 4 extreme 5 inexperienced 6 hitchhiking 7 remote 8 wilderness 9 inhospitable 10 arduous



Aim: to practise vocabulary and grammar from Unit 8 Interaction: individual/pairs Type of activity: gap-filling and sentence completion Time: 10 minutes Materials: 1 worksheet per pair In class: (1) Copy the worksheet and cut it into two halves as indicated. (2) Tell students they are going to work individually at first. Hand out the worksheets. After Vocabulary lesson 8.1 ask students to complete Exercise 1. After Grammar lesson 8.5 ask students to complete Exercise 2. (3) Tell them to take 5 minutes to complete the exercise(s). (4) When they have finished, ask the pairs to take it in turns to read each other their answers. Their partner checks whether they have completed the exercise(s) correctly and offers feedback.

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53 We’re word builders! We’re bricklayers!


Aim: to practise word formation Interaction: groups of three Type of activity: board game Time: 15 minutes Materials: 1 worksheet, dice and 3 coloured counters per group In class: (1) Divide students into groups of 3. (2) Give each group a worksheet and a dice. Each student places a different coloured counter (or a small object, e.g. a rubber, a paper clip, a pen top) on the START brick. (3) Students take turns to throw the dice. The one with the highest score starts – they throw again and move the counter forward the number of bricks shown on the dice. When they land on the brick, they must complete the sentence with the correct form of the root word in capitals. Draw their attention to the fact that apart from adding a prefix other changes may be necessary, e.g. re- + married + ed = remarried. If another student lands on the same brick, they have to use the word in a full sentence. When a player lands on a brick with a prefix, they have to say a word with the prefix and use it in a meaningful sentence. If the other players agree that the answers are correct, the student stays on the brick and it is the next student’s turn. If the answer is not correct, the student moves back to their previous position. There are three penalty bricks called REPLAY, which mean having to move back to the previous position. (4) Monitor the game and offer feedback. Answers: 1 disallowed 2 misbehave 3 illogical 4 rebuilt 5 illegal 6 overworking/overworked 7 renewable 8 irrelevant 9 disobey 10 misunderstand 11 rewrite 12 undoing 13 immature 14 overcrowded 15 misinformed 16 unfairly 17 imperfections 18 uneven 19 underpaid 20 incapable 21 disabilities 22 underfed 23 illegible 24 irresponsible

54 Different shades of green


Part 1 Aim: to practise words related to the environment Interaction: individual Type of activity: gap-filling Time: 2–3 minutes Materials: 1 worksheet per student In class: (1) Tell students they are going to work individually. Hand out the worksheets and ask students to complete the missing letters in the expressions. (2) Check answers with the whole class. Answers: 1 considered 2 wondering 3 aware 4 Perhaps 5 realise 6 know

Part 2 Aim: to practise presenting your opinion Interaction: groups of three Type of activity: guided speaking Time: 10–12 minutes Materials: 1 worksheet per group In class: (1) Ask students to get in groups of three and to choose one picture A–C. Make sure each photo has been chosen by at least one group. (2) Tell students to look at the phrases and to note down ideas about the benefits of the environmental action as shown in the chosen photo. (3) Get each group to present their points of view and to defend their choices using the phrases from Part 1.

55 Eco-holidays


Part 1 Aim: to practise the language of description in a review Interaction: individual Type of activity: gap-filling and circling Time: 5 minutes Materials: 1 worksheet per student In class: (1) Tell students to work individually. Hand out the worksheet and ask them to quickly read through the short descriptive paragraphs. Ask them to circle the correct answers. (2) When they have completed this task, ask them to label each paragraph with a title from those given underneath. (3) Check answers with the whole class. Answers: 1 Cultural heritage, recommend 2 Diverse landscapes, ideal 3 Environmental impact, Despite 4 Natural beauty, looking for 5 Wildlife protection, southern Part 2 Aim: to practise expressing concession, contrast, reason, cause and result Interaction: individual/pairs Type of activity: gap-filling and guided writing Time: 8–9 minutes Materials: 1 worksheet per student In class: (1) Tell students to work individually at first. Hand out the worksheets and ask students to complete the missing letters in the phrases. (2) Check the exercise with the whole class. (3) Get students to work in pairs and ask them to write a paragraph expanding the ideas. Ask a few pairs to read out their sentences. Answers: Expressing concession: Although, Even though, spite, Despite Expressing contrast: While, Whereas Expressing cause and result: so, such Expressing a reason: Due, Since, Having, Being

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Language in use 56 Multiple choice

(Focus review 4 and 7, Language in use)

Aim: to revise language from the current and previous units Interaction: individual Type of activity: multiple choice Time: 12 minutes/worksheet Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the gapped sentences and to choose one correct answer (A, B, C or D) for each gap. (4) Give students 12 minutes to do the tasks. (5) Check answers with the whole class. Answers: Worksheet A 1: 1 C, 2 A, 3 C, 4 B 2: 1 B, 2 C, 3 C, 4 A 3: 1 B, 2 D, 3 C, 4 B 4: 1 C, 2 A, 3 D, 4 B Worksheet B 1: 1 C, 2 A, 3 A, 4 B 2: 1 B, 2 A, 3 C, 4 C 3: 1 C, 2 A, 3 D, 4 B 4: 1 D, 2 B, 3 A, 4 A

57 Gapped text


Aim: to revise language from the current and previous units Interaction: individual Type of activity: gapped text Time: 20 minutes/worksheet Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the gapped texts and complete each gap with one word so that the texts are logical and grammatically correct. (4) Give students 20 minutes to do the tasks. (5) Check answers with the whole class. Answers: Worksheet A 1: 1 mine, 2 on/for, 3 have, 4 wishes 2: 1 forward, 2 which, 3 if, 4 own 3: 1 like, 2 up, 3 a, 4 if/whether 4: 1 at, 2 either, 3 not, 4 whose Worksheet B 1: 1 into, 2 so, 3 like, 4 have 2: 1 only, 2 our, 3 it, 4 are 3: 1 what, 2 until, 3 more, 4 matters 4: 1 there, 2 What, 3 have, 4 although/though

58 Word building

(Focus review 1, Language in use)

Aim: to revise language from the current and previous units Interaction: individual Type of activity: word building Time: 20 minutes Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the gapped sentences and complete each gap with the correct form of the word given in capital letters so that the sentences are logical and grammatically correct. (4) Give students 20 minutes to do the tasks. (5) Check answers with the whole class. Answers: 1: 1 electrician, 2 miraculous, 3 activate, 4 irresponsible 2: 1 generosity, 2 risky, 3 lengthen, 4 illegal 3: 1 approval, 2 active, 3 clarify, 4 autobiography 4: 1 racism, 2 skilful, 3 darken, 4 disbelief 5: 1 partnership, 2 worthless, 3 simplify, 4 inability 6: 1 employees, 2 terrifying, 3 relief, 4 misunderstanding 7: 1 economists, 2 inseparable, 3 sympathised, 4 retirement 8: 1 bravery, 2 unwritten, 3 memorise, 4 viewers

59 Word building cloze


Aim: to revise language from the current and previous units Interaction: individual Type of activity: word building cloze Time: 20 minutes/worksheet Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the gapped texts and complete each gap with the correct form of one of the words given in the boxes so that the texts are logical and grammatically correct. (4) Give students 20 minutes to do the tasks. (5) Check answers with the whole class. Answers: Worksheet A 1: 1 deaths, 2 making, 3 broader, 4 was dreaming 2: 1 was taken, 2 to having, 3 tasteless, 4 unlike 3: 1 arose, 2 uncommon, 3 spending, 4 advisable 4: 1 being encouraged, 2 Having seen, 3 creativity, 4 viewers Worksheet B 1: 1 be seen, 2 abilities, 3 applying, 4 incredibly 2: 1 representation, 2 has been modified, 3 accuracy, 4 made 3: 1 to have been, 2 has come/came, 3 exception, 4 thoughts 4: 1 taking, 2 permission, 3 would have ended, 4 owner(s

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60 Transformations

61 Sentence formation

(Focus review 1, 2, 4 and 5, Language in use)

Aim: to revise language from the current and previous units Interaction: individual Type of activity: transformations Time: 20 minutes/worksheet Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the pairs of sentences and to complete the gapped sentence using the word given in capital letters so that both sentences have a similar meaning. Tell them they are allowed to fill each gap with a maximum of six words, including the one given. They are not allowed to change the form of the word given. (4) Give students 20 minutes to do the tasks. (5) Check answers with the whole class. Answers: Worksheet A 1: 1 would always take us, 2 may have been stolen by, 3 older you get, the worse, 4 (that) they have gone off 2: 1 have your lawyer prepare, 2 would/might have passed if, 3 whose author is my friend, 4 hit it off 3: 1 denied taking/having taken my laptop, 2 Little did we know that, 3 is the least complex, 4 not able/ unable to make out 4: 1 have got Chris to fit, 2 It is no use talking, 3 so as not to miss, 4 be called off because of/due to Worksheet B 1: 1 being the centre of, 2 split up from, 3 fell for a, 4 who won the prize 2: 1 To begin with, 2 had already started, 3 had been studying for, 4 madly in love 3: 1 is obsessed with, 2 who sits next to, 3 Without a doubt, 4 Having lived 4: 1 is expecting a, 2 girl who stole, 3 be attracted to, 4 without (a) trace Worksheet C 1: 1 time I had (ever) been, 2 in case he does not get, 3 went skydiving in spite of, 4 was looking forward to seeing 2: 1 wish I had not given, 2 is no point (in) asking, 3 What you must/need to do is (to), 4 should be cut down 3: 1 is always playing loud music, 2 would rather you did not ask, 3 feels as though it was, 4 can always turn to Tom 4: 1 don’t remember unplugging, 2 If only I had not left, 3 None of the delegates want(s) to, 4 put you up Worksheet D 1: 1 taken on, 2 would never get, 3 a sharp drop, 4 insisted on staying 2: 1 stepped down from, 2 promised to phone, 3 denied breaking, 4 not to talk 3: 1 draw up a, 2 warned us not to go, 3 growing number of, 4 if I enjoyed 4: 1 has expired, 2 told me to close, 3 has remained constant, 4 when she could


Aim: to revise language from the current and previous units Interaction: individual Type of activity: sentence formation Time: 12 minutes/worksheet Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Ask them to read the gapped sentences and to complete each gap with the correct form of the words given in brackets. Tell them not to change the order of the words. They can add other words if necessary. The sentences must be logical and grammatically correct. (4) Give students 12 minutes to do the tasks. (5) Check answers with the whole class. Answers: Worksheet A 1: 1 ought not to have criticised, 2 that job meant/would mean moving to, 3 people would/did not throw litter, 4 would not walk along 2: 1 had better not attempt to, 2 will/does not mind being asked, 3 you had not disappeared without, 4 (that) he will let me take 3: 1 did not use to do, 2 unless she apologises for, 3 we were not sitting, 4 which meant we had 4: 1 was the news broadcast, 2 advised me not to pay, 3 it had to be locked, 4 not knowing how to drive Worksheet B 1: 1 the personnel were being evacuated, 2 insists on me sampling/(that) I (should) sample, 3 Was it my fault (that), 4 heard Claudia practising 2: 1 are believed to be following, 2 should/if you require any further, 3 was forbidden from eating, 4 whether/if he should replace 3: 1 we will have been on, 2 nothing is known about, 3 wanted him to study, 4 me about Jenny always failing 4: 1 loves being listened to, 2 would have bought her son, 3 were having the boiler installed, 4 all of which were built/which were all built/all built

62 Mini-test 1


Aim: to revise language from the current and previous units Interaction: individual Type of activity: gapped text, transformations and word building Time: 15 minutes Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Get them to read the instructions for each of the three tasks. For Task 1, ask them to complete each gap with one word so that the text is logical and grammatically correct. For Task 2, ask them to complete the gapped sentence using the word given in capital letters so that the meaning of both sentences in each pair is the same. Tell them they are

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Photocopiable resources – Teacher’s notes allowed to fill each gap with a maximum of six words, including the one given. They are not allowed to change the form of the word given. For Task 3, ask them to complete each gap with the correct form of the word given in capital letters so that the sentences are logical and grammatically correct. (4) Give students 15 minutes to do the tasks. (5) Check answers with the whole class. Answers: 1: 1 of, 2 well, 3 will, 4 every 2: 1 am having my new dishwasher delivered, 2 invited Kate to sit, 3 be filled in/out, 4 this place popular with/ among 3: 1 simplicity, 2 removal, 3 enable, 4 manipulative

63 Mini-test 2


Aim: to revise language from the current and previous units Interaction: individual Type of activity: word building, sentence formation and transformations Time: 15 minutes Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Get them to read the instructions for each of the three tasks. For Task 1, ask them to complete each gap with the correct form of the word given in capital letters so that the text is logical and grammatically correct. For Task 2, ask them to complete each gap with the correct form of the words given in brackets. Tell them not to change the order of the words. They can add other words if necessary. The sentences must be logical and grammatically correct. For Task 3, ask them to complete the gapped sentence using the word given in capital letters so that the meaning of both sentences in each pair is the same. Tell them they are allowed to fill each gap with a maximum of six words, including the one given. They are not allowed to change the form of the word given. (4) Give students 15 minutes to do the tasks. (5) Check answers with the whole class.

64 Mini-test 3


Aim: to revise language from the current and previous units Interaction: individual Type of activity: word building cloze, transformations and gapped text Time: 15 minutes Materials: 1 worksheet per student In class: (1) Copy the worksheet for each student. (2) Tell students that they are going to work individually and hand out the worksheets. (3) Get them to read the instructions for each of the three tasks. For Task 1, ask them to complete each gap with the correct form of one of the words given above so that the text is logical and grammatically correct. For Task 2, ask them to complete the gapped sentence using the word given in capital letters so that the meaning of both sentences in each pair is the same. Tell them they are allowed to fill each gap with a maximum of six words, including the one given. They are not allowed to change the form of the word given. For Task 3, ask them to complete each gap with one word so that the text is logical and grammatically correct (4) Give students 15 minutes to do the tasks. (5) Check answers with the whole class. Answers: 1: 1 minimise, 2 warmth, 3 longer, 4 inactive 2: 1 though the goalkeeper was/got injured, 2 do for a living, 3 must be having, 4 only my sister did/would not spend 3: 1 do without, 2 if we changed, 3 to have been used, 4 can’t be compared to

Answers: 1: 1 personal, 2 qualifications, 3 excellent, 4 trainee 2: 1 demanded to know, 2 seemed to have been renovated, 3 knew how to uninstall, 4 lets users lower 3: 1 is into paragliding, isn’t, 2 somebody helps you, 3 was cut off due to/by, 4 me not to expect much

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Resource 1

FAQ

1.1 Vocabulary (education and character)

Q: Do most people try to catch up on some sleep on Mondays? A: No, mostly at weekends, when they have time off work. Q: If you’re studious, do you tend to fall behind with your homework? A: No, it’s lazy or disorganised students that tend to fall behind with their homework. Q: Should you hand in your homework to your parents? A: No, to your teacher. Q: Do most people tend to put off cleaning? A: Yes, we put off doing things we don’t like. Q: Do we look forward to seeing someone we don’t like? A: No, we look forward to pleasant things. Q: Do most people go on to work after university? A: Yes. Q: Do single-minded people have clear aims? A: Yes. Q: If you soak up knowledge, do you learn slowly? A: No, you learn quickly and easily. Q: Do gregarious people avoid people? A: No, they enjoy being with other people. Gregarious means the same as sociable. Q: If you’re eager to learn, do you get bad marks? A: No, you get good marks. Q: Would it be easy for someone who has a gift for languages to learn Spanish? A: Yes. Q: Do curious students often ask questions? A: Yes.

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Resource 2


Student A Vocabulary (Lesson 1.1)

Student B Vocabulary (Lesson 1.1)

1 Complete the sentences with the missing verbs

in the correct form.

1 Tom didn’t ________ behind with his homework because his teachers emailed it to him. 2 Annie has passed all her exams in French although she never revises. It’s clear she ________ a gift for languages. 3 If you want to ________ a goal, you should make sure it is realistic in the first place. 4 She’s a very clever little girl and just ________ up knowledge like a sponge! 5 Don't ________ off thinking about your exams till April. It will be too late by then.

1 The teacher wants everyone to ________ in their assignments next Monday. If they’re late, you’ll lose five marks. 2 Helen is a brilliant student, but she doesn’t ________ attention in class. 3 How many school leavers in Poland ________ on to further studies at university? 4 I don’t believe my dad used to ________ forward to exams! 5 You should try to ________ up on what we’ve been doing at school over the past months.

Student B answers 1 hand

2 pay

3 go

Student A answers 4 look

5 catch

2 Choose the word which has a similar meaning

1 fall

2 has

3 reach

to the word in bold

1 2 3 4 5 6

1 2 3 4 5 6

logical = inquisitive / analytic interested = curious / fun-loving determined = diligent / persistent intelligent = bright / single-minded hard-working = studious / rational sociable = sharp / gregarious

4 soaks

logical = rational / curious intelligent = studious / sharp determined = gregarious / single-minded sociable = bright / fun-loving hard-working = diligent / analytic interested = inquisitive / persistent

Student B answers

Student A answers

1 rational 2 sharp 3 single-minded 4 fun-loving 5 diligent 6 inquisitive

1 analytic 2 curious 3 persistent 5 studious 6 gregarious

3 One word is missing in each sentence. Add the

5 put

2 Choose the word which has a similar meaning

to the word in bold.

Grammar (Lesson 1.2)

212

1 Complete the sentences with the missing verbs

in the correct form.

4 bright

Grammar (Lesson 1.2) 3 One word is missing in each sentence. Add the

missing words.

missing words.

1 I can never use the phone because my sister is talking to her boyfriend. 2 Adam isn’t very confident – he focus on his weaknesses when you ask him what he can do. 3 Last semester we to hand in our assignments every Monday. 4 I didn’t learn to speak much French at school because we always doing grammar exercises. 5 George didn’t usually pay attention in class and he fall behind with his studies.

1 Ann was a popular student at school. She used have a large circle of friends. 2 Paul’s notes were never neat. He always drawing all over them! 3 Our English teacher in middle school never put off our weekly vocabulary quiz. 4 My brother is complaining about the amount of homework he has to do. 5 Hanna’s mum ask Hanna to pack her backpack before she goes to bed.

Student B answers

Student A answers

1 used to have 2 He was always 3 middle school would never 4 is always complaining 5 mum will ask

1 is always talking 2 he will focus 3 we used/ had to hand in 4 we were always doing 5 and he would fall



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START

Resource 3

SUCCESS

FILL

START

HUGE

ABLE

1.4 Reading (word formation: adverbs)

WIN

RADICAL

SURPRISE

REGULAR

JOIN

OUTDATE

SIGNIFICANT

MINIMUM

ENTITLE

FINISH

CURIOUS

FREE

The adverb formation maze

1

They set up a(n) ______________ successful experiment.

2

Computers ______________ improve children’s innate ability to learn languages.

3

______________ , the radical shake-up of the education system produced disappointing results.

4

Volunteers meet ______________ to discuss current problems and share ideas.

5

Students can use the school computers ______________ , without having to ask permission.

6

Unfortunately, the standards have only been raised ______________ .

SUCCESS

FILL

HUGE

ABLE

WIN

RADICAL

SURPRISE

REGULAR

JOIN

OUTDATE

SIGNIFICANT

MINIMUM

ENTITLE

FINISH

CURIOUS

FREE

1

They set up a(n) ______________ successful experiment.

2

Computers ______________ improve children’s innate ability to learn languages.

3

______________ , the radical shake-up of the education system produced disappointing results.

4

Volunteers meet ______________ to discuss current problems and share ideas.

5

Students can use the school computers ______________ , without having to ask permission.

6

Unfortunately, the standards have only been raised ______________ .

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Resource 4

In love with my bike

1.5 Grammar (verb patterns)

5

6 Do in you w et w avoid ea __ t h er? _____ _

e

ik b y

with m



1 0 Do a b you i k e t fan od cy a y? ___ __ _ __ __ _ __ _ ( rid 9 e) C a n y ou imagin e ______ (go) r o u n d t h e world b ________ y bike? __ ____ ____ ____ ? sed refu eone ever o som ke you ike t bi d? Have ) your b 8 u ur il (lend yo yo ch ? et e) e a Why s l id er nt (r w re __ u pa __ yo ur __ en yo ___ l wh d Di ___ oo __ sch to

ove

7

_ __

___ ________ _ _ _ d ie tr ithout ever Have you with one hand or w e (ride) a bik _ __ _ hands? __ __ ld _ __ o __ How _ r be ike? m b me e a e r id ou to r y ) Do arn you? e (l re 1 we

In l

214

ike )

) en list

2

___ (b

_( __ __ __ __ ? __ __ ling d _ yc en le c u t hi yo ic w Do mus to

Do ___ your hel ____ paren me ___ ts o t? ___ fte _ (w n re ear mind )a bic you ycl e

e spend more tim Did you use to you __ (cycle) when ____________ ? an you do now were a child th

4

3

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Resource 5

Anonymous writers

1.8 Language in Focus (-ing forms)

1 Instead of _________________________ ____________________________________ I often waste time ____________________ ____________________________________ ____________________________________ ____________________________________

2 It’s no use learning __________________ ____________________________________ (because/but/when) __________________ ____________________________________ ____________________________________ ____________________________________

I don’t want to remain anonymous. Find me.


3 There’s no point in studying __________ ____________________________________ (because/but/when) __________________ ____________________________________ ____________________________________ ____________________________________

4 Our teachers think that ______________ no good _____________________________ (because/but/when) __________________ ____________________________________ ____________________________________ ____________________________________



5 I think it’s no good worrying about ____________________________________ (because/but/when) __________________ ____________________________________ ____________________________________ ____________________________________

6 Not _______________________________ can cause a lot of trouble at school (because/but/when) ___________________ ____________________________________ ____________________________________ ____________________________________



7 Being _______________________ to your teachers will probably _________________ ____________________________________ (because/but/when) __________________ ____________________________________ ____________________________________

8 What’s difficult about being a _________ ___________________________ is that you ____________________________________ ____________________________________ ____________________________________ ____________________________________



9 Cheating on a test ___________________ ____________________________________ (because/but/when) __________________ ____________________________________ ____________________________________ ____________________________________

10 I __________ like teachers talking about ____________________________________ (because/but/when) ___________________ ____________________________________ ____________________________________ ____________________________________



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Resource 6

Learning how to …

Focus review 1, Speaking

Photo 1 though chances

be obvious from have judging on

about

This picture shows a swimming lesson. There is a young woman who is teaching five little children to swim. The children are lying on the edge of the pool and splashing water with their feet so the 1_______________ are that they’ve just started their lesson. Based 2_______________ her body language, I’d say that the instructor could be 3_______________ to show the kids how to use the special floats they have. It looks as 4_______________ she is asking them to hold the equipment with both hands. It’s 5_______________ from the expression on her face that she enjoys her job. 6_______________ by the fact that the kids are listening to her attentively, I’d say she might 7_______________ explaining something difficult that requires the kids’ attention. The kids don’t seem to be afraid of the water. They might 8_______________ already had some lessons so they know that swimming can be great fun!

Photo 2

This is a photo of

talking the board, the students must have . It looks to me as if the teacher and the students could . It’s hard to say , but judging by , the chances are that they might . I can’t really tell, but they could

. Based on

.

216



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Resource 7

The aim of this report …

Focus review 1, Writing

Part 1

benefit informative

decided planned

decisions hoped points purpose

idea recommend

Introduction

The 1_______________ of this report is to …

_______________

Main sections

It is 2_______________ that … We have 3_______________ to … The new menu will be 4_______________ by …

_______________ _______________ _______________

I would 5_______________ that … Making recommendations One 6_______________ would be to …

_______________ _______________

It would 6_______________ everyone if …

Conclusion

a

The meeting was very 8_______________ and … A lot of 9_______________ were discussed. There are still a number of 10_______________ to be made.

_______________ _______________ _______________

… a number of changes will be introduced in the near future.

b … two new cleaning staff will be recruited. c

… inform students of the proposed changes to the school cafeteria.

d … encourage students to buy fruit smoothies. e

… ask students to complete a questionnaire about the cafeteria.

f

… students helped the staff by clearing away their dirty plates.

g

… new healthy meal options will be introduced.

Part 2

1 You _______________ (advise/check) the weekly menus. 2 The school cafeteria _______________ (intend/introduce) vegetarian options. 3 Student complaints _______________ (cause/us/add) healthy salads to the menu. 4 The head teacher _______________ (suggest/students/clean) the tables when they’ve finished eating. 5 The student representative _______________ (suggest/remove/fried food) from the menu. 6 We _______________ (recommend/students/come) early to avoid queuing. 7 It _______________ (decide/upload) the cafeteria price list to the school website. PHOTOCOPIABLE



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Resource 8

What a smashing New Year’s Eve party it was!

2.1 Vocabulary (collocations related to parties) centre lost

close put

gathering highlight life showered toast worth

1 We decided to ___________ on a party at the last minute. 4 Everyone dressed up, which was __________ the effort.

Tru e

2 It was actually a small ___________ , not a big party.

/F als e

Tru e

True / Fa l

se

/F als e

6 I __________ count of how many songs I danced to.

5 The DJ was the __________ of attention.

3 There were only my __________ friends at the party.

True / False

True / False

Tru e 218



e als /F

9 At midnight we ___________ each other with kisses.

10 The fireworks were the __________ of the night.

e Tru

8 I don’t remember who proposed a New Year’s __________ .

e als /F

Tru

/F als e

7 I had the time of my __________ .

e Tru

se Fal / e

Tru e

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Resource 9


Student A Vocabulary (Lesson 2.1)


1 Complete the words in the sentences. The first letter of each word is given. 1 He’s always trying to make everyone listen to him. He wants to be the centre of a________ . 2 Alex was really s________ as a child – he would cry until he got what he wanted. 3 The woman I talked to claims to be a d________ relative of the Queen. 4 It sounded as if Brian had had the t________ of his life on his holiday. 5 I’ve got a large e________ family. My grandfather has seven older brothers and sisters, who have children and grandchildren.

Student B answers 1 only 2 worth 5 highlight

2 3 4 5

3 lifetime

4 immediate

Student B answers 2 sight

3 fuss

1 attention 5 extended

2 spoilt

3 distant

4 time


A newborn child is usually showered with gifts / praise. I’ll never forget the day I made a fool / fuss of myself in front of everyone. A wedding is an appropriate occasion to propose a toast / motion. My mum always has a lump in her chest / throat when she watches this film. Paul lost sight / track of how many times he’d been asked for an autograph.

1 frog

letter of each word is given. 1 I’m an o________ child, but I’ve got lots of cousins I used to play with when I was little. 2 Are you happy with the result? Was it w________ the time and effort? 3 Doing voluntary work in Indonesia has been a once in a l________ experience for me. 4 He only invited his i________ family to the ceremony – his parents and two sisters. 5 The Scandinavian group was going to be the h________ of the festival, but their concert was cancelled at the last minute.

Student A answers

2 Choose the correct options. 1

1 Complete the words in the sentences. The first

1 2 3 4 5

I’m sorry, but I can’t give my presentation now as I seem to have a frog / snail in my throat. There were so many people at the concert that I lost sight / count of my friends. My neighbour makes a big fool / fuss of his dog and treats it like a child! When the chairman proposed a toast / motion, the members all voted in favour. You will be showered with gifts / praise if you achieve something difficult.

Student A answers 4 motion

5 praise


1 gifts

2 fool

3 toast

4 throat

5 track


3 Complete the sentences with the correct form of the verbs in brackets. Use the Past Simple, Past Perfect Simple or Past Perfect Continuous. 1 They ________ (go) out for five years before they ________ (decide) to get married. 2 Twenty guests ________ (have to) spend the night in hospital after they ________ (eat) prawn cocktail at the reception. 3 I ________ (not sleep) for long when the cat ________ (wake) me up by jumping on my face! 4 The last time I ________ (check) my blog, more than 1,000 people ________ (read) it. 5 When Wendy ________ (find) her purse, she ________ (realise) it ________ (lie) behind her desk all the time.

3 Complete the sentences with the correct form of the verbs in brackets. Use the Past Simple, Past Perfect Simple or Past Perfect Continuous. 1 Susan ________ (try) on ten dresses before she ________ (find) the perfect one. 2 I ________ (wait) for the bus for ten minutes when I ________ (realise) that there were no buses on a Sunday! 3 They ________ (have) everything ready for their holiday; they ________ (plan) it for months. 4 When I ________ (see) her, I ________ (remember) that we ________ (meet) before. 5 The comedy series that Eve ________ (follow) for such a long time ________ (have) a very disappointing ending.

Student B answers

Student A answers

1 had tried, found 2 had been waiting, realised 3 had, had been planning 4 saw, remembered, had met 5 had been following, had

1 had been going, decided 2 had to, had eaten 3 hadn’t been sleeping, woke 4 checked, had read 5 found, realised, had been lying

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Reading body language in a club Resource 10 2.4 Reading (body language collocations)

C

B

D

E

F

G

H

I

J

K

L

M

A

Student A

220

Student B

First, identify the following people in the picture: ____ Mike is the boy who’s gazing at the girls in the corner. ____ Sarah is the girl who’s shrugging her shoulders. ____ Jim is the boy who’s yelling at the top of his voice. ____ Susan is the girl at the bar counter who’s shaking her head.

First, identify the following people in the picture: ____ Anna is standing in the corner with two other girls, looking away. ____ Mark is the boy at the bar counter who’s giggling nervously. ____ Kate is the girl who’s craning her neck to see where her friends are. ____ Paul is staring angrily at the boy on the dance floor who’s yelling at the top of his voice.

Then ask your friend to help you identify Anna, Mark, Kate and Paul.

Then ask your friend to help you identify Mike, Sarah, Jim and Susan.



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Resource 11 To put or not to put a comma, that is the question! 2.5 Grammar (relative clauses)

1

My cousin has moved to New Zealand

a

2

My grandma makes a cheesecake

b whose life became an inspiration for him.

3

My parents always ask me how school was

4

My mum looks a lot like her twin sisters

5

I couldn’t make friends with people

6

My father often talks about his grandma Mary

7

Uncle Rob is the kind of person

8

I’m in touch with my whole extended family

9

I’ve never been to the village

you take an instant liking to.

c

d when I was just four. e

that tastes like nothing else in the world.

which is the sixth largest city in Poland.

f

g

my great-grandparents were born in.

h who are twins and have r. the same eyes and hair as he

i

10 My grandpa died in 2005

j

k

which is very irritating.

12 I’ve got some black-and-white photos

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that never admit when they’re wrong.

taken by my great-grandfather in the 1930s.

11 My immediate family live in Gdańsk

1 ____ 2 ____ 3 ____ 4 ____

where I’d love to go one day.

l

5 ____ 6 ____

7 ____

8 ____

9 ____

living abroad.

10 ____


11 ____

12 ____ 221

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Just think of someone Resource 12 2.8 Language in focus (collocations) absolutely

baby

bitterly

casual

faith

keep

late

plate

set

vivid

1

Think of someone who has a(n) ___________ imagination.

2

Think of someone who is expecting a(n) ___________ .

3

Think of someone who is ___________ brilliant at singing karaoke.

4

Think of someone who has lost ___________ in love lately.

5

Think of someone who has a lot on a(n) ___________ at the moment.

6

Think of someone has ___________ high standards for what they do.

7

Think of someone who often talks about their ___________ family member.

8

Think of someone in your family who can’t ___________ secrets.

9

Think of someone who’s been ___________ disappointed by their football team recently.

10 Think of someone who is a(n) ___________ acquaintance that you’d like to get to know better.

absolutely

baby

bitterly

casual

faith

keep

late

plate

set

vivid

1

Think of someone who has a(n) ___________ imagination.

2

Think of someone who is expecting a(n) ___________ .

3

Think of someone who is ___________ brilliant at singing karaoke.

4

Think of someone who has lost ___________ in love lately.

5

Think of someone who has a lot on their ___________ at the moment.

6

Think of someone has ___________ high standards for what they do.

7

Think of someone who often talks about a(n) ___________ family member.

8

Think of someone in your family who can’t ___________ secrets.

9

Think of someone who’s been ___________ disappointed by their football team recently.

10 Think of someone who is a(n) ___________ acquaintance that you’d like to get to know better.

222



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Tell me about a family celebration Resource 13 Focus review 2, Speaking Part 1 This picture 1s_________________ a young mother with her little daughter colouring eggs. It’s 2o_______________ that Easter is coming and painting eggs is probably part of their family preparation. I can 3c________________ see there are several eggs which have been finished and put away in the basket on the table. The girl is just 4a_________________ to do another one and her mother is giving her encouragement. It looks as 5t___________________ it’s a very special moment for them both.

Part 2 1 How are the people in the picture feeling? What makes you think so? 1To

/ In my mind, the mother and her daughter are truly enjoying themselves. 2Based / Judging by the smile on the girl’s face, I’d say she’s really 3excited / thrilling about colouring those eggs. For this 4matter / reason, I feel that her mum must be overjoyed that her little girl is doing so well at such a young age.

2 Do you like family events? Why?/Why not? 1 2 3 4 5 6

a b c d e f

What’s Generally family On the catch up with people

gathering other hand, of my age all the news more, speaking,

a___________________________

I really enjoy meeting up with my family, especially with my cousins who live far away. They come whenever there is a b___________________________ and we’re always up to something. c___________________________ a family event gives us a chance to d______________________________________________ . e___________________________ sometimes my parents make me go to some relatives’ birthday parties, which I find boring, especially it there are no f___________________________ .

3 Tell me about the most memorable family event you took part in. begin

blue

doubt

place

as

enough

turned

sudden

while

just

My most memorable family event was my sister’s wedding day. Although it took 1_____________ several years ago, I still remember it very clearly because of a joke that the bridesmaids and I played on my sister, who was always late – whatever the occasion. We were all staying at the same hotel so it was easy to set everything up. To 2_____________ with, the day before the wedding we arranged a little party in the hotel restaurant. So, 3_____________ after my sister got chatting and started dancing with her guests, I went to her room and moved all the clocks forward. The next morning we all turned up in her room early in the morning pretending to be in a hurry. We woke my sister up and she, 4_____________ expected, saw the time and started panicking that she would miss her own wedding! She rushed to the bathroom, then had a quick coffee and was just about to get ready when all of a 5_____________ she burst out laughing. It 6_____________ out that the view from her bedroom window was of a clock tower, which was then striking 7 a.m. She realised we had played a trick on her. Without a 7_____________ it was one of the most amusing days I’ve had in ages. Funnily 8_____________ , we just got to the church in time for the wedding but that’s another story. PHOTOCOPIABLE



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Conflicts between generations Resource 14 Focus review 2, Writing Part 1 Reasons for conflicts

1 2 3 4 5 6 7 8

a b c d e f g h

boss sb not act one’s come make tell sb throw make a lose

a fuss touch off fool of sb age parties around of age

Solutions 1 2 3 4 5

k_ _p_n_ secrets being c_ _s_d_ _a_e letting kids be i_d_p_n_ _n_ not ste_e_t_p_ng kids getting i_v_l_ _d in family life

Part 2 Title Me and my family – an astonishing but overwhelming experience Conflicts and how to solve them

1

Asking a question

2

Using vivid adjectives

3

Summarising the topic

4

Using rhyme/wordplay reasons

224

wondered

Growing generation gap

Why do we argue and what to do about it?

plans

would

future

hope

know

Introduction

Conclusion

What 1______________ you do if …? Did you 2________________ that …? Have you ever 3________________ why/how/… ?

What are your 4_______________ …? Let’s 5_______________ (they will) … For those 6_______________ , I think that … Perhaps in the 7_______________ they will …



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A whistle-stop tour of European cities Resource 15 3.1 Vocabulary (cities) Lisbon

DAY 1 This charming capital city, located at the mouth of the Tagus River, is where Vasco da Gama sailed from to discover a direct route to India.

Barcelona

DAY 2 The city is renowned for its vibrant nightlife, beaches and architecture by Gaudi.

Rome

DAY 3 No other city is so steeped in history. The historical heart of the Eternal City with its ancient ruins, churches, squares and fountains is always packed with tourists.

Venice

DAY 4 The city has a reliable network of water buses, called vaporetto, but it’s best explored on foot.

Paris

DAY 5 The city’s most famous landmark – one of the most photographed sights in the world – was originally built for the 1889 World’s Fair.

Amsterdam

DAY 6 The whole city, known as the Venice of the North thanks to its network of canals, is very easy to get around by bike.

London

DAY 7 The largest city in the European Union prides itself on the free admission to its best museums.

Bergen

DAY 8 It’s the second largest city in Norway but its inner-city area with quaint little backstreets looks like a picturesque small town.

Reykjavik

DAY 9 The northernmost capital in the world benefits from the relatively warm waters of the Gulf Stream and geothermal energy.

Vilnius

DAY 10 The city boasts a beautifully preserved old town – one of Europe’s best kept secrets. It’s growing in popularity and may soon catch up with the top destinations in Eastern Europe, such as Prague or Cracow.

Prague

DAY 11 The castle and the city’s other main sights are within walking distance of the famous Charles Bridge.

Frankfurt

DAY 12 Gleaming skyscrapers dominate the iconic skyline of this German city – the biggest financial centre in continental Europe.

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Text a fortune-teller Resource 16 3.2 Grammar (future forms) Student A

1

2

3

4

5

What will I ______________ doing this ______________ next year?

Answers

FOLD

Questions

1

________________________ ________________________

2

________________________ ________________________

3

________________________ ________________________

How long will I __________ ____________ driving when I buy my own car?

4

________________________ ________________________

What language will I have learnt by the ____________ I graduate from college?

5

________________________ ________________________

How many countries will I __________ __________ to by the end of the year?

Where will I _____________ living in ten years’ __________?

Instructions for Student A Complete the speech bubbles on Student B’s worksheet. Write:

6 7 8 9 10 226

a sum of money something that is worth studying the names of two countries a period of time a number Photocopiable © Pearson Education Limited 2016


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Text a fortune-teller Resource 16 3.2 Grammar (future forms) Student B

6

Answers

FOLD

Questions

How much will I __________ spent ________________ the end of the year?

1

________________________ ________________________

2

________________________ ________________________

3

________________________ ________________________

How long will I __________ __________ living on my own when I get my first job?

4

________________________ ________________________

10 How many __________ will my parents have called me by this time tomorrow?

5

________________________ ________________________

7

8

9

What will I _____________ studying _____________ three years’ time?

Which countries will I have _____________ to by the _____________ I’m twenty?

Instructions for Student B Complete the speech bubbles on Student A’s worksheet. Write:

1 2 3 4 5

an activity you like doing a number the name of a city a period of time a language you like the sound of PHOTOCOPIABLE



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The Frequent Flyer Quiz Resource 17 3.4 Reading (vocabulary from the text Life on board the International Space Station)

Student A

1

The Airbus A380 – the biggest passenger plane – travels at / on a maximum speed of a 945 km/h.

2

c 18,300 metres.

b jet lag.

c sleepwalking.

To work as a cabin team / crew member, you have to be able to a swim.

5

b 12,500 metres.

Travelling across time zones may disrupt your body watch / clock and result in a condition called a blinding headache.

4

c 1,540 km/h.

Concorde – the first, and to date only, supersonic passenger airliner – had a maximum cruising altitude / length of a 10,000 metres.

3

b 1,255 km/h.

b speak at least three languages. c cook.

For safety reasons, airline passengers are not allowed to a nod off during landing. b use any digital devices during the whole flight. c put the window shutters / doors down during take-off and landing.

Student B

6

How long does it get / take to fly from the UK to New Zealand? a About ten hours.

7

b water.

c alcohol.

Zero Gravity Corporation offers commercial ZERO-G flights for those who would like to experience the absence of gravity. How long do you think passengers actually experience weightlessness / spacewalking? a 20–30 seconds.

9

c About twenty-four hours.

To keep your skin wet / moist during the flight you should drink plenty of a coffee.

8

b About fifteen hours.

b About one minute.

c About two minutes.

On board / On the board the new version of Airbus 380 first-class passengers a can use a gym.

b can take a shower.

c can smoke.

10 British Airways asked their pilots which sights from the cockpit take their eyes / breath away. Which do you think was the top answer?

a The Northern Lights.

228

b The New York skyline.



c The English Channel.

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Resource 18 Test yourself pairwork activities Student A Vocabulary (Lesson 3.1)


1 What can you describe with these adjectives? Choose the correct nouns. 1 exotic: nightlife or food? 2 sprawling: city or nightlife? 3 built-up: skyline or area? 4 respectable: food or neighbourhood? 5 dramatic: area or skyline? 6 cobbled: food or backstreets?

Choose the correct nouns. 1 run-down: food or neighbourhood? 2 impressive: skyline or nightlife? 3 cosmopolitan: city or backstreets? 4 urban: area or food? 5 narrow: backstreets or neighbourhood? 6 hectic: nightlife or food?

Student A answers

Student B answers 1 neighbourhood 2 skyline 5 backstreets 6 nightlife

3 city

4 area

2 Complete the sentences with prepositions. 1 The museum is ____ walking distance of the hotel where we’re staying. 2 The city is renowned ____ its nightlife. 3 Everyone in the city will benefit ____ from the improved train service. 4 A reliable network ____ buses and trams makes it easy to get around the city. 5 The local police pride themselves ____ the fact that muggings have been reduced in the city centre.

Student B answers 1 around

2 with

3 in

4 by

4 neighbourhood

2 Complete the sentences with prepositions. 1 It’s easy to get ____ the historical centre – just take the bus from outside the hotel. 2 The city shouldn’t be packed ____ tourists at this time of the year. 3 My hometown isn’t ____ steeped history – it was built in the 1960s. 4 Renting a flat in London is very expensive, but the cost is offset ____ higher salaries. 5 Since the city is located ____ the mouth of a big river, there are a lot of long bridges. 1 within

5 at

than one option is correct. 1 Every / All / Each of the people who want to go into space will have to undergo some medical tests. 2 As much / a lot of / many as 1,000 actors will be needed to make the film in our city. 3 I need some advice on how to sell loads / a great deal / plenty of e-books on Amazon. 4 I’m sure that several / lots / a number of students in my class are going to the concert. 5 No / None of / Neither of the people I know enjoy doing housework.

Student B answers 2 Loads 5 much

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2 for

3 from

4 of

5 on


3 Choose the correct options. Sometimes more


1 food 2 city 3 area 5 skyline 6 backstreets

Student A answers


1 Neither of 4 each of/all

1 What can you describe with these adjectives?

3 Choose the correct options. Sometimes more than one option is correct. 1 What does this word mean? No / Neither of / None of my two dictionaries explains it. 2 Loads / Lot / A great deal of volunteers are still needed for the summer festival. 3 A number of / Several / A great deal of people have called Ann and congratulated her on her marriage. 4 I’m really proud of each of / all / every the students who graduated this year. 5 We can’t pay you much / many / lot more than seven pounds an hour for your work.

Student A answers 3 A number of/Several

1 All/Each of 2 many 3 loads/plenty 4 several/a number of 5 None of


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230


7 ___________

6

___________

___________

___________

7 Everyone would like to live in a hall of residence with other others students.

2

1

6 No one in our group would like to have their all whole room painted black.

2 Everyone thinks that both each men and women should do their equal share of housework.

1 Everyone in our group tidies up their room every each other day.


___________

8

8 No one likes the idea of sharing a fridge with others the others.

___________

3

3 Each Each of person in our group sometimes does the washing themselves.

___________

9

9 No one wants to study in another the other country.

___________

4

4 Every one of Each the boys hates doing the ironing.

___________

10

10 Half of the people in our group want to live on their own. The others Other want to continue living with their family.

___________

5

5 All Whole the girls have decorated their rooms themselves.

Check the door Resource 19 3.8 Language in focus (determiners)

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Doing up a flat Resource 20 Focus review 3, Speaking Part 1

Redecoration on your own For

Against

Jobs to do dust lay wallpaper install paint fit hang assemble vacuum put up

walls

carpet

curtains

new bookshelves

lights

Part 2 1 2 3 4

5 6 7 8

W_ _ don’t we meet h_ _ _ way? We could go h_ _ _ _ _ . You are a_ _ _ _ _ _ _ _ _ right. G_ _ _ _ the choice, I’d r_ _ _ _ _ ... Suggesting a course of action

• •

Objecting

• •

Compromising

• •

Agreeing

• •

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Well, w_ _ _ _ _’_ it be better to ...? What w_ _ _ _ you s_ _ if we ...? I fully a_ _ _ _ . I’m not c_ _ _ _ _ _ _d that’s a good i_ _ _ .


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Advantages and disadvantages of ... Resource 21 Focus review 3, Writing Part 1 Some people decide to rent a flat rather than buy one. What are the advantages and disadvantages of such a

no repair bills

greater flexibility when moving house

cannot decorate the way you want

easier to adapt to a current financial situation

might be asked to leave at short notice

have to deal with a landlord

Advantages

Disadvantages

Part 2 For many people it is a lifelong goal to own a flat or a house. 1Although / However, these days an increasing number of people decide to rent a flat rather than buy one. 2Even though / Despite there are several potential 3advantages / downsides to such a decision, there are also numerous benefits. One of the most 4p_______________ arguments for renting is that it gives people greater flexibility when their job requires them to move from place to place. A 5f______________ benefit to renting is connected with the amount of money you are able to spend. If at any particular time a tenant is struggling financially, they + may move to a smaller or less expensive flat. In the same 6w______________ , major repairs and maintenance bills are undertaken by the landlord, which means that tenants basically do not have to cover such costs. ………………………….……………………………………………………………… ……….………………………………………………………………………………… In 7s_____________ of such clear upsides, there are numerous 8m______________ . The first one concerns the basic fact that the property does not belong to the tenant. Therefore, they are not allowed to make any changes to the decor there without the landlord’s consent. 9L_______________ , if a tenant damages any of the appliances or furniture, they have to replace or pay for them. Another 10c______________ drawback is that a landlord might ask the tenant to vacate the property at short notice, which may be very inconvenient to the tenant. ………………………….……………………………………………………………… ……….…………………………………………………………………………………

INTRODUCTION

MAIN PARAGRAPHS

CONCLUSION

cons considered feel all

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Good value for money Resource 22 4.1 Vocabulary (money and shopping) Student A 7

€4 0

1

€2

You’d pay through the nose if you bought it.

It doesn’t cost a fortune, does it? 8

2

?

? I’d snap up this bargain immediately.

I’d be angry if I had to fork out on it.

3

9

€450

€3

It’s great value for money.

Honestly, I wouldn’t shop around to get a better price.

4 10

?

?

They’re ripping customers off!

It does cost an arm and a leg. 5

11

€2

€15

It must be a discounted price.

It might be ok for someone who has money to burn.

6 12

?

? They knocked at least fifty percent off. PHOTOCOPIABLE


Definitely not for those who are struggling to make ends meet. Photocopiable © Pearson Education Limited 2016

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Good value for money Resource 22 4.1 Vocabulary (money and shopping) Student B 1

7

?

? You’d pay through the nose if you bought it.

It doesn’t cost a fortune, does it? 8

2

€4

I’d snap up this bargain immediately. 3

I’d be angry if I had to fork out on it. 9

?

? It’s great value for money.

Honestly, I wouldn’t shop around to get a better price.

4 10 €5

€35

They’re ripping customers off! It does cost an arm and a leg. 5

11

?

? It must be a discounted price.

It might be ok for someone who has money to burn.

6 12

.20 €1

€38

They knocked at least fifty percent off. 234



Definitely not for those who are struggling to make ends meet. PHOTOCOPIABLE

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Question tag dominoes Resource 23 4.2 Grammar (question tags) is it?

Let’s hurry up, shall we?

Don’t rush me,

will you?

I’m already late, aren’t I?

I’m not going to make it,

am I?

There’s no need is there? to panic,

We’ll definitely miss the beginning,

won’t we?

We could take couldn’t we? a taxi,

can we?

It’s just begun, hasn’t it?

does it?

Besides, it’s only isn’t it? a concert,

have they?

You left them on didn’t you? the table,

didn’t they?

haven’t they?

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We can hardly afford a taxi,

No concert starts on time,

Nobody’s seen the tickets,

Someone texted me,

Something didn’t it? happened,

You don’t need do you? the tickets now,

They’ve cancelled it,

It’s not funny,


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Resource 24 I bet my best pair of jeans that it’s correct! 4.4 Reading (word formation)

MY LOSS

__________________________________ 236

______________ branded denim jeans 2DIE4

10 PERFECT

traditional fit jeans for a ______________

MY GAIN

__________________________________



9 AFFORD

et

organic cotton jeans produced with high ______________ standards

Ib

8 ENVIRONMENT

et Ib

cropped jeans from the oldest Japanese ______________ line

5 Increase

______________ popular drop-crotch jeans

et

7 PRODUCE

4 Artificial

______________ aged boot-leg jeans

Ib

t I be

et

flared jeans recommended by ______________

DIY distressed jeans made by a denim ______________

Ib

et

Ib

6 TREND

3 Enthusiastic

fashionable ______________ jeans

t I be

2 Skin

et Ib

et Ib

et Ib

1 Bag

a pair of ______________ jeans

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letter of each word is given. 1 People who earn very little money find it difficult to make e________ meet. 2 If something is very expensive, we say that it costs an arm and a l________ . 3 Companies can earn a lot of money when they identify a g________ in the market. 4 When you buy a quality product at a good price, you get v________ for money.

letter of each word is given. 1 It’s said of people who buy unnecessary things that they have money to b________ . 2 An opportunity to sell to a group of people arises when you find a n________ market. 3 When a shop sells lots of different products, it offers a wide r________ of products. 4 When you pay more than a product is worth, you pay through the n________ .

Student B answers 1 burn

2 niche

Student A answers 3 range

4 nose

1 ends

2 Complete the sentences with prepositions. 1 I won’t buy this tablet now because they’ll probably bring ________ a new model soon. 2 The cover of the book was damaged, so the bookshop knocked ________ 5 euros. 3 I’m sure you’ll find a better deal if you shop ________ a bit. 4 My parents splashed ________ £1,000 on a new TV, but it was totally worth it.

Student B answers 1 up

2 on

3 out

2 leg

3 gap

4 value

2 Complete the sentences with prepositions. 1 Lots of people wanted to see the concert and the tickets were soon snapped ________ . 2 When he got his first salary, Henry splashed out ________ a new laptop. 3 We shouldn’t have gone to that restaurant – we had to fork ________ £200! 4 That guy was trying to rip us ________ – the bags he was selling weren’t worth that much.

Student A answers 4 off

1 out


2 off

3 around

4 out


3 Complete the second sentence using the correct form of the verb in bold, so that it has a similar meaning to the first sentence. 1 It’s a pity we didn’t go to that café. OUGHT We ____________ to that cat café. 2 It wasn’t necessary for Janet to ask for a special permit to open a clothes shop. HAVE Janet ____________ for a special permit to open a clothes shop. 3 When I got home, I heard someone upstairs, so I phoned the police. But it was my older brother! NEED I ____________ the police. The person I thought was a burglar was my older brother! 4 You shouldn’t touch the controls if you don’t know how to operate the machine. HAD You ____________ the controls if you don’t know how to operate the machine.

Student B answers 1 had better stay 2 needn’t have taken 3 doesn’t have to get 4 ought not to have spent

3 Complete second sentence using the correct form of the verb in bold, so that it has a similar meaning to the first sentence. 1 Why don’t you stay at home tonight if you’re not feeling very well? HAD You ____________ at home tonight if you’re not feeling very well. 2 They took their winter coats on holiday because they thought it was going to be cold, but it was really warm and sunny. NEED They ____________ their winter coats on holiday. Although they thought it was going to be cold, it was really warm and sunny. 3 It’s not necessary for Jason to get up early on weekdays. HAVE Jason ____________ up early on weekdays. 4 It would have been better if I hadn’t spent so much time at the museum. I ____________ so much time at the museum. OUGHT

Student A answers 1 ought to have done 2 didn’t have to ask 3 needn’t have phoned 4 had better not touch

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The focus of our debate today is ... Resource 26 4.8 Language in focus (modality)

I’m strongly against it.

I’m all for it. 1A Food companies should be allowed to advertise any products, even unhealthy food. 2A PERMIT We should ________________________________ underwear on in clothes shops. 3A

1B

2B It’s a good idea that we are forbidden to try underwear on in clothes shops. 3B

Food prices are certain to fall in the not too distant future.

4A

OBLIGE Shops should only __________________________ accept payment of up to 5 euros in coins.

5A

Shops should be required to accept any payments in coins. 5B

SUCCEED It’s worth bargaining. I always _______________ ___________________ the price I want.

7A

There’s no point in bargaining. I never manage to get the price I want. 7B

238

SURE Most shopping centres ______________________ _________________________ out of business soon because there are too many of them.

UNLIKELY We __________________________________ using paper money in the near future.

6B

Advertisements are supposed to inform you about the products. 8A

BOUND Food prices ________________________ rise in the not too distant future.

4B

It’s likely that most people will stop using paper money in the near future. 6A

BAN Food companies should ______________________ ________________________ unhealthy food.

MEAN Advertisements _________________________ trick you into buying the products.

8B It’s not probable that most shopping centres will go out of business soon, even though there are so many of them.



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I am writing to complain about … Resource 27 Focus review 4, Writing Part 1 1 2 3 4 5 6 7

We were I would like to make To make I am writing on ... we look forward to Without ... we urge you to

a b c d e f g

behalf of ... matters worse, ... doubt, ... investigate the matter ... a formal complaint ... particularly upset ... your response.

Part 2

Dear Sir or Madam, I Since you are the manager of the hotel, _____________________ and the way the staff treat guests. It is simply inappropriate to behave in such a way. I hope you will resolve the problem quickly and ______________________ . II ______________________ because the fact is that we were really exhausted after a long journey and all we wanted was a bit of peace and quiet. To be honest, we were shocked at the fact that guests can be treated in such an appalling way. ___________________ the worst part of the whole incident was being told off in front of other guests. III _____________________ myself and my fiancé to draw your attention to an incident that took place during our stay in your hotel. _____________________ about the way we were treated by your staff. IV Last weekend we were staying in your hotel. We arrived late in the evening, so after checking in, we went to our hotel room. We were getting ready to go to bed when we suddenly heard a loud bang on our door and a member of your staff told us off for listening to the radio and watching TV loudly while other guests were passing by. _________________________ when we tried to reason with him, he threatened to call the police because we were disturbing other guests. Yours faithfully, Joan Price

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Resource 28 What would you do if you won a lot of money? Focus review 4, Speaking

charity foreign language stocks and shares university world tour bank account List of arguments g a You gain personal satisfaction. h b You broaden your knowledge. c You have no control over how it’s spent. i j d It’s safe. k e You won’t get much interest. f

You spend it all in a short time. You can use it later. You have the experience of a lifetime. Nothing’s left for you. You have only memories.

You can help others.

1

For deposit it in

• •

Against •

a _____________________

2

For • •

Against • •

go on a _____________________ 3

For • •

Against • •

donate it to ____________________ 4

For

Against

study at a ____________________ 240



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A short stint in a zoo Resource 29 5.1 Vocabulary (employment) A job centre was recruiting graduates to fill two

vacant posts in the local zoo.

I decided to apply

for the post

of a penguin keeper.

The selection

process was

rigorous but surprisingly fast.

The zoo was pressed for time because

the previous keepers had unexpectedly stepped

down from their jobs a week before.

I was really happy

when I found out

I’d been taken on.

My primary

responsibility was to

feed the penguins and clean their enclosure.

It wasn’t long before I picked

up all the necessary

skills in fish preparation.

As for the perks,

the zoo covered some of my

travel expenses and the fee for a sushi course.

After my two-month contract

expired, they didn’t want to keep

me on, however.

It turned out the penguins

hadn’t expressed

interest in working with me.

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Who said it? Resource 30 5.2 Grammar (Reported Speech) Student A The conclusion that I have drawn from my career is that I don’t believe that the public knows what it wants. Computers are useless because they can only give you answers. My favourite things in life don’t cost any money. I love the attention but I don’t like too much of it. I have not failed. I’ve just found 10,000 ways that won’t work. People won’t have time for you if you are always angry or complaining.

I think: •

it was Steve Jobs who said that _____________________________________________________ .

•

it was Eminem who said that _______________________________________________________ .

•

it was Pablo Picasso who said that ___________________________________________________ .

•

it was Stephen Hawking who said that ________________________________________________ .

•

it was Thomas Edison who said that _________________________________________________ .

•

it was Charlie Chaplin who said that _________________________________________________ .

I know for sure that:

242

•

it was John Lennon who said that the more he saw, the less he knew for sure.

•

it was Johnny Depp who said that he hated fame and that he’d done everything he could to avoid it.

•

it was Walt Disney who said he loved Mickey Mouse more than any woman he had ever known.

•

it was Mother Teresa who said we would never know all the good a simple smile could do.

•

it was Woody Allen who said his one regret in life was that he wasn’t someone else.

•

it was Martin Luther King who said that he had a dream that his four little children would one day live in a nation where they would not be judged by the colour of their skin, but by the content of their character.



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Who said it? Resource 30 5.2 Grammar (Reported Speech) Student B I love Mickey Mouse more than any woman I have ever known. My one regret in life is that I am not someone else. I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin, but by the content of their character. The more I see, the less I know for sure. I hate fame. I’ve done everything I can to avoid it. We’ll never know all the good that a simple smile can do.

I think: •

it was John Lennon who said that ____________________________________________________ .

•

it was Johnny Depp who said that ____________________________________________________ .

•

it was Walt Disney who said that ____________________________________________________ .

•

it was Mother Teresa who said that __________________________________________________ .

•

it was Woody Allen who said that ____________________________________________________ .

•

it was Martin Luther King who said that _______________________________________________ .

I know for sure that: •

it was Steve Jobs who said that his favourite things in life didn’t cost any money.

•

it was Eminem who said he loved the attention but he didn’t like too much of it.

•

it was Pablo Picasso who said that computers were useless because they could only give us answers.

•

it was Stephen Hawking who said that people wouldn’t have time for us if we were always angry or complaining.

•

it was Thomas Edison who said that he hadn’t failed, but had just found 10,000 ways that wouldn’t work.

•

it was Charlie Chaplin who said that the conclusion he had drawn from his career was that he didn’t believe that the public knew what it wanted.

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These two are taboo Resource 31 5.4 Reading (vocabulary from the text on gender roles) HOUSEWIFE

GENDER

woman housework

man woman

BREADWINNER

SIBLING

bread earn

brother sister

LIBERAL

DOMESTIC

conservative tolerant

home house

INCOME

MARRIAGE

salary earn

marry couple

PREVIOUS GENERATION

CHILD-REARING

parents live

childcare children

HOUSEKEEPING MAGAZINE

(HOUSEHOLD) TASK

(a noun)

(a noun)

(a compound noun)

(a noun)

(an adjective)

(an adjective)

(a noun)

(a noun)

(an adjective and a noun)

(a compound noun)

(a compound noun) home newspaper

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(a compound noun) duty cleaning

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1 A human resources agency will draw on / up a shortlist and the owner of the company will interview the candidates. 2 My contract / job expires next month, so I’ll probably be unemployed soon. 3 You don’t need to have any experience. The company often takes / makes on graduates. 4 I am writing to express my interest / concern about the closing of the hospital in our town. 5 The company’s director will step / take down from her position at the end of the year.

Student B answers 1 on

2 take

Student A answers 1 up

3 sense

4 up

5 target

2 Complete the sentences with the correct form of the words in brackets. 1 The ________ (apply) who do not send their CVs won’t be considered. 2 It was John’s ________ (responsible) to finish the report on time. 3 A journalist who asks questions is an ________ (interview). 4 Educators point out that a sense of ________ (achieve) motivates students.

Student B answers 1 vacancy/vacancies 4 collective

1 The company will only be able to keep on / up all the employees if salaries are cut. 2 Doris Fiennes is going to take / make up a new role as the head of marketing. 3 When he set up his own company, he felt a sensation / sense of adventure. 4 Office workers should try to pick in / up new skills in case they need a career change. 5 Our new application for mobile devices will target / aim the college sector.

2 campaigner

3 selection

3 Choose the correct options. Then complete the

Student B answers agreed, buy me a new bike in the spring reminded, me to lock the door insisted, I should apply/apply for the job accused, Frank of breaking the printer warned, us that the machine might be very hot


4 concern

5 step

2 Complete the sentences with the correct form of the words in brackets. 1 The company managed to fill the ________ (vacant) after publishing an ad in the paper. 2 She is a well-known ________ (campaign) for human rights. 3 The ________ (select) process for this position is very long. 4 It was a ________ (collect) decision, taken by all members of the board.

Student A answers 1 applicants 2 responsibility 4 achievement

3 interviewer

3 Choose the correct options. Then complete the reported statements. 1 ’OK, we’ll buy you a new bike in the spring,’ my dad said. My dad agreed / claimed to _______________ . 2 ’Don't forget to lock the door,’ Paul told me. Paul reminded / begged __________________ . 3 ’You really should apply for this job,’ she told me. She denied / insisted that _________________ . 4 ’I think Frank broke the printer,’ he said. He accused / congratulated _______________ . 5 ’Be careful – the machine might be very hot,’ Mark told us. Mark warned / convinced __________________ .

reported statements. 1 ’You can count on me. I’ll help you write your CV,’ she told me. She promised / admitted that ______________ . 2 ’I think Tom caused the accident,’ he said. He thanked / blamed _____________________ . 3 ’Don’t worry about me – I’m OK,’ Ann told us. Ann reminded / assured ___________________ . 4 ’I can drive you to school,’ my mum said. My mum refused / offered to ______________ . 5 ’If I were you, I’d look for a different job,’ George told me. George advised / ordered _________________ .

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3 takes



1 2 3 4 5

2 contract

Student A answers 1 2 3 4 5

promised, she would help me write my CV blamed, Tom for causing the accident assured, us that she was OK offered, to drive me to school advised, me to look for a different job


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1 What can come off?

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FOLD

Let’s focus on phrasal verbs Resource 33 5.8 Language in focus (phrasal verbs) a a bedtime story, an excuse or a poem

2 What can make up for bad service?

b an engine or a machine

3 Who can you take on?

c a picture, a shape from a sheet of paper or a part of a vegetable

4 What can you cut out?

d a stain, things that you’ve planned or a button

5 What can you pick up?

e an application, your essay or homework

6 What can cut out?

f dishonest ones, lazy ones or selfish ones

7 What kind of people do we look down on?

g bad weather, heavy traffic or latecomers

8 What can you give in?

h as intelligent, as inexperienced or as arrogant

9 What do we put off till later?

i cars, mobiles and the Internet

10 How can you come across in a job interview?

j an apology, a discount or a gift

11 What can’t we do without these days?

k cleaning, revising for an exam or any task we hate

12 What or who can hold you up?

l a new employee, a new manager or some new staff

13 What can you get away with?

m something from the floor, some English or any skill

14 What can you make up?

n cheating in a test, a driving offence or even a crime



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Work and study Resource 34 Focus review 5, Writing Part 1

Many young people decide to work and study at the same time. How do you and your friends feel about it? badly-paid gain experience less time for yourself earn your own money gain new skills may feel overworked

For

Against

Part 2 would case consequently general tend trigger broadly outcome whole

Generalising

1_________________

speaking , … In ,… 3 On the ___________________ … It is often the 4____________ that … People 5____________ to … Some 6_____________ say … 2______________________

Describing possible consequences

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The 7_______________of … ,… 9 This could ______________ … 8______________


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On the contrary Resource 35 6.1 Vocabulary (appearance and the media)

248

I suppose the picture was fake.

On the contrary, it was genuine.

The photo may be authentic.

On the contrary, it may have been doctored.

She seems serious.

On the contrary, she’s light-hearted.

It sounds very likely, doesn’t it?

On the contrary, it sounds far-fetched to me.

I think it would be ill-advised to admit it.

On the contrary, it would be wise.

I’m afraid they may have taken our remarks at face value.

On the contrary, they took them with a pinch of salt.

He looks a bit old with those crow’s feet.

On the contrary, he’s got a wrinkle-free face and

Didn’t he look youthful and rested?

On the contrary, he had bags under his eyes.

As far as I know, she’s got straight hair.

On the contrary, she’s wavy-haired.

He seemed cheerful and friendly to me.

On the contrary, he looked stony-faced to me.

I think she’s kind of naive and inexperienced.

On the contrary, she’s worldly-wise.

They always tell the truth, don’t they?

On the contrary, they often distort it.

doesn’t look his age.



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1 Even though some facts in the article were true, the journalist distorted the public / the truth and changed most of the events. 2 An IT expert managed to prove that the images had been doctored / misled before they were sent to the police. 3 Most art historians agreed that the painting was authentic / a fake and, thus, worthless. 4 Sally might be very well-educated and intelligent, but she’s not very wise / streetwise and sometimes doesn’t know how to behave in everyday situations. 5 Many years ago a teacher of mine told me to take pride in / on my work.

1 The conclusions of this report are far-fetched / far-reaching – there isn’t enough evidence to support them. 2 More and more fathers are taking responsibility for / with their kids and staying at home with them, while their wives go out to work. 3 On April Fool’s Day, most major newspapers publish a made-up story, hoping that they will be able to deceive the truth / public. 4 Sometimes it’s difficult to say whether an image has been misled / manipulated or not. 5 The prices in this online shop are too low. I’m sure that a genuine product / fake would cost much more.

Student B answers

Student A answers

1 far-fetched 2 for 3 the public 4 manipulated 5 genuine product

1 the truth 2 doctored 4 streetwise 5 in



2 Complete the second sentence in each pair, using the words in capitals. 1 We wouldn’t have bought the newspaper if you hadn’t told us there was an article about our school. HAD ____________ an article about our school, we wouldn’t have bought the newspaper. 2 If you had to recommend a hotel, what would you say? SUPPOSING ____________ , what would you say? 3 He never admits a mistake if someone doesn’t spot it. UNLESS He never admits a mistake ____________ . 4 The actor will agree to sell his wedding photos if the magazine pays one million dollars. PROVIDED The actor will agree to sell his wedding photos, ____________ one million dollars. 5 I’d order one of the special dishes on the menu if I weren’t allergic to seafood. WERE ____________ to seafood, I’d order one of the special dishes on the menu.

Student B answers 1 2 3 4 5

unless I had to Were he not so good at providing (that) it opens Had his parents not won the lottery Imagine your best friend lied

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3 a fake

2 Complete the second sentence in each pair, using the words in capitals. 1 I wouldn’t choose to do an exam in advanced Maths if I didn’t have to. UNLESS I wouldn’t choose to do an exam in advanced Maths ____________ . 2 He’d study Geography at university if he wasn’t so good at History. WERE ____________ History, he’d study Geography at university. 3 Let’s meet at the café at seven o’clock if it opens that early. PROVIDING Let’s meet at the café at seven o’clock ____________ that early. HAD 4 His parents wouldn’t have bought him a car if they hadn’t won the lottery. ____________ , they wouldn’t have bought him a car. 5 How would you feel if your best friend lied to you? IMAGINE ____________ to you, how would you feel?

Student A answers 1 2 3 4 5

Had you not told us there was Supposing you had to recommend a hotel unless someone spots it provided the magazine pays Were I not allergic


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Noughts and crosses Resource 37 6.3 Reading (words from the text The imposter)

GAME 1

’✗’ starts. To place your mark on the grid, complete a sentence with a preposition. I was completely taken ______ by the misleading advertisement.

1

2

You can’t lie to her. She’ll see __________ you straight away.

Have you settled _______ your new home yet? 7

She’s very punctual so we were surprised when she hadn’t turned _____ on time.

While I was cleaning my drawers, I came _______ some of my old photographs. 6

5

4 Can you me pick me ______ at the railway station?

3

The police are looking _____ the disappearance of a teenager.

The imposter passed himself ______ as a police officer. 9

8 The police are looking for a boy who ran ________ from home last week.

GAME 2 ’ ’ starts. To place your mark on the grid, explain what the word or phrase means.

embrace sb

bleach your hair

your flesh and blood

250

disguise



6

swear under oath

9

8

7

orphan

abandon sb 5

4

index finger

3

2

1

jail

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Mix them well together Resource 38 6.5 Grammar (mixed conditionals) I slept well last night.

I’m broke. I’m not sleepy.

I went to bed late.

I don’t have bags under my eyes.

I didn’t save up for the trip.

I’m really busy now.

I didn’t take that job.

I’m not lying in the sun.

I didn’t go to the beach.

I’m not in my forties yet.

I went there by bus.

It’s raining.

I wasn’t born in 1970.

I’m not well.

I failed the exam.

I’m not careful with money.

I splashed out on new clothes.

I can’t drive.

I didn’t rent a car.

I have to go to school.

I haven’t gone to Egypt.

I don’t like flying.

I stayed home.

T

SEN PRE

PAST

1 ____________________________________________________ 2 ____________________________________________________ 3 ____________________________________________________ 4 ____________________________________________________ 5 ____________________________________________________

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Society in focus Resource 39 6.8 Language in focus (word formation) PURE We meditate to _______ our minds.

MODERN

We still see white as a symbol of ___________ .

1

We no longer have to __________ healthy eating.

We’re a truly ____________ . society.

We believe in _________ research. We only trust _______________ .

- __

INNOVATE We love technological ___________________ .

- __

We expect ______________ everywhere.

CREATE We’d welcome the ________ of a global currency.

RELATE 252



6

- __

We’re more ______________ than previous generations. 8

We don’t feel secure in a ______________ .

We don’t care about our ______________ with our neighbours.

PERFECT

We’re ___________ to animals.

We always find ______________ solutions to world problems.

7

Everyone wants to be a ____________ .

SYMPATHY

4

5

- __

We can’t ____________ with others.

DEMOCRACY

SCIENCE

We’re afraid of ______________ attacks.

- __

- __

POPULAR

Death and diseases _____________ us.

TERROR

3

2

We’re obsessed with our _____________ .

- __

We live between tradition and _____________ .

We want to _________ everything.

- __

We think that good ____________ skills are essential.

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Choosing and rejecting Resource 40 Focus review 6, Speaking Part 1 least choose compare argued give either suppose simply for reason opinion choice option of definitely opt strongly 1

As I have to choose just one, I’ll ______________ it a miss.

2

______________ these three options, I’d choose ..., because ...

3

When you ______________ the two, you ...

4

The reason why I wouldn’t go ______________ picture B is because ...

5

I ______________ you could say that …

6

Another ______________ why picture A would be my choice is that ...

7

Picture B is ______________ a better option than ...

8

Picture A looks quite interesting but it wouldn’t be my first ______________ .

9

I don’t have a strong ______________ about …

10 I prefer picture C ______________ because ... 11 Picture A is the only ______________ that ... 12 I wouldn’t ______________ picture A because... 13 That’s why I’d ______________ for picture C. 14 I don’t feel particularly ______________ about … 15 This option is clearly the ______________ suitable because ... 16 It could be ______________ that … 17 I don’t like the one at the bottom ______________ , because ...

Part 2 Comparing and contrasting options

• • •

Choosing an option and justifying the choice

• • • •

Explaining reasons for rejecting other options

• • • • • •

Expressing opinions tentatively

• • • •

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Personally, I think … Resource 41 Focus review 6, Writing Part 1 1 2 3 4 5 6 7 8

a b c d e f g h

disclose boost create stay in take kids’ pass oneself monitor

responsibility for off as somebody else safety private information somebody’s activities one’s self-esteem an illusion touch

Children under the age of twelve should not have accounts on social media. Do you agree? Discuss from the kids’ and the parents’ point of view. No, we don’t agree because …

having an account on social media teaches us to a_____________________ our actions.

it enables us to

c____________________

peers.

it may help us to b_________________________ .

with our

our parents can easily d___________________ .

Yes, we agree because … we may not be able to ensure our g___________________________ ___________________________ .

the kids may come across people e_______________ ______________________ . they could involuntarily f______________________ ______________________ .

it h_________________________ ____________________________ that children are grown-up.

Part 2

254

Saying which points of view or aspects will be discussed

• • •

To e_p_ _ _n the reasons for my opinion, I will e_ _ _ _r_ the issue from the v_ _w_o_ _t of … It is my i_ _ _n_ _o_ to examine the issue in t_ _m_ of … This essay will look at this q_ _s_ _ _n from the p_rs_ _c_ _ve of …

Discussing different aspects of the issue

• • •

In terms of …, I b_l_ _v_ … It is also important to c_ _s_d_r the issue with r_g_ _d to … Another important a_g_e on this issue is …

Introducing a conclusion

• • • •

_ _ conclusion, … To s_ _ up, … _ _l things considered, … All _ _ all, ...



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One down. Two across. Resource 42 7.1 Vocabulary (technology and the effect it has on people) Student A 1

A 3

2

D D

5

4

U 6

I 8

C

F

T 9

S R

I

O 12

N

E

I

V

T

I

A

H

C E

F 11

O

N

B

G

T

D

E

E

T

R

S

R

A

A

I

T

C

W

T

I

H

A

Y

P

13

D

W

I 10

7

L

14

S

DOWN: ____ the period when someone has stopped taking drugs ____ look quickly through information on the internet ____ another word for an appliance or machine, e.g. a computer or a mouse ____ connect a file to an email ____ being overweight in a way that is dangerous to your health ____ dependence on harmful substances ____ the end of your fingers; it’s part of an idiom which means that something is near you or easily available (something is at your ...)

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One down. Two across. Resource 42 7.1 Vocabulary (technology and the effect it has on people) Student B 1 2

D

I

A B E

T

E

3

S 4

5

I

S

6

S U E

7

B R O W S

E

8

9

I

10

N S O M N 12

S

13

J O

I

11

A

E D E N T A R Y I

N T

14

S P A N

ACROSS: ____ another word for problem or difficulty ____ search for information on the Internet ____ a part of your body that can bend, e.g. a knee or an elbow ____ sleeplessness; inability to sleep ____ a disease in which there is too much sugar in the blood ____ a period of time when you are able to pay attention to something is called your attention ... ____ involving a lot of sitting and no exercise

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Quick teen survey Resource 43 7.2 Grammar (advanced passive forms) 1

How many people like being praised?

2

How many people have been reminded to study harder today?

3

How many people agree that students shouldn’t be told what to wear to school?

4

How many people think they’re being taught useless things at school?

5

How many people feel they’re not being prepared well for life?

6

How many people feel tired of being made to read books they don’t like?

7

How many people would like to not be given any marks at school?

8

How many people don’t understand why laptop computers can’t be used by students in the classroom?

9

How many people often avoid answering the teacher’s questions because they don’t want to be laughed at?

10

How many people have ever been caught browsing the web on their phones during a lesson?

11

How many people think they should have been given less homework last week?

12

How many people don’t mind being asked to read something out loud in class?

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At-signs, hashes and asterisks Resource 44 7.4 Reading (word formation) 1 REVOLUTION

2 WEAR

3 PRIVATE

4 SENSE

The Internet has ________________ our lives.

Google Glass is an example of ________________ technology.

Social media may lead to loss of _______________ .

A light ________________ is used to detect light.

5 OWN

6 AUTOMATIC

7 MOVE

8 NARRATION

We have to protect the _____________ of data.

The laptop ________________ adjusts the screen’s brightness.

A fitness armband tracks your _______________ and sleep patterns.

The _______________ camera allows you to document your entire day.

@*# @*# @*# @*#

@*# @*# @*# @*# 9 KNOW

10 LOCATE

Browse the web, safe in the ________________ that your passwords are secure.

This app lets you Online send your current translators can be ________________ . ________________ to learning languages.

Make sure the site is secure before you give your _______________ data.

13 VIBRATION

14 URGE

15 DEVELOP

16 APPLY

This device ________________ whenever you slouch in front of the computer.

Mobiles are often frowned upon in schools, but I think it’s______________ we integrate them into lessons.

I’d like to become a software _______________ .

App is short for _______________ .

11 BENEFIT

12 PERSON

@*# @*# @*# @*#

@*# @*# @*# @*# 258



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1 Complete the sentences with the missing words. Write one letter in each gap. 1 Doctors suggest that leading a _ _ _ _ _ _ _ _ _ lifestyle might cause a number of dangerous diseases. 2 People with _ _ _ _ _ _ _ _ need to watch what they eat as their bodies cannot regulate the amount of sugar in their blood. 3 Coughing and sneezing are common _ _ _ _ _ _ _ _ of a cold. 4 Many people who travel to Alaska in summer suffer from _ _ _ _ _ _ _ _ – they can’t sleep for days. 5 You wrists, knees and elbows are _ _ _ _ _ _ – without them, you wouldn’t be able to move your arms or legs.

Student B answers 1 obesity 5 span

2 role

3 pressure

4 eye strain

Student A answers 1 sedentary 2 diabetes 4 insomnia 5 joints

3 symptoms

2 Complete both sentences so that they have a

2 Complete both sentences so that they have a similar meaning to the first sentence. 1 Everyone expects that the company will release the product next month. a It ________ the product next month. b The company ________ the product next month. 2 Almost everyone believes that medicine was not an exact science in the nineteenth century. a It ________ was not an exact science in the nineteenth century. b Medicine ________ an exact science in the nineteenth century. 3 People understand that there are different solutions to the problem of Internet addiction. a There ________ different solutions to the problem of Internet addiction. b It ________ different solutions to the problem of Internet addiction. 4 Many people feel that life without so much technology was better in many ways. a It ________ without so much technology was better in many ways. b Life without so much technology ________ better in many ways.

Student B answers 1 is understood that there is, is understood to be 2 are believed to be, is believed that we are 3 is known that the ancient Greeks were, are known to have been 4 are estimated to have been, is estimated that there were


words. Write one letter in each gap. 1 Experts confirm that the best way to fight _ _ _ _ _ _ _ is to combine physical activity with a healthy diet. 2 In the future, technology will play a vital _ _ _ _ in keeping us healthy. 3 People with high blood _ _ _ _ _ _ _ _ may feel healthy and not know their heart is being damaged. 4 Many office workers complain that it’s difficult for them to focus on the screen because of daily _ _ _ _ _ _ _ _ _ . 5 Children have a short attention _ _ _ _ – they can’t concentrate for more than five minutes.

Grammar (lesson 7.5)


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1 Complete the sentences with the missing

similar meaning to the first sentence. 1 Companies understand that there is a strong need for innovation in consumer goods. a It ________ a strong need for innovation in consumer goods. b There ________ a strong need for innovation in consumer goods. 2 Many people believe that we are the only civilisation in the universe. a We ________ the only civilisation in the universe. b It ________ the only civilisation in the universe. 3 We know that ancient Greeks were very good mathematicians. a It ________ very good mathematicians. b The ancient Greeks ________ very good mathematicians. 4 They estimate that there were hundreds of accidents caused by drivers talking on their phones. a There ________ hundreds of accidents caused by drivers talking on their phones. b It ________ hundreds of accidents caused by drivers talking on their phones.

Student A answers 1 is expected that the company will release, is expected to release 2 is believed that medicine, is not believed to have been 3 are understood to be, is understood that there are 4 is felt that life, is felt to have been


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Nought on the confusion scale Resource 46 7.8 Language in focus (easily confused words) CLEAR

1

2

3

4

5

6

7

8

9

UNCLEAR

1 Have you got any loose / lose change in your pocket? 2 Are you satisfied with your actual / present level of English? 3 Would you mind going on holiday alone / lonely? 4 Why did you last rise / raise your voice? 5 Do you ever advice / advise adults about computers? 6 How long can you hold your breathe / breath underwater? 7 When was the last time you lied / lay on the ground and looked up at the stars? 8 What is the most economical / economic way to get around where you live? 9 Does the weather often affect / effect your mood? 10 Do you consider yourself a conscious / conscientious student? 11 How lately / late are you allowed to stay out on Saturdays? 12 How easy is it for you to accept a compliment / complement?

My score: _______ /12 FOLD

1 Have you got any _________________ change in your pocket? 2 Are you satisfied with your _________________ level of English? 3 Would you mind going on holiday _________________ ? 4 Why did you last _________________ your voice? 5 Do you ever _________________ adults about computers? 6 How long can you hold your _________________ underwater? 7 When was the last time you _________________ on the ground and looked up at the stars? 8 What is the most ________________ way to get around where you live? 9 Does the weather often _________________ your mood? 10 Do you consider yourself a _________________ student? 11 How _________________ are you allowed to stay out on Saturdays? 12 How easy is it for you to accept a _________________ ?

My score: _______ /12

260



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How has technology developed? Resource 47 Focus review 7, Speaking Part 1 1 2 3 4 5 6 7

a b c d e f g

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

helps people identify their location have greatly reduced mortality rate and made life-span much longer allows people to get information quickly, to connect with each other is a reliable source of everyday transportation has revolutionised travelling, fighting forest fires or delivering packages provides an efficient and unlimited source of energy has made communication quicker

lecture posters gadgets objects experiments ticket displays

Powerpoint presentation 1_________

with information

a yearly 5_________ to the Science Museum free 4_________

PRESENTATION exhibiting actual 2_________

ATTRACTIONS interactive 3_________

LD

doing 6_________ in labs

invitation to a 7_________ about the history of the computer

Part 2 A Giving clarification

B Signalling confusion

C Checking your understanding lost meant saying was follow mean exactly words with much correctly 1

____________________

Sorry, I’m not a _____________ you. I’m not sure I b _____________ you. I’m afraid you’ve c _____________ me there. I don’t know what you d _____________ by …

2

____________________

So, in other e _____________ … Are you f _____________ …? If I understand you g _____________ you mean …, right?

3

____________________

Yes, h _____________ . Yes, that’s pretty i _____________ it. No, that’s not quite what I j _____________ . What I meant k _____________ …

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Pros and cons of e-books Resource 48 Focus review 7, Writing Part 1 many items on one device risk of breaking or losing possible file incompatibility with the device

adjustable fonts eye strain

easy text search

eco-friendliness

Pros (+)

Cons (-)

Part 2 1 2 3 4 5 6 7 8 9 10

262

Provided There are undoubtedly This is a positive development, Without Having As long Undeniably, this is a It may There are some pluses, but even There is

Expressing certainty

• • • •

Expressing contrast

• • • •

Expressing a condition

• •

a b c d e f g h i j

positive development … doubt, there are … as they are … some drawbacks … actually be very ... so some say ... that … said that, … no doubt … and yet ...



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Save the polar bear cubs Resource 49 8.1 Vocabulary (the natural world)

START 4 Is the polar bear listed as a threatened species?

1 Do whales help spread nutrients in oceans?

2 Is the whale shark a marine mammal?

5 The polar ice _______________ are melting faster than ever.

3 Are seals typical prey for polar bears? 6 The sea _______________ rises about 3 mm every year.

8 Are icebergs made of fresh water or salt water?

10 Are there still any glaciers in Iceland? 11 Can the difference between the high and low tide be bigger than fifteen metres?

9 Are there any offshore oilfields in the Arctic? 13 Oceans are being used as rubbish _______________ .

17 What percentage of the earth’s surface is covered by oceans?

7 The polar bear is at the top of the ______________ chain in the Arctic.

14 _____________ is a general term for human waste and used water.

15 We live in a throwaway _______________ .

12 Is the Gulf Stream a cold or warm ocean current?

16 Rain full of pollutants is called _______________ rain.

18 What concentrates in gyres?

19 Why are floating plastic bags a hazard for turtles?

FINISH Answers: 1 Yes. 2 No. 3 Yes. 4 Yes. 5 caps 6 level 7 food 8 Fresh water. 9 Yes. 10 Yes. 11 Yes. 12 Warm. 13 tips 14 Sewage 15 society 16 acid 17 Seventy-one percent. 18 Plastic debris. 19 Turtles mistake them for jellyfish. PHOTOCOPIABLE



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Vote for us Resource 50 8.2 Grammar (unreal past) Pair A 1 We don’t want cities to belong to drivers.

2 People should travel free on public transport.

3 We must put up 4 Cyclists should be parking prices. allowed to ride on pavements.

5 Cyclists are not 6 properly protected. Let’s make the s wearing of helmet . ry lso compu

The Manifesto of 1

We would rather cities

2

It’s time

3

It’s about time

4

It’s high time

5

When it comes to safety, we wish cyclists That’s why we think it’s time We also think that it’s time

6

Pair B 1 Animals aren’t treated with the same respect as humans.

2 Let’s raise the tax on meat.

3 Children should have free vegetarian meals at school.

4 Close do wn all zoos!

5 We don’t want . people to buy dogs be ld ou People sh paid for adopting dogs from animal shelters.

6

The Manifesto of 1

We wish animals

2

It’s time

3

It’s about time

4

It’s high time

5

When it comes to protecting pets, we would rather people That’s why we think it’s time We also think that it’s time

6

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Get away from it all. Relax on the picturesque sandy beaches of Bora Bora – a 7________________ paradise island in French Polynesia. Dive package included.

French Polynesia

Unwind in far-flung

Unforgettable!

This is where adventurous travellers go for the ultimate adrenaline buzz. Push yourself to the 4_____________ by going white-water rafting on some of the scariest rivers in world!

Roaring rivers of New Zealand

all sense of space and time in this fabulous yoga retreat near Ubud – the cultural capital of Bali. Ideal for advanced yoga practitioners as well as beginners.

1___________________

Yoga in Indonesia

Driving through Iceland’s barren 8___________________ to the heart of the island feels like driving a lunar rover. See the incredible Northern Lights and explore a beautiful lava cave.

Jeep safari in Iceland

Venezuela - the Orinoco Delta Embark on an exciting boat tour along the Orinoco Delta. Don’t worry if you are 5_____________ ; our local guides will help you explore this fascinating area and find out all you’ve ever wanted to know about the people and customs of the region.

If you don’t mind the 2_____________________________ daytime temperatures followed by the chill of the night, join a caravan-style camel trekking trip on the edges of the Sahara.

Sand dunes of Morocco

– a holiday with a difference

Chile

Hike in the earth’s driest landscape. A seven-day trek in one of the most 9________________ places on our planet. The route takes you through some spectacular parts of the Atacama Desert.

How long will it take you to get from Beijing to Hong Kong by 6_______________ ? Take part in this real test of your modern survival skills and street-wisdom. A professional support team will assist you during the whole trip.

China

on a fifty-one-hour train journey across seven states, from Chicago to San Francisco – a reminder of the journey taken by pioneers to settle the Wild West. A must for all train enthusiasts.

3_______________________

USA through a train window

arduous extreme inexperienced hitchhiking inhospitable lose remote scorching set off wilderness

Japan

Test your personal limits of endurance and join an 10__________ cycling trip around Hokkaido. The challenge is organised on behalf of a charity to raise money for hospices around the world.

Do you have itchy feet? Resource 51 8.4 Reading (journeys)


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1 Complete the words in the sentences. Write one letter in each gap. The first letter of each word is given. 1 It is said that steamed vegetables contain more n_ _ _ _ _ _ _ _ than boiled or fried vegetables. 2 Strong c_ _ _ _ _ _ _ have killed more than one adventurous swimmer in this river. 3 Did you know that when you see an i_ _ _ _ _ _ , you only see its tip? Most of it is under the water! 4 The person who constructed the first o_ _ w_ _ _ was a Pole named Ignacy Łukasiewicz. 5 Tigers have been observed to follow their p_ _ _ for hours before attacking.

Student B answers 1 oilfield 5 tide

2 species

one letter in each gap. The first letter of each word is given. 1 When the company suggested exploiting an o_ _ _ _ _ _ _ next to the coast, local residents organised a campaign against it. 2 Every year new s_ _ _ _ _ _ of plants and animals are discovered. 3 Most of the area around the North Pole is covered by an i_ _ c_ _ that never melts. 4 Air pollution poses a serious health h_ _ _ _ _ for people in industrialised areas. 5 The sea is usually very rough here at high t_ _ _ , so be careful.

Student A answers 3 ice cap

4 hazard

Grammar (Lesson 8.5) 2 Complete the second sentence so that it has a similar meaning to the first sentence. 1 You are not allowed to talk about the experiment under any circumstances. Under no circumstances ____________ about the experiment. 2 Yesterday we bought new swimsuits, not an underwater camera. What ____________ new swimsuits, not an underwater camera. 3 Helen is going to the next climate change conference, not Kyle. It ____________ to the next climate change conference, not Kyle. 4 There have rarely been so many people at an animal rights demonstration. Rarely ____________ so many people at an animal rights demonstration. 5 The film was not only well paced, but also well acted. Not only ____________ , but it was also well acted. 6 People should protect the environment. I’m not trying to say anything else. All ____________ that people should protect the environment.

Student B answers 1 is this cleaning product expensive 2 has there been 3 can you use 4 I watched last night was 5 is the Browns who are going to buy 6 I like most/best about this magazine

266

1 Complete the words in the sentences. Write

1 nutrients 5 prey

3 iceberg

4 oil well

Grammar (Lesson 8.5) 2 Complete the second sentence so that it has a similar meaning to the first sentence. 1 This cleaning product is not only expensive, but also harmful to the environment. Not only ____________ , but it is also harmful to the environment. 2 There has rarely been so much discussion about the future of our planet. Rarely ____________ so much discussion about the future of our planet. 3 You cannot use this machine on your own under any circumstances. Under no circumstances ____________ this machine on your own. 4 Last night I watched a documentary about chimpanzees, not a vampire film. What ____________ a documentary about chimpanzees, not a vampire film. 5 The Browns are going to buy an electric car, not the Smiths. It ____________ an electric car, not the Smiths. 6 I really like the big photographs of wildlife in this magazine. They’re the best thing. What ____________ are the big photographs of wildlife.

Student A answers 1 are you allowed to talk 2 we bought yesterday was 3 is Helen who is going 4 have there been 5 was the film well paced 6 I’m trying to say is



2 currents

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Resource 53 We’re word builders! We’re bricklayers!

24 (not) RESPONSE

Do you think your handwriting could be _________________ for others?

Do you think it’s ___________________ to have a big car when you live in a city? 21 (not) ABLE

20 (not) CAPABLE

19 PAID (too little)

Does your school have access for students with _________________ ?

Do you ever find yourself ___________________ of falling asleep?

Which professions are __________________ in your country?

16 (not) FAIR

17 (not) PERFECT

Do you ever complain about being treated _________________ ?

Do you think people focus too much on their ______________ ?

15 INFORM (incorrectly)

REPLAY

Are we often __________________ by the media? 9 (not) OBEY Would you ___________________ orders if you disagreed with them?

18 (not) EVEN Where are the most ___________________ pavements in your area?

14 (too) CROWDED

13 (not) MATURE

Do you avoid ___________________ places? Why?/Why not?

Are most people too ___________________ to get married at the age of twenty-one?

12 (the opposite of) DO Do you often take off your shoes without ___________________ the laces?

11 WRITE (again)

10 UNDERSTAND (wrongly)

Have you ever been told to ___________________ an essay? Why?

Do you think people often ______________ you?

8 (not) RELEVANT

7 NEW (again)

Which school subject do you think is __________________ and why?

6 WORK (too much)

Can you give three examples of ___________________ energy sources?

Have you been ___________________ lately?

START

REPLAY

22 FEED (not enough) If you saw an _________________ dog, would you report its owner to the police?

REPLAY

23 (not) LEGIBLE

FINISH

8.8 Language in focus (word formation)

5 (not) LEGAL What’s ___________________ when you’re under 18?

1 (not) ALLOW

2 BEHAVE (badly)

3 (not) LOGICAL

4 BUILD (again)

In what situation is a goal in a football match ________________?

Did you _______________ as a child?

Does English grammar ever seem ___________________ to you?

What has been _________________ recently in your area?

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Different shades of green Resource 54 Focus review 8, Speaking Part 1 1 2 3 4 5 6

Have you ever c_ _s_d_r_ _ how/why/what … You may be w_ _d_r_ _g why I’ve chosen … You may be _w_r_ that … P_ _h_ _ _ you have heard about … Most people don’t r_a_ _s_ that … Did you k_ _ _ that …

Part 2 form of transport

endangered

to segregate

air pollution

to stop

to recycle

climate change

plastic waste

an alternative

cycling

paper

to protect

nesting area

dump

prey carbon emission

crime

living species

to be green

unwanted rubbish

pollute environmentalist garbage patch

A

B

RECYCLING

268

anti-hunting campaign



concern

wildlife

C

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Eco-holidays Resource 55 Focus review 8, Writing Part 1 1 _________________________ I can thoroughly recommend / improve a visit to Morocco where you will be exposed to a rich tradition of music, dance and craftwork. 2 _________________________ With its lush forests, majestic mountains and crystal-clear waters, the island of Samothraki is deal / responsible for nature lovers. 3 _________________________ In spite / Despite the effects of thousands of tourists visiting the site every year, local government has implemented a successful programme of recycling which helps to reduce rubbish and pollution. 4 _________________________ If you’re returning from / looking for an unspoilt area of wilderness, then the Yellowstone National Park is the place for you. 5 _________________________ A huge variety of plant and animal species can be found in the southern / south part of the island where cars and radios are banned so that the natural balance of the ecosystem is not disturbed. wildlife protection

diverse landscapes cultural heritage

natural beauty

environmental impact

Part 2 Expressing a concession

• • • •

A_ _h_ _g_ it is a historic area … _v_ _ t_o_ _h there are some reasons why … In _p_t_ of residents’ protests against … D_ _ _i_ _ the council’s efforts to …

Expressing contrast

• •

_h_ _e the number of parking spaces is … W_ _ _ _a_ it is easy to get to sights …

Expressing cause and result

• •

_o polluted … that … s_ _ _ a problem that …

Expressing a reason

• • • •

D_ _ to a lack of access by car … S_n_ _ bikes are eco-friendly … H_v_ _g been to many cities … B_ _ _g a responsible cyclist …

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Multiple choice Resource 56A Focus review 4, Language in use Choose the correct answer, A, B, C or D. TASK 1

TASK 3

1 When I returned to work after maternity leave, I was sent on a course because I had difficulty ____ up with the latest changes in the regulations. A making B living C keeping D putting

1 However careful I try to be, I am always taken ____ by my students’ tricks on April Fool’s Day. A around B in C on D over

2 I guess no one mentioned the side effects of the drug to you, ____ ? A did they C didn’t they D don’t they B had they 3 To save energy, appliances shouldn’t be left ____ – they ought to be switched off. A logged on C on standby D out of order B at work 4 All the employees were suddenly ____ after the industry collapsed. A dropped B fired C rejected D retired

TASK 2 1 It’s nearly the end of April and I still haven’t got ____ to filling in my tax form. A through B round C over D on 2 They say that life really begins once you ____ forty because of the major problems you begin to experience then. A make B pass C turn D have 3 I made a new cake for the county fair. Not having followed the recipe precisely, I expected it to be dry, but it was very tasty. ____ , it won first prize in the baking competition. A Still C Moreover B Nevertheless D However 4 I felt simply exhausted last night and went to bed at eight. I guess it’s because I ____ solidly for eight hours the night before. A had been studying C have been studying B was used to studying D would be studying

270

2 The other day I forgot to take the meat out of the freezer to ____ it, so we had to be vegetarians for a day. A melt B chill C refrigerate D defrost 3 Mark seems to be in love with his wife, but he is thought ____ her for money. A to be marrying C to have married B to have been married D to have been marrying 4 ____ his latest project brought him quite a handsome income, Jack still couldn’t afford a holiday abroad. A Despite B Even though C However D Yet

TASK 4 1 In the current economic situation, banks are unlikely to increase their interest ____ soon. A fees B charges C rates D prices 2 Parents need to remember to praise their children for their accomplishments and not just to ____ them off when they have done something wrong. A tell B see C put D cut 3 It’s quite rare to come across elderly people with no ____ teeth. I guess it’s because of poor dental hygiene when they were younger. A forged B faulty C fake D false 4 Since you are aware of me being allergic to cats, you ____ have bought this lovely Persian. A can’t C might not B oughtn’t to D needn’t



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Multiple choice Resource 56B Focus review 7, Language in use Choose the correct answer, A, B, C or D. TASK 1

TASK 3

1 It’s feared that after severe flooding there might be an ____ of cholera because water supplies have been contaminated. A eruption C outbreak D approach B invention

1 When the actor stood in front of us, we could clearly see that he was suffering from stage ____ . A fear B threat C fright D panic

2 The family agreed to pay the ransom to the kidnappers, ____ infuriated the police. A which B that C what D whose 3 To begin with, the offer sounded excellent. However, we ____ after we discovered some financial pitfalls connected with it. A turned it down C hit it off B gave it away D used it up 4 I wasn’t aware how icy the road was until the car ____ and I nearly hit a tree. A tripped B skidded C limped D strolled

TASK 2 1 For some reason, my grandfather’s garden has always attracted a number of birds that build nests and ____ their eggs in them. A put B lay C place D plant 2 I wouldn’t go for this particular ____ of car if I were you. It’s supposed to be very unreliable. A make B mark C label D brand 3 I can’t stand John always boasting about his achievements. Will he ever stop ____ and telling people he’s best at everything? A putting forward C showing off B pulling over D speaking up 4 No sooner ____ home than he got an urgent call from the hospital about one of his patients. A does he come C had he come B has he come D would be come

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2 I have no idea how to ____ the subject of the politeness and punctuality of the manager himself. I’m in a very uncomfortable situation. A bring up C squeeze in D come to B pick up 3 A very long and dry summer has caused a severe drought in many parts of Africa. ____ is expected to follow, leaving thousands of people without food. A Sleet B Extinction C Poverty D Famine 4 You’d better book the seats in advance ____ this offer ends quickly. A unless C on condition that B in case D while

TASK 4 1 You should expect to be in pain after the effects of the drug ____ . A spread out C pull out B slow down D wear off 2 Do you fancy coming to our ____ rehearsal tonight? It’s nearly as exciting as the first night. A costume B dress C attire D outfit 3 Playing basketball has become a popular activity in our town, so it’s a good idea to book a ____ well in advance. A court B pitch C track D ground 4 You wouldn’t be asking me so many questions ____ you had taken the trouble to read the reports I gave you. A if B even if C as if D supposing


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Gapped text Resource 57A Focus review 3, Language in use Complete the texts with one word in each gap. TASK 1

TASK 3

HITTING THE JACKPOT A couple of years ago a dear friend of 1_______________ won the lottery. As it happened, we had bought our lottery tickets together but I wasn’t as lucky as Kate. As soon as I found out that she had hit the jackpot, I rang Kate to congratulate her 2_______________ winning quite a large amount of money.

KARAOKE For people me, who definitely can’t sing but really love trying, there is one answer: karaoke. This form of entertainment originated in Japan, where people generally enjoy picking 2_______________ a microphone and singing after work or at parties. However, in recent years, it has gained in popularity around the world.

At first, she didn’t want anybody to know about it and she insisted on me accompanying her to pick up the cheque. When we arrived, there were loads of reporters and she agreed to 3_______________ her photo taken, which later appeared in all the tabloids. Since then, she has received hundreds of begging letters which really get her down. Her life is a bit easier now but I know she still 4_______________ she had kept her privacy.

So, why did karaoke become so popular in the first place? Because it gives people 3_______________ unique chance to sing well-known songs without the lead vocal, but with the lyrics displayed on a screen. The changing colours indicate which words you should be singing at any particular time.

TASK 2 A PERFECT CAMPSITE I can’t imagine a summer holiday without spending at least a couple of weeks camping in North Wales. Every single year I look 1_______________ to escaping problems at work and other everyday preoccupations. I always stay on a small campsite 2_______________ is run by a family of farmers. The charm of this place is not that it provides all kinds of modern facilities. It doesn’t. On the contrary, the local way of life is authentically simple and relaxing. As soon as you arrive, you feel as 3_______________ you’re far away from the stresses and strains of modern life and you know you would like to stay there forever. The campsite is in a beautiful rural setting. It has its 4_______________ fishing lake and easy access to the woods. The owners are extremely friendly and they always give newcomers a very warm welcome.

272

1_______________

Whenever I am invited to a party, I always ask the host 4_______________ they’re planning entertainment known as a ’karaoke session’. Whenever the answer is ’yes’, I make sure to be there. I know I can’t sing, but I can’t resist the temptation to do it!

TASK 4 HOW FAR CAN YOU THROW YOUR MOBILE? If you have ever felt a desire to dispose of your mobile phone, you should try it 1_______________ the Mobile Phone Throwing World Championships, held annually in Finland. You can compete individually or try your luck with two other people. Depending on the category you’re in, there are different rules and you are judged 2_______________ on distance or general performance. One of the most important things to remember is that you must 3_______________ step over the throwing area and the phone must land within the throwing area. Otherwise, the jury may disqualify the throw or the contestant. The competition is described as a modern Finnish sport 4_______________ philosophy, according to the organisers, is spiritual freedom from being available all the time. I guess that with our constant need to use a mobile phone, it’s a good idea to ’throw it away’ from time to time.



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Gapped text Resource 57B Focus review 8, Language in use Complete the texts with one word in each gap. TASK 1

TASK 3

SCIENCE MUSEUM I’ve always been 1_______________ science, especially space exploration. So when I heard that a new science museum had been opened by a group of astronauts, I didn’t hesitate and I visited its webpage to check what kind of exhibitions were available. Their description sounded 2_______________ fantastic that I booked a ticket straightaway to make sure I would not spend any precious time queuing at the ticket office.

IDENTITY THEFT If somebody asked you to name the most valuable treasure you possess, 1_______________ would you say it was? Most would probably mention some personal belongings, but it’s our personal information which should be most treasured and, therefore, securely protected.

Having got to the museum, I rushed to the department of space exploration. To my mind, it was the best place to be and I could finally experience what the job of a real astronaut is 3_______________ . Then, in the section about the Earth, I saw a film about Iceland and I even watched an indoor geyser erupt. I 4_______________ no doubt that such exhibitions make people realise how powerful our planet is and encourage them to respect the natural environment. I’m sure I’ll be back there soon.

TASK 4

TASK 2 CANINE INTELLIGENCE Research on canine intelligence has proved that dogs are brighter than was previously thought. Not 1_______________ are they brilliant at reading human expressions and body language, but also at interpreting them. Apparently, they are much better at it even than chimpanzees, which are 2_______________ closest relatives. In fact, some dogs are able to understand up to 250 words, signs or signals. Scientists believe that 3_______________ was taming and domesticating dogs that have helped these special abilities to evolve. For example, it has been proved that dogs can be trained to perform complex tasks. Tests have shown that they can also count up to five. The most intelligent breeds 4_______________ said to be Border Collies and retrievers, whereas hounds and terriers – the least. They just bark at everything.

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The problem of identity theft is not a completely new phenomenon but 2_______________ now it hasn’t been widely discussed or even fully explained. Indeed, people have pretended to be other people throughout the centuries but now it is possible to collect our data in a much 3_______________ efficient way. One reason why criminals can get hold of our personal information is the fact that people tend to be quite careless about their personal data. Some throw out bank statements and official letters with their normal rubbish. To make 4_______________ worse, some use websites which are not protected properly or share information about themselves online.

A CLOSE CALL The night before the worst day of my life 1_______________ had been terrible wind and heavy rain, so I knew we would be busy removing debris and fallen branches or pumping the water out of people’s basements. 2_______________ I didn’t expect though was that it would be me who would have to be rescued on that shift. Early in the morning, my team was called to check a building that seemed to have moved because of the rain. The building looked quite safe from the outside and we went inside to 3_______________ a better look. And then the building started collapsing around me. I remember falling and when I woke up, I realised that I was trapped. Waiting for help seemed an eternity, but when I heard familiar voices and saw dim lights, my face lit up with happiness 4_______________ my body was aching all over.


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building Resource 58 Word Focus review 1, Language in use Complete the sentences with the correct form of the words in capitals. TASK 1

TASK 5

1 After the power cut, we couldn’t get our TV set to work, so we called an _______________ to see what had happened. ELECTRIC 2 The more I learn about nature, the more _______________ I find it. MIRACLE 3 It’s better to ask for assistance if you don’t know how to _______________ the system because it’s not a matter of pressing the ‘On’ button. ACTIVE 4 Don’t you think that leaving young children in a car on a hot day is rather _______________ and that such parents should be somehow punished? RESPONSIBLE

1 It is obvious that the local council and the townspeople have to work in _______________ if they want to improve life in their area. PARTNER 2 I thought I could get a lot of money for the painting but it turned out to be completely ______________ . WORTH 3 I don’t think she liked my suggestion to _______________ the plot of her latest crime story. SIMPLE 4 The major problem with inexperienced workers is their _______________ to fully understand the strict safety procedures we have in our factory. ABLE

TASK 2

TASK 6

1 We were overwhelmed by my parents’ _______________ when they lent us a substantial amount of money to buy a flat. GENEROUS 2 Don’t you agree that entering a war zone was a _________________ decision? We could have died. RISK 3 It’s a real skill to _______________ a dress or a skirt and to do it well. Making it shorter is much easier. LONG 4 It’s _______________ to drive and text at the same time because it poses a serious threat to other road users. LEGAL

1 In the past our local factories used to have hundreds of full-time _______________ . Today many people in the area don’t have any work at all. EMPLOY 2 There is nothing more _______________ , from my point of view, than finding a spider in the bathroom. TERROR 3 Having been stranded on a desert island for six days, we breathed a sigh of _______________ when we saw a rescue ship approaching. RELIEVE 4 There must have been some _______________ at the meeting because Claire left it very abruptly without even saying goodbye. UNDERSTAND

TASK 3 1 I am afraid we can’t proceed with your order without the _______________ of the manager, who is currently on holiday. APPROVE 2 Many animals tend to be _______________ early in the morning or late in the evening because they hide or sleep during the heat of the day. ACT 3 If they had taken the trouble to _______________ things between them, they might still be together. CLEAR 4 We were looking forward to reading her _______________ but unfortunately, she died just before finishing it off. BIOGRAPHY

TASK 4 1 Martin Luther King is known to have stood up against segregation and _______________ in the USA. RACE 2 It was only thanks to Holly’s _______________ negotiations that we paid so little for that Persian carpet. SKILL 3 We rushed to get home before the storm which we could see coming – the sky began to _______________ and we could hear some thunder in the distance. DARK 4 Lucy looked at Michael in total _______________ when he admitted he had no intentions of marrying her. BELIEVE

274

TASK 7 1 How come the world’s leading _______________ weren’t able to predict such a serious financial crisis? Didn’t they spend months discussing it? ECONOMY 2 It’s common for most twins to be virtually _______________ as they feel a strong bond with each other. SEPARATE 3 After that terrible car crash the whole town _______________ with the families who lost their children. SYMPATHY 4 Taking early _______________ may save you from becoming unemployed if the company you work for is likely to go bust. RETIRE

TASK 8 1 The man who rescued a woman from drowning was awarded a medal for _________________ by the mayor. BRAVE 2 There are a few _________________ rules at a youth hostel. like respecting other people’s privacy. WRITE 3 With easy access to all my contacts stored in my mobile phone, I don’t ever try to _________________ phone numbers. MEMORY 4 The number of programmes in which ______________ can vote for the best performer has grown substantially. VIEW



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Word building cloze Resource 59A Focus review 2, Language in use Complete the texts with the correct form of the words in the boxes. There are two extra words for each text. TASK 1 bad

TASK 3 broad

do

die

dream

make

FAMILY HISTORY Tracing your ancestors can be a very interesting hobby. But if you don’t go about it in a methodical way, it can also become a very frustrating one because people get events mixed up or lose important documents. To begin with, write down all the names, dates of birth and 1__________________ of all the family members you or your relatives can remember. After you have collected all the data, it might be worth 2__________________ inquiries in the parishes where your ancestors lived. The documents kept there might give you a 3__________________ picture of your family. And you may find something surprising. When I began exploring my family’s past, I found out that one of my relatives was a notorious pirate. I still remember feeling as if I 4__________________ when I read about it because, as far as I knew, everybody in my family had worked in the police force or in court for generations. Obviously, not everybody!

TASK 2 do

have

like

take

taste

weak

NATIONAL VEGETARIAN WEEK When I was challenged by my friend to become a vegetarian during National Vegetarian Week, I 1__________________ aback by the fact that such an event existed at all, as I had never heard about it before. At first, I thought that my friend had made a mistake because I was a lifelong meat eater, who wasn’t used 2__________________ much else on a plate apart from pork or beef. In fact, I couldn’t imagine life without a daily portion of meat. I was also afraid that I would be eating 3__________________ veggies all the time. When the time came, I received tempting daily recipes and some tips on how to get the most from a brilliant meat-free lifestyle. My diet included a wide variety of fruit, vegetables, nuts, seeds and whole grain and dairy products, quite 4__________________ what I had been used to before. It was a great experience and now I’m enjoying fruit and vegetables more.

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advice

arise

common

right

spend

view

HAGGLING Markets in ancient times wherever people needed to sell the goods they produced. For many centuries the main way of trading was by barter, which meant exchanging goods. Nowadays such practices are rather 2__________________ since people prefer to pay for their purchases with money. 1__________________

In many corners of the world people are still expected to haggle before completing a purchase. The customer and the seller will agree on a price, but only after what can often be a heated debate. I can remember 3__________________ a whole day negotiating the price for a single carpet in Istanbul, but it was worth it: the original price had been over £600, and I got it for a mere £200! Obviously, you should be aware that market traditions vary in different countries, and in some places haggling is an important part of the process of buying an item, while in others it would be 4__________________ not to even attempt it.

TASK 4 creative

encourage

let

present

see

view

PERFORMING NOW AND THEN As a child I remember 1__________________ to try out my performing skills, first for the benefit of my parents and grandparents, later for a larger audience. When I got to Year 5 or 6 of primary school, we were taken to see different forms of performance art such as theatre, opera, ballet and even the circus. We looked forward to these outings with great excitement. 2__________________ the performances, we would discuss what we liked and disliked about them. Those kinds of activities helped us develop our imagination and 3__________________ , which then allowed some to become actors or performers. But nowadays we live in the age of television and computers – they produce an endless stream of entertainment which is always available. The ever-present TV set or computer also mean that 4__________________ rarely see artists performing live, so the pleasure of witnessing something very special is gone.


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Word building cloze Resource 59B Focus review 5, Language in use Complete the texts with the correct form of the words in the boxes. There are two extra words for each text. TASK 1 able

TASK 3 apply

credible

require

see

wide

THE BOSTON MARATHON Running is a popular activity and hundreds of new enthusiasts can 1____________________ jogging along the streets of towns all over the world every day. More and more people of different shapes, sizes and 2____________________ are also taking to running marathons. As a result, each year the number of runners completing the challenge of running the full 42 km of the course is growing. The Boston Marathon is the oldest and most prestigious race in the United States, so even for veteran runners, the run is a lifelong goal. Those 3____________________ to take part must qualify with a time based on their age and gender in another marathon run in the previous eighteen months. After the 2013 bombing of the Boston Marathon, in which 264 people were injured and some killed, all the next runs will probably be 4____________________ meaningful and emotional for both runners and spectators.

TASK 2 accurate

do

make

modify

paint

represent

Up until 1931, the underground map for London had been rather messy and confusing. And although it was praised for its geographic 3____________________ , it was not easy to understand. The new map was an enormous success with the public when it 4____________________ its first appearance on underground platforms in 1933. The map may not seem very simple and easy to understand straight away, but once you’ve got to grips with it, you will find that it’s incredibly handy.

come

except

take

think

DREAMS Dreams seem a source of fascination and inspiration for people for thousands of years. However, as they are is quite mysterious, many often ask themselves what a dream is or why we dream at all. Over the years, scientists studying the subject 2____________________ up with some interesting conclusions. For a start, although most people can’t remember their dreams, everybody without 3____________________ dreams. The scientists also claim that dreams can have a practical value in reprocessing the events of the previous day, as they often include a series of images, 4____________________ and emotions which have been experienced during that day. However, some dreams are rather vague and it is hard to make sense of them. So it’s a good idea to keep a pen and paper by your bed so that you can write them down as soon as you wake up.

TASK 4 end

keep

own

permit

take

CHRISTIAN THE LION In the summer of 1969 two young Australians, John Rendall and Anthony ‘Ace’ Bourke, bought a lion cub from Harrods department store in London. They called him Christian. As you can imagine, buying large wild animals from a shop or 1____________________ wild pets for walks was rather an unusual thing to do! They kept him in a flat in London, then in a house in the countryside, until they asked the Kenyan authorities for 2____________________ to take him to Kenya. After several months of bureaucratic delays and having persuaded George Adamson, an expert on lions, to try to introduce Christian into the wild, they flew the cub to his new home in Africa. If it hadn’t been for their persistence, Christian 3____________________up in a zoo or a circus living a very miserable life. In 2008 a young American student rediscovered the footage of the 1971 reunion between Christian and his former 4____________________ . The clip instantly became an Internet hit and it’s been viewed millions of times.



be

1____________________

agree

THE LONDON UNDERGROUND MAP The London Underground map is a real icon of the city. The layout of the map is interesting because it provides a clear 1____________________ of a very complex network. The man behind the design was Henry Beck, an employee of the London Underground Drawing Office, who first came up with his design for the map in 1931 and whose original scheme 2____________________ several times so far to incorporate changes to the network.

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accuse

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Transformations Resource 60A Focus review 1, Language in use Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. TASK 1

TASK 3

1 Our parents always took us for a walk along the pier during our summer holidays. WOULD Our parents ____________________________ for a walk along the pier during our summer holidays.

1 ’I didn’t take your laptop,’ he said to me. DENIED

2 The police say that the robbers probably stole the painting by mistake as they thought it was very valuable. MAY According to the police, the painting ____________________________ mistake, in the belief that it was very valuable. 3 As you get older, your eyesight deteriorates. WORSE The ____________________________ your eyesight becomes. 4 Mary, can you come and smell these prawns? I don’t think they’re edible any more. GONE Mary, can you come and smell these prawns? I think ____________________________ .

TASK 2 1 You’d better ask your lawyer to prepare the contract for you. HAVE I think you should ____________________________ the contract for you. 2 Graham failed because he didn’t study long enough. PASSED Graham ____________________________ he had studied more. 3 My friend wrote this story. It’s so moving that it always makes me cry. AUTHOR The story, ____________________________ , is so moving that it always makes me cry. 4 David and Betty had the same interests and hobbies so it was natural that they became good friends immediately. HIT David and Betty had the same interests and hobbies so it was natural that they ____________________________ immediately.

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He ____________________________ .

2 We had no idea it was a fancy-dress party, so we wore our ordinary clothes. LITTLE ____________________________ it was a fancy-dress party, so we wore our ordinary clothes. 3 All the other designs he’s produced were far more complex than this one. THE This design ____________________________ of all of those he’s ever produced. 4 As we were driving in thick fog, it was impossible to see exactly where we were. MAKE As we were driving in thick fog, we were ____________________________ exactly where we were.

TASK 4 1 You should have made sure Chris fitted locks on all the doors before he left. GOT You should ____________________________ locks on all the doors before he left. 2 Andy won’t help us anyway, so why should I talk to him about our problem? USE ____________________________ to Andy about our problem. He won’t help us anyway. 3 We needed to leave early because we didn’t want to miss the beginning of the performance. AS We left early ____________________________ the beginning of the performance. 4 Unfortunately, they had to cancel the match because it was raining. OFF Unfortunately, the match had to _____________________ the rain.


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Transformations Resource 60B Focus review 2, Language in use Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. TASK 1

TASK 3

1 She doesn’t like everybody looking at her. CENTRE She hates ____________________ attention.

1 He talks about nothing but football and footballers. OBSESSED He ____________________ football and footballers.

2 Andrew and his wife have separated. SPLIT Andrew has ____________________ his wife. 3 She fell in love with a waiter she met when she was on holiday. FOR She ____________________ waiter she met when she was on holiday. 4 The boy was thrilled because he won the prize. WHO The boy ____________________ was thrilled.

TASK 2 1 At first we were the only people there. BEGIN ____________________ we were the only people there. 2 The concert started before we got to the theatre. ALREADY By the time we arrived, the concert ___________________ . 3 Selma got her degree after five years of study. STUDYING Selma ____________________ five years before she got her degree. 4 He’s absolutely crazy about his new girlfriend. MADLY He’s ____________________ with his new girlfriend.

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2 Elpida is the girl I sit next to on the bus. WHO Elpida is the girl ____________________ me on the bus. 3 There’s no question that it was the best day of my life. WITHOUT ____________________ , it was the best day of my life. 4 Because she lived in Turkey for six years, she speaks the language fluently. HAVING ____________________ in Turkey for six years, she speaks the language fluently.

TASK 4 1 Helen’s baby is due in May. EXPECTING Helen ____________________ baby in May. 2 That girl over there stole my phone. STOLE That’s the ____________________ my phone. 3 She always seems to like the wrong kind of boy. ATTRACTED She always seems to ____________________ the wrong kind of boy. 4 Sadly, our cat disappeared completely. TRACE Sadly, our cat disappeared ____________________ .



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Transformations Resource 60C Focus review 4, Language in use Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. TASK 1

TASK 3

1 It was my first visit to the USA and I knew it wouldn’t be the last. TIME It was the first ____________________________ to the USA and I knew it wouldn’t be the last.

1 My brother has a very irritating habit of playing loud music in the evening. ALWAYS My brother ____________________________ in the evening.

2 It’s possible that Mark won’t get to the hotel in time for lunch, so he should take a snack with him. CASE Mark should take a snack with him just ___________________________ to the hotel in time for lunch.

2 Please don’t ask me any questions about my inheritance. RATHER I ____________________________ me any questions about my inheritance.

3 The weather was terrible, but they went skydiving. SPITE They ____________________________ the terrible weather. 4 I couldn’t wait to see my best friend after his long sailing holiday. LOOKING I ____________________________ my best friend after his long sailing holiday.

TASK 2 1 I shouldn’t have given up parachuting when I was in my thirties. WISH I ____________________________ up parachuting when I was in my thirties. 2 I don’t think we should ask Angie to run the charity auction – she will only make a mess of it. POINT There ____________________________ Angie to run the charity auction – she will only make a mess of it. 3 It’s really important that you speak to the principal immediately. WHAT ____________________________ speak to the principal immediately. 4 I’m afraid the old tree may collapse, so I think we should ask somebody to remove it soon. CUT I’m afraid the old tree may collapse, so I think it ____________________________ soon.

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3 My head feels like it’s made of lead. THOUGH My head ____________________________ made of lead. 4 If you don’t know how to sort things out on the computer, you can always ask Tom for help. TURN If you don’t know how to sort things out on the computer, you ____________________________ for help.

TASK 4 1 I’m not sure if I unplugged the iron. REMEMBER I ____________________________ the iron. 2 Leaving the company was a terrible mistake of mine. I regret it every day. ONLY ____________________________ the company. It was a terrible mistake. 3 There isn’t a single person among the delegates who wants to stay in that hotel overlooking the dump. NONE ____________________________ stay in that hotel overlooking the dump. 4 Once the decorating is finished, you’ll be very welcome to stay with us any time you want or need. PUT Once the decorating is finished, we’ll be happy to ____________________________ any time you want or need.


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Transformations Resource 60D Focus review 5, Language in use Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. TASK 1

TASK 3

1 The hotel has employed three new receptionists. TAKEN The hotel has __________________ three new receptionists.

1 Our lawyer must create a contract for the sale. DRAW Our lawyer must ____________________ contract for the sale.

2 ’You’ll never get the job wearing those old jeans,’ John said. NEVER John said that I ____________________ the job wearing those old jeans. 3 There has been a rapid decline in the number of jobs available for school leavers. DROP There has been ____________________ in the number of jobs available for school leavers. 4 ’I’m staying here – I won’t leave this room!’ said Harry. INSISTED Harry ____________________ in that room.

TASK 2 1 Mr Jones resigned from his position in August. DOWN Mr Jones __________________ his position in August. 2 They said they would phone us as soon as they got there. PROMISED They __________________ us as soon as they got there.

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2 ’Whatever you do, don’t go near the old house!’ he said to us. WARNED He ____________________ near the old house. 3 More and more young people are choosing not to go to college. NUMBER A ____________________ young people are choosing not to go to college. 4 ’Do you enjoy working outside?’ he asked me. IF He asked me ____________________ working outside.

TASK 4 1 I can’t come abroad with you because my passport is not valid. HAS I can’t come abroad with you because my passport ____________________ . 2 ’Please close the door behind you,’ she said. TOLD She ____________________ the door behind me.

3 ’I didn’t break the window!’ Jenny said. DENIED Jenny __________________ the window.

3 The number of people employed by the firm hasn’t changed. CONSTANT The number of people employed by the firm ____________________ .

4 ’Don’t talk in the library!’ he said to the students. TALK He told the students __________________ in the library.

4 ’When can you start work?’ the interviewer asked her. WHEN The interviewer asked her ____________________ start work.



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Sentence formation Resource 61A Focus review 3, Language in use Complete the sentences with no more than six words in each gap. Use the correct form of the words in brackets and add any other words necessary. TASK 1

TASK 3

1 The manager __________________ (ought / not / criticise) Lesley in front of the others. But he rarely behaves appropriately.

1 There was no swimming pool at my old school, so we __________________ (not / use / do) any water sports. But we played tennis instead.

2 Weren’t you aware that taking __________________ (job / mean / move) the States?

2 He won’t talk to Jennifer __________________ (unless / she / apologise) her behaviour first.

3 The streets look really dirty. I wish __________________ (people / not / throw / litter) wherever they feel like it.

3 I wish __________________ (we / not / sit) right here now.

4 I __________________ (not / walk) that pavement if I were you – some paving slabs are missing and you might trip and hurt yourself.

4 The flight was delayed by some technical problems, __________________ (mean / we / have) a three-hour wait. And because of that, we missed the last coach home from the airport.

TASK 2

TASK 3

1 However easy it may seem, you __________________ (better / not / attempt) go diving on your own.

1 When exactly __________________ ? (be / news / broadcast) And could you tell us where you were at the time?

2 Christie __________________ (not / mind / ask) to do some extra work at weekends. She rarely goes away.

2 Last week Sarah __________________ (advise / I / not / pay) too much attention to James’ remarks.

3 I would rather __________________ (you / not / disappear) saying goodbye last night. It upset me very much.

3 Their rabbit was so aggressive that __________________ (it / have / lock) in its cage.

4 Do you think __________________ (he / let / I / take) a day off tomorrow?

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4 I guess it’s about time I did a driving course – __________________ (not / know / drive) limits the job offers.


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Sentence formation Resource 61B Focus review 6, Language in use Complete the sentences with no more than six words in each gap. Use the correct form of the words in brackets and add any other words necessary. TASK 1

TASK 3

1 The building collapsed while __________________ (personnel / be / evacuate).

1 Can you believe that in a few minutes’ time __________________ (we / be) this coach for twenty-four hours?

2 My grandma always __________________ (insist / I / sample) every single one of the cakes and biscuits she makes at Christmas. 3 __________________ (be / I / fault) the car broke down halfway through the journey home? 4 On our way out we __________________ (hear / Claudia / practise) for her music competition. It was a real pleasure because of her fantastic voice.

3 Jeremy’s parents __________________ (want / he / study) medicine rather than philosophy but he wasn’t keen on that at all. 4 The supervisor complained to __________________ (I / Jenny / always / fail) to meet deadlines.

TASK 2

TASK 4

1 The police __________________ (believe / follow) the suspects at this very moment.

1 I would describe my friend Philip as a bit selfcentred and bossy because he __________________ (love / listen) and he rarely takes ’no’ for an answer.

2 You must not hesitate to contact us __________________ (you / require / further) information about the vacancy. 3 The dentist has __________________ (forbid / I / eat) sweets because of the possibility of decay. 4 Tom wondered __________________ (he / replace) his old computer or not.

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2 George’s parents abandoned him when he was tiny, so __________________ (nothing / know) his past.

2 If Lesley had had time, she __________________ (buy / son) a gift. Instead, she just gave him cash to choose something himself. 3 Was it while you __________________ (boiler / install) that you discovered a problem with the pipes? 4 There are only four houses in my street, __________________ (all / build) in the 1960s.



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Mini-test 1 Resource 62 Focus review 6, Language in use TASK 1 Complete the text with one word in each gap. THE COMMONWEALTH OF NATIONS The Commonwealth of Nations is an organisation which consists 1_____________________ fifty-three member states. All of them used to be British colonies and, in fact, the organisation was created in 1949, when the colonies started gaining independence from Britain. The member states don’t have any legal obligation to each other. They are, however, united by culture, history and, of course, language, as 2_____________________ as by basic principles and values: democracy, human rights and the rule of law. The head of the Commonwealth is the Queen and it has been agreed that after her death, her successor 3_____________________ be chosen by the Commonwealth leaders. Apart from political involvement in the affairs of the member states, the organisation is also well-known for the Commonwealth Games, a sporting event held 4_____________________ four years. What’s interesting about the Games is some of the unusual sports played there. They include Lawn Bowls and Rugby Sevens. /4

TASK 2 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 They are delivering my new dishwasher on Tuesday.

HAVING

I _________________________ on Tuesday.

2 ’Why don’t you sit next to me?’ Mark asked Kate.

INVITED

Mark _________________________ next to him.

3 It is important to remember to complete this form in block letters.

FILLED

This form should _________________________ in block letters.

4 Why is this place visited by so many tourists?

POPULAR

What makes _________________________ so many tourists?

/4

TASK 2 Complete the sentences with the correct form of the words in brackets. 1 The __________ (simple) of style and her classical elegance made Audrey Hepburn a Hollywood icon. 2 In order to avoid stress when moving house, it’s vital to hire a professional __________ (move) company. 3 There are plans to build the third runway to __________ (able) a bigger number of planes to land. 4 Ben’s ___________ (manipulate) personality got him a fairly high position in the management of the company. /4 TOTAL /12

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Mini-test 2 Resource 63 Focus review 7, Language in use TASK 1 Complete the text with the correct form of the words in brackets. VOCATIONAL SCHOOLS It seems that vocational schools are gaining in popularity again. Many young people don’t know what their 1____________________ (person) talents are and, as a result, they choose this type of a school to give themselves time to make decisions about their future. At the same time, they gain the 2____________________(qualify) necessary to do a particular job. One advantage of vocational schools is that you can get extra certificates and diplomas that will show an employer what kind of skills you have acquired. Another benefit of attending such a school is that they usually have 3____________________ (excel) connections with local businesses and industries. These businesses would often prefer to employ a 4____________________ (train) who they have got to know rather than somebody who hasn’t done an apprenticeship with them. In this way both parties know what they are getting and a young employee is likely to be encouraged to train further. /4

TASK 2 Complete the sentences with no more than six words in each gap. Use the correct form of the words in brackets and add any other words necessary. 1 I was very surprised when the customs officer ________________________ (demand / know) which suitcase was mine. 2 The room _________________________ (seem / renovate) only recently. It looked so fresh. 3 If only I _________________________ (know / how / uninstall) this software! It makes my computer annoyingly slow. 4 Buying health insurance _________________________ (let / user / lower) their medical expenses.

/4

TASK 3 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 Kevin is fond of paragliding, isn’t he?

INTO

Kevin _________________________ he?

2 You won’t make further progress without outside help.

SOMEBODY

Unless _________________________ you won’t make further progress.

3 It was impossible to reach the mountain lodge due to heavy snow falls.

CUT

The mountain lodge _________________________ heavy snow falls.

4 ’Don’t expect much from him,’ she told me.

NOT

She warned _________________________ from him.

/4 TOTAL /12

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Mini-test 3 Resource 64 Focus review 8, Language in use TASK 1 Complete the text with the correct form of the words in the boxes. There are two extra words. active

boil

long

minimum

taste

warm

HOW TO PREVENT FOOD POISONING Are you sure you know how to treat food to 1____________________ the risk of food poisoning? There are quite a few things you can do but let’s look at the most important ones. Firstly, you should keep dishes, worktops and utensils clean, cool and dry. The reason for this is that mould and bacteria need 2____________________ , moisture and time to grow on food. You can also help food to stay fresh by keeping it cold. Storing food in the fridge will definitely slow the growth of bacteria and therefore the food will stay fresh 3____________________ . Another way to prolong the life of food is by freezing it. However, you must remember that it doesn’t kill bacteria—it only makes them 4____________________ . That’s why it’s vital to heat frozen food to a high enough temperature to destroy the bacteria. In this way you can be sure to avoid food poisoning.

/4

TASK 2 Complete the second sentence so that it has a similar meaning to the first, using the word in capitals. Do not change the word in capitals. 1 The match carried on despite the goalkeeper’s injury.

THOUGH

Even _________________________ the match carried on.

2 What does your brother do at work?

LIVING

What does your brother _________________________ ?

3 I’m sure they are having a great time in Greece.

MUST

They _________________________ a great time in Greece.

4 I don’t like my sister spending so much time talking on her mobile.

ONLY

If _________________________ so much time talking on her mobile. /4

TASK 2 Complete the sentences with no more than six words in each gap. Use the correct form of the words in brackets and add any other words necessary. 1 Jessica _________________________ (can’t / without) milk in her coffee. 2 Would you object _________________________ (we / change) the date of the meeting? 3 The first fountain pen is believed _________________________ (be / used) in the tenth century. 4 Riding a bike _________________________ (cannot / compare) driving a car.

/4 TOTAL /12

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Grammar animations What are the grammar animations? The grammar animations are a new and innovative resource for teaching grammar. They appear in each grammar lesson, so there are two grammar animations in each unit. They are available on the Teacher’s Multi-Rom, the ActiveTeach, the Teacher’s website and the Student’s website, which means they can be used by both teachers and students, in the classroom or outside the classroom. Each animation is composed of two parts: the animated cartoon, which presents the target grammar structure in context, and the teacher’s explanation, which reinforces understanding and learning of the structure.

Why are the grammar animations an innovative resource to teach grammar? In the modern image-driven world, using video in the classroom is one of the most effective ways to engage and motivate students. There is a tradition of teaching speaking via videos with real characters and methodologists of language teaching agree the method is very effective as students can see the target language in a visual context and identify with the characters. However, such methods are rarely used in teaching grammar, despite it being proven that seeing the target grammar structures in a video context enables students to understand them better and remember them longer. The grammar animations not only add more context to the grammar lessons but also provide a context that is very different and which really appeals to students. The videos are short and up-to-date, the plots engaging and the characters funny. In the Focus 4 grammar animations students will meet not only teenagers like them in different social situations (e.g. on a school trip, in a clothes shop or at a wedding), but also such characters as a cartoonist, a deception specialist working for the police and geeks who want to live on Mars. Students will also hear amusing stories, for example, about the worst candidates at job interviews or embarrassing technology. The teacher’s explanation is concise and ready to use.

How to use the grammar animations in the classroom • The grammar animations do not compete with the on-page context in the lesson – they add much more for the teacher and the student. The fact that the video context is not connected with the onpage context of the lesson and is not a part of the flow of the lesson makes it a priceless resource, as it can be used when the teacher finds it necessary, independently of the other resources. • Depending on the lesson plan, the teacher can decide to work with the animation at the beginning of the lesson as an introduction, after explaining the grammar point via the dialogue or text on the page or at the end of the lesson. • Some groups might find the grammar animation the most attractive part of the lesson, so it is a great tool to be used when the students’ attention begins to fall or as a certain ’prize’ for students. • Teachers very often decide to cover the grammar point on more than one lesson, as the grammar often causes problems. Then the animation can be a good starting point at the beginning of the second lesson. It can also be used for revision when needed. • The teacher’s part can, but does not have to, be used during the lesson. Some teachers may prefer to explain the grammar point in the students’ L1 or compare it to structures in the students’ L1. Other teachers find it really helpful, as some students might need to hear the explanation more than once and they have a concise explanation at hand and ready to use: they can make students watch it and then answer their questions. The video can be stopped at any place, which gives the teacher two possibilities: play the whole video or stop it after the animation, before the teacher’s part starts. • The topic of the animation is consistent with the topic of the unit and new vocabulary is avoided, which makes students feel comfortable while watching the animation. The easy lexical context enables students to focus on the grammar structures without being distracted by new lexis. • Subtitles can be switched on or off, which gives the teacher more options to work with a given animation and adjust the lesson to the level of the group.

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Grammar animations

How to use the grammar animations outside the classroom • As the grammar animations are available on the Student‘s website, they can be used by students outside the classroom. This makes them an invaluable resource for students. • Students who were absent from school have a ready grammar explanation and the grammar in context to watch at home. This is especially good for auditory learners who like hearing the explanation and watching language in a video context more than reading the dry information on the page. • Weaker students who find the grammar explanation insufficient can always watch the animation at home at their own pace. • Students who revise before tests or exams can use this resource to go through the grammar points covered. The explanations are concise and the video that has already been watched quickly reminds them of a given grammar topic. Timewise, it’s probably one of the most efficient ways of revising grammar.

Suggested teaching procedure Example: grammar animation for Lesson 1.2, Present and past habits Introduction • Explain to students that they are going to watch an animated cartoon which will give them more context for the grammar. • Start the video and stop at the very beginning [00:10] Students will see the main character, Sarah (the journalist), standing next to Max Anthony’s door. Ask students a few warm-up questions like: Who is the girl? Where is she? Who is she going to do the interview with? How do you know? You can ask students to describe the cartoons they can see on the door. Comprehension • Play the video with the subtitles off and ask students to watch and listen carefully. Ask a few general comprehension questions like: What kind of student was Max? How did he behave in the classroom? What did his sister think of him? What does she think of his work now?

Video practice • Explain to students that the animation provides more context for the topic of the lesson and remind them that the lesson is about present and past habits. Ask them if they can remember any sentences about past habits from the video. Make a list on the board. Don’t worry if students don’t remember all the sentences – use the script to read out the sentences with the target language and put them on the board. It’s a good idea to elicit some target language from the cartoons and put it on the board; it will serve as prompts for the speaking exercise at the end. • Ask students additional questions to check if they understand that the simplest way of talking about habits is the Present Simple and the Past Simple, the difference between used to and would, and using the Present and Past Continuous for irritating habits. Ask them to give you more examples of each category. • If you realise that students still have problems with present and past habits, use the teacher’s part to remind them the different ways of expressing them. If you feel they are doing well and can list a few examples and provide explanation, then you can omit the teacher’s part. • You can play the animation for a third time in weaker groups or if students really want to watch it. Then pause after each sentence which expresses a present or past habit and ask students to repeat. Extra practice • Explain to students that they are going to prepare similar dialogues in groups. One of them will be a journalist, the other one a famous person (a model, an actor, a scientist, etc.). Explain that the topic of the dialogue should be similar (what kind of students they used to be). Tell them to use different structures: used to, would, Past Simple, Present Simple, Past Continuous and Present Continuous. • Let students prepare their dialogues in pairs. Check the language in the meantime. Students should present their dialogues in front of the class, to make it more engaging. If you are short of time, some elements of the introduction and extra practice can be omitted.

• Play the whole video once again, with subtitles. Ask students to pay special attention to the sentences with used to and would.

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Pearson Education Limited Edinburgh Gate, Harlow Essex, CM20 2JE, England and Associated Companies throughout the world

Illustration Acknowledgements (Key: b-bottom; c-centre; l-left; r-right; t-top) Students’ Book pages: Joanna Balicka p. 4l, 8l, 100, Ewa Olejnik p. 58, 70, Kate Walker p. 99, Virus Group p. 4 11

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Teacher’s Book pages: Magdalena Rudzińska p. 213, 220, 221, 230, 233, 234, 236, 257, 265

© Pearson Education Limited 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the copyright holders. First published 2016 ISBN 978-1-292-11010-3 (Teacher’s Book + MultiROM) ISBN 978-1-447-99832-7 (MultiROM) ISBN 978-1-447-99837-2 (Teacher’s Book) Set in Avenir Printed and bound in Slovakia by Neografia. The right of Arek Tkacz and Beata Trapnell to be identified as authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Acknowledgements The publishers and authors would like to thank the following people for their feedback and comments during the development of the material: Humberto Santos Duran, Anna Maria Grochowska, Inga Lande, Magdalena Loska, Rosa Maria Maldonado, Juliana Queiroz Pereira, Tomasz Siuta, Renata TomakaPasternak. We are grateful to the following for permission to reproduce copyright material: Students’ Book figures: Book cover on page 30 from Gone by Michael Grant. Copyright © 2008 Michael Grant. Published by Egmont UK Ltd London and used with permission. and HarperCollins Children’s Books US Students’ Book Text: Extract on page 14 adapted from ‘The Element: how finding your passionchanges everything’ (Ken Robinson and Lou Aronica Penguin 2010), Copyright © Ken Robinson and Lou Aronica, 2009, Penguin Books Ltd; Article on page 16,17 adapted from ‘Our fantastic readers: how 200 of you volunteered’, The Guardian, 16/03/2010 (Tobin L), Guardian News and Media Limited 2010; Extract on page 25 from ‘Mao’s Last Dancer’, Fusion Press (Cunxin L 2003), Penguin Group (Australia) and Penguin Books Ltd, Copyright © 2003, 2009 Li Cunxin; Article on page 28 adapted from ‘How long-lost love letter led to couple marrying after 16 years apart’ Daily Mail, 20/07/2009 (Daily Mail reporter), MailOnline.com; Article on page 28 adapted from ‘Experience: I found my friend after 40 years, and married her’ The Guardian, 26/10/2013 (Crisostomo J), Guardian News and Media Limited 2013; Extract on page 30 from ‘Gone’ by Michael Grant. Text copyright © 2008 Michael Grant. Published by Egmont UK Ltd, London and and HarperCollins Children’s Books US used with permission; Article on page 45 adapted from ‘Life aboard the International Space Station’, The Guardian, 24/10/2010 (Sample I), Guardian News and Media Limited 2010; Article on page 53 adapted from ‘The charms of Spain’s cave houses’, The Telegraph, 22/04/2014 (Gillilan L), © Telegraph Media Group Limited; Extract on page 72,73 adapted from ‘The Life And Times Of The Thunderbolt Kid’ New Ed edition, Black Swan; (Bryson,B) Published by Doubleday. Reprinted by permission of The Random House Group Limited. and Bill Bryson with permission; Article on page 82-83 from ‘Michelle Obama was not unhappy during Nelson Mandela ‘selfie’, photographer insists’, Telegraph (Clark N) The Telegraph 2013, copyright © Telegraph Media Group Limited; Article on page 95 adapted from ‘Catch me if you can? Frank Abagnale is now the one busting fraudsters’, The Telegraph, 16/08/2014 (Armitstead L), copyright © Telegraph Media Group Limited; Article on pages 100-101 adapted from ‘Rise of the ‘innernet’: meet the most connected man on the planet’, The Guardian, 19/03/2014 (Wainwright O), The Guardian 2014, Guardian News and Media Limited 2014. In some instances we have been unable to trace the owners of copyright material, and we would appreciate any information that would enable us to do so.

Photo Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Students’ Book pages: 123RF.com: WS15bl, Ruud Morijn 57b, Edyta Pawlowska 60r, Cathy Yeulet WS23bl; Alamy Images: Agencja Free 75, Alamy Live News / Keith Mayhew 9cr, Blend Images 34b, 123b, WS24br, Michael Bracey 9b, Cultura RM 87, David R. Frazier Photolibrary, Inc. 41, Kathy deWitt 85r, Glowimages RM 105, Alistair Heap 43c, Image Source Plus 27, Juice Images WS23tl, MBI 76b, 84, NASA Archive 45t, NASA Photo 45br, NG Images 45bl, OJO Images Ltd 33r, Pixelbully 85c, Martin Shields WS24bl, Tetra Images 56, TNT Magazine 55t, White House Photo 18; Corbis: Art in All of Us / Anthony Asael 17bl, Blend Images / Hill Street Studios WS24tl, Monalyn Gracia 90, Matthias Kulka 44, Robert Michael 112r, Reuters / Carlo Allegri 74l, 74r, Reuters / Daniel Munoz 69c; Chris Dancy: 101; Fotolia.com: 3dmavr 115 (background), Achimdiver 119, Agusyonok 17cr, Auremar 19b, Marilyn Barbone 48b, Mario Beauregard 95b, Elena Brodetskaya 113 (dog), Christofmuller 113cl, Contrastwerkstatt 71bl, Dreibirnen 58, ekostsov 98l, EpicStockMedia 110-111, Klaus Eppele 28r, Goce Fisteski 108, Vladimir Floyd 6, Fmarsicano 123t, Fotofeel 71tr, Stefano Garau 59 (background), Goodluz 12tl, 12tr, 12br, Gstockstudio 104, Nadine Haase 113bl, Hidejaja 113 (goldfish), IuneWind 102, JiSign 52, Michael Jung 20c, Karelnoppe 33l, Kartoxjm 31r, Kzenon 71tl, Xuejun li 61r, Magcom 11l, 11r, 48tl, 57t, 72tl, 100l, Maridav 54b, Michal812 68-69, Monkey Business 12bl, 19t, 80, 95t, Natureimmortal 89l, Nickylarson974 66, Nitr 4t, Claudia Paulussen 25r, Photographee.eu 62-63, Qingwa 10bl, Dan Race 34t, 76t, Rzoog 100r, Samott 118-119, Giuseppe Savo 9t, Elena Schweitzer 7, Skampixelle 113br, Starbourne 53, Patrik Stedrak 113tl, Stormy 32, Taesmileland 24, tashatuvango 68r, Theartofphoto 60l, vasosh 117bl, White 110b, Vladimir Wrangel 113tr, Yarkovoy 112l, Ysbrandcosijn 31l; Getty Images: AFP / Stringer 86, Barcroft India / Niklas Halle’n 17t, Baron / Stringer 14, Keith Brofsky 42r, Berndt Fischer 81, Jim Franco 42l, Gamma-Rapho / David Lefranc 43l, KidStock 39t, WS23tr, Mike Watson Images 20l, Tim Mosenfelder 82b, National Geographic / Speleoresearch & Films / Carsten Peter 117, Yawar Nazir 116, omgimages 28tl, Dimitri Otis 82r, Marc Piasecki 88l, Rubberball 89r, Chris Ryan 39b, Stringer / Buddhika Weerasinghe 26, Stringer / Sascha Baumann 16, Mario Tama 55b, Michael Tran 88r; Rex Features: Imaginechina 54t, Newspix / Richard Hatherly 98r; Shutterstock.com: 3d brained WS15tl, Andresr 10tl, Peter Bernik 25l, BestPhotoStudio 46, Bikeriderlondon 71br, Brisbane 83, Ron Ellis 10br, Featureflash 9cl, Ilya Genkin WS15tc, Julia Ivantsova WS15br, Deborah Kolb 83c, ktsdesign 15, Alina Ku-Ku 4b, Milles Studio 47, Monkey Business Images 63b, Ociacia 103r, oliveromg WS23cl, Tyler Olson WS23cr, Pakhnyushcha WS15tr, PGMart 43r, Picsfive 59, Pressmaster 34c, Rawpixel WS23br, RetroClipArt 72tr, ronstik WS15bc, She 40r, Spasiblo 103l, Boris Stroujko 40l, Syda Productions 97l, withGod WS24tr, Zeljkodan 97r, Zurijeta 61l; SuperStock: Blend Images 48tr, Corbis 72bl; The Kobal Collection: Miramax / Dimension Films 115tl, River Road / Paramount 115tr, See-Saw Films 114-115r; TheOceanCleanup.com: 110t, 111; Tourism Australia: Maxime Coquard 69t, Allan Dixon / 68l, Infinity Squared 69bl Teacher’s Book pages: 123RF.com: 238l, 238r, 238l, 238r; Fotolia.com: adamico 225/10, airborne77 268l, ddraw 226l, 227l, ddraw 226l, 227l, dervish15 263t, 263b, dervish15 263t, 263b, drummond79 225/2, Eisenhans 225/12, Estudi M6 216b, gpointstudio 223, Gstudio Group 268c, Laurent Hamels 254t, Francesco R Iacomino 225/9, luminastock 240b, Misao NOYA 218, Monkey Business 216t, naughtynut 225/1, olly 240tc, Mariusz Prusaczyk 250, raven 226r, 227r, raven 226r, 227r, sborisov 225/4, 225/11, sborisov 225/4, 225/11, scusi 268r, Siever 240t, sylv1rob1 254b, Tupungato 225/8, Yury Zap 240bc; Shutterstock.com: Claudio Divizia 225/7, Vlad G 225/3, WDG Photo 225/5; www.imagesource.com: 225/6 All other images © Pearson Education Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

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WORD STORE INS_FOC_TB_04GLB_BR_8372_CVR.indd 1

01/03/2016 12:32

1 Do your best

2 It takes all sorts 3 A place to live

4 The cost of living 5 The world at your feet 6 True or false?

7 Log on

8 Around the globe

USE OF ENGLISH 1

WORD STORE 1

p. 2

p. 3 Phrasal verbs – education • Collocations • Synonyms – personality adjectives • EXTRA: Synonyms – personality adjectives • Word families – verbs ending in -ise • Collocations

USE OF ENGLISH 2

WORD STORE 2

p. 4

p. 5 Family, celebrations and religious ceremonies • Verb-noun collocations • EXTRA: Verb-noun collocations • Common phrases • Dependent prepositions • Word families

USE OF ENGLISH 3

WORD STORE 3

p. 6

p. 7 Dependent prepositions • Adjective-noun collocations • EXTRA: Adjective-noun collocations • Useful phrases to describe cities • Word families – adjectives ending in -able • Prepositions – at, on, in

USE OF ENGLISH 4

WORD STORE 4

p. 8

p. 9 Phrasal verbs – shopping and money • Money idioms • Collocations – buying and selling • EXTRA: Verb-noun collocations • Collocations • Word families

USE OF ENGLISH 5

WORD STORE 5

p. 10

p. 11 Phrasal verbs – employment • Collocations – employment • EXTRA: Collocations – employment • Word families – employment • Adjectives to describe jobs • Linking phrases

USE OF ENGLISH 6

WORD STORE 6

p. 12

p. 13 Truth and falsehood • Phrases with take • Compound adjectives • EXTRA: Compound adjectives • Word families • Phrasal verbs

USE OF ENGLISH 7

WORD STORE 7

p. 14

p. 15 Collocations to do with Internet use • Health issues • Collocations in set phrases • EXTRA: Collocations • Electronic communication • What the body does

USE OF ENGLISH 8

WORD STORE 8

p. 16

p. 17 The natural world • Hazards and pollutants • Compound nouns • EXTRA: Compound nouns • Collocations • Word families

PREPOSITIONS

PHRASAL VERBS

ADDITIONAL SPEAKING TASKS

KEY TO PHONETIC SYMBOLS

pp. 18–20

pp. 21–22

pp. 23–24

p. 25

1

INS_FOCUS_SB_04GLB_8310_INS.indd 1 1 INS_FOCUS_TB_04GLB_BR_8372_INS.indd

16/10/2015 18:35 13:19 29/02/2016

USE OF ENGLISH 1 1 For questions 1–8, read the text below and think of the word which best fits each gap. Use only one word in each gap. There is an example at the beginning.

Why do we yawn? Yawning is natural. Newly born babies, teenagers and adults – we all 0 do it. Even animals yawn! But yawning 1 can be a problem at school. Teachers sometimes 2 lose their temper when faced with yawning students since they think their students are bored. In the past, scientists 3 used to think that people yawned because of boredom or tiredness. They believed that yawning helped bring more oxygen into your lungs and brain and thus woke you up. However, scientists have recently 4 done some research on yawning and they have come to different conclusions. It is believed now that we do it in 5 order to keep our brain cool so that it can function better. So why do we tend to yawn late in 6 the evening or when we are tired? Mainly because tiredness raises brain temperature. We also yawn more frequently in summer than in winter! In many situations, you will be incapable 7 of do it in such a way so that no one sees you?

stopping yourself from yawning. So, why 8 don’t you try to

TIPS: Question 2: You need a verb to complete this expression with temper. Question 3: Which word, followed by to, is used to talk about a past habit? Question 7: Which preposition always follows incapable?


I haven’t got enough money to buy a new laptop. 4 CAN’T I can’ t afford to buy a new laptop. I haven’t used this computer for a week. STOPPED stopped using I this computer a week ago. 5 Would you like to go out for a pizza later? FANCY you fancy going Do out for a pizza later? 6 Our town has got much bigger in recent years. USED than it used to be Our town is much bigger a few years ago.

1

2

3

Sam never stops complaining about the amount of homework he has. IS is always Sam complaining about the amount of homework he has. I’m sure I met you at Richard’s party. REMEMBER remember I meeting you at Richard’s party. My mum’s routine was to have a bath just before going to bed. WOULD would (always) My mum have a bath just before going to bed.

TIPS: Question 1: Think about the verb form that follows stop. Question 4: Which verb form do we use to show that something irritates us? Question 6: You need to find another way to talk about a past routine.

2

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INS_

WORD STORE 1

Do your best

WORD STORE 1A

WORD STORE 1E

Phrasal verbs – education

Word families – verbs ending in -ise

1 catch up on the news (= get up-to-date) 2

fall behind

with your homework (= make less progress)

3 go on to further studies (= continue) 4 hand in your assignment (= deliver) look

5 forward to new challenges (= anticipate positively) 6 put off thinking about the exam (= delay)

WORD STORE 1B

NOUN

VERB

ADJECTIVE

1 drama

dramatise

dramatic

2 familiarity

familiarise

familiar

3 memory

memorise

memorable

4 person

personalise

personal

5 recognition

recognise

recognisable

6 vision

visualise

visual

Collocations 1 a circle of friends = 2 a 3

deep eager

4 have a

WORD STORE 1F

thinker =

Collocations

to do sth =

form

for sth =

gift

high

innate

set up

5 pay attention =

1 a radical reorganisation/shake-up

6

2 natural/

7

reach soak up

a goal =

innate

4 plan/

WORD STORE 1C

set up

5 establish/

ability high

3 an excellent/a

knowledge =

shake-up

standard

an experiment form

a relationship

Synonyms – personality adjectives

WORD IN FOCUS

1 determined = single-minded 2 hard-working = studious 3 intelligent =

DO

bright

4 interested = curious

do = perform (an action or activity)

5 logical = analytic

He did History at university. I’m doing some research into whales.

6 sociable = gregarious

WORD STORE 1D EXTRA

Synonyms – personality adjectives

diligent fun-loving persistent rational

inquisitive sharp

1 determined = persistent ➝ My mum keeps

asking me to tidy my room. She’s very persistent. 2 hard-working = diligent 3 intelligent =

sharp

➝

4 interested =

inquisitive

➝

5 logical = rational ➝ 6 sociable = fun-loving ➝

do + noun A bit of revision won’t do you any harm.

do in phrases Do your best. Well done! Didn’t she do well in English!

➝ do in phrasal verbs I wish we could do away with exams! They’ve done up the old school hall. The text was to do with global warming.

3

13:19


29/02/2016 16/10/2015 18:36 13:19

USE OF ENGLISH 2 1 For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning.

Best man When my older brother Josh told us he was 0 married, we weren’t surprised. He 1 with Annie for years. What I didn’t expect, though, was that he would ask me, an eighteen-year-old who had never been 2 a wedding before, to be his best man. I was painfully shy, but I knew I needed to pluck up the 3 to deliver a speech in front of all the guests. After all, it was my brother 4 was getting married. And there were plenty of them. If I were getting married, I would only invite my 5 family. But Josh and Angie sent wedding invitations to each and every uncle, cousin and nephew they had. So on the wedding day, more than 250 people 6 up. I had a 7 in my throat when it was my turn to make a speech. But afterwards, when I could relax, it was brilliant and I had the 8 of my life.

0

A going

B getting

C being

D becoming

1

A is going out

B went out

C had gone out

D had been going out

2

A to

B for

C by

D on

3

A pride

B courage

C strength

D personality

4

A where

B whose

C that

D which

5

A late

B distant

C extended

D immediate

6

A came

B made

C took

D turned

7

A lump

B dice

C toad

D stone

8

A moment

B event

C time

D hour

TIPS: Question 2: You need a preposition that follows been to make a phrase which means ‘went’ or ‘attended’. Question 5: Which adjective collocates with family and follows logically from only? Question 8: Only one option correctly completes the idiom.

2 For questions 1–8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning.

Friend for life I first met my friend Eva when we started primary school together. That day was 0 unforgettable and I can still picture every single moment. I remember meeting Eva. That first 1 impression was terrible! She was everything brainy that I wasn’t. She was 2 and she was pretty. She loved sport and she had an amazing 3 knowledge of fashion, pop stars and animals! I was extremely envious of her. However, in a short time, somewhat 4 surprisingly , we became good friends and this 5 relationship has lasted for years. In our 6 adolescence we have supported each other through various problems. We were at each other’s 7 engagement parties and then at each other’s weddings. strength It’s amazing but the 8 of our friendship has grown from year to year.

FORGET IMPRESS BRAIN KNOW SURPRISE RELATION ADOLESCENT ENGAGE STRONG

TIPS: Question 1: You need to add a suffix to make a noun. Question 4: You need to make two changes: form an adjective and add a suffix to make an adverb. Question 8: You need a noun here. Add a suffix and make another spelling change.

4


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INS_F

It takes all sorts

WORD STORE 2 WORD STORE 2A

WORD STORE 2E

Family, celebrations and religious ceremonies


Family 1 a distant relative = 2 the e xtended

f amily

=

3 the i mmediate

f amily

=

4 an o nly

c hild

=

Celebrations =

6 a s mall

g athering

=

Religious ceremonies 7 a b lessing

=

8 a m ass

=

p riest

=

10 a s hrine

=

fuss

=

party

= gifts

=

WORD STORE 2C Verb-noun collocations

concert count fool frog motion praise

couldn’ t understand me because I had a frog in my throat. count

3 make a 4 propose a 5 put on a

of sth ➝

fool concert

praise

➝

person

4 5

really spoilt the time of my life

NOUN

1 abduct

abduction

2 conceive

conception

3 disappear

disappearance

4 explode

explosion

5 illustrate

illustration

6 suppress

suppression

WORD IN FOCUS

TAKE She was taking online courses from the university. take = accept

I haven’t taken my medicine today.

➝

1 the centre of attention = the most important

3

with two different areas in the brain.

take = consume (food, medicine)

➝

Common phrases

the highlight = a once in a lifetime experience =

in the experiment.

You will take enormous risks to win this person.

WORD STORE 2D

2

4 Some broken-hearted people took part/

of sb ➝

motion

6 shower sb with

activity.

take = do or have

1 have a frog in your throat ➝ The examiner

2 lose

on observing brain

VERB

of sb =

6 shower sb with

EXTRA

focused

Word families

toast

5 put on a

about

WORD STORE 2F

of sth =

4 propose a

passionate

her latest project.

associated

1 have a lump in your throat = 3 make a

2 She is extremely enthusiastic/

5 She concluded that love is connected/

Verb-noun collocations sight

neurology.

were involved

WORD STORE 2B

2 lose

1 Ruby Niverton is an expert/specialises in

3 She concentrated/

5 a r eception

9 a

focused is associated passionate specialises were involved

the most exciting moment a unique experience

= treated extremely kindly = an absolutely fantastic time

6 worth the effort = a good thing to do

take + time expression It took me five hours to write this report. take in phrases The festival takes place every second Monday. Some broken-hearted people took part in the experiment. It takes all sorts (to make a world). take in phrasal verbs The plane took off from Florida. He’s taken the day off to go fishing.

5

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USE OF ENGLISH 3 1 For questions 1–8, read the text below. Use the word given in capitals at the end of some of the lines to form a word that fits in the gap in the same line. There is an example at the beginning.

Katowice Katowice is not 0 exactly a popular tourist destination, but it has some interesting visitors things to do and welcomes all 1 with open arms. Don’t expect to see medieval cathedrals or royal palaces, since Katowice is the capital of the 2 industrial region of Upper Silesia. However, there are some unique buildings, where you can see some 3 wonderful nineteenth-century architecture. reliable A4 network of buses, trams and trains makes getting to and around the city daily really easy, both for tourists and those who have to make a 5 commute from their homes. The city is fast gaining in 6 importance as a business centre, too. A number of international companies believe that Katowice offers some great 7 investment opportunities and have opened their offices in the city. That means youth there are lots of job vacancies and 8 unemployment is relatively low.

EXACT VISIT INDUSTRY WONDER RELY DAY IMPORTANT INVEST YOUNG

TIPS: Question 1: You need to form a plural noun from the verb to describe a type of person. Question 5: The adjective you need looks like an adverb. Question 7: You need a noun here.


I haven’t got enough money to buy a new laptop. CAN’T I can’ t afford to buy a new laptop. When we went on holiday, we always started our journey early to avoid the traffic.

1

3

NEITHER

Neither Paul nor Tina

4

SET When we went on holiday, we used to set off early 5 to avoid the traffic. James, do you think you’ll travel to Mexico before you’re twenty? 6

2

BEEN you have been James, will to Mexico by the time you’re twenty?

Both Paul and Tina were unaware of the situation. were aware of the situation. The hotel is a short walk from the convention centre. WITHIN is within walking The hotel distance of the convention centre. Olga got sick and couldn’t go on holiday as planned. PREVENTED prevented Olga Sickness from going on holiday as planned. Our dinner will be over by 8.30. FINISHED will have We finished our dinner by 8.30.

TIPS: Question 1: You need a phrasal verb that means ‘start a journey’. Question 2: Which verb form do we use to say that something will be completed before a certain time in the future? Question 5: Think about the verb pattern that follows prevent.

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INS_F

A place to live


WORD STORE 3E


Word families – adjectives ending in -able

1 benefit from = get help or an advantage from 2

offset by

3

packed with

= balanced by

renowned for

6

steeped in

ADJECTIVE

1 afford

affordable


4 prides itself on = feels happy about its special quality 5

VERB

2 dispose

disposable

= well-known for

3 profit

profitable


4 rely

EXAMPLE


reliable

5 respect

WORD STORE 3B

6 suit


7 sustain

respectable suitable sustainable

1 inner-city area (= near the city centre) 2

bustling

3

mouthwatering

4

quaint

city (= busy)

WORD STORE 3F

food (= delicious) little backstreets (= charming)

5

leafy

6

vibrant


7

iconic

skyline (= famous)

Prepositions – at, on, in


board 1

on

the horizon

WORD STORE 3C EXTRA




at

many different cultures in London. It’s the most cosmopolitan city I know. skyline

3 dull/hectic

nightlife

a hurry

area

4 built-up/urban 5 cobbled/narrow 6 exotic/plain

food


in

time the night sky

TO

➝

➝ neighbourhood

awe of …

WORD IN FOCUS

➝

backstreets

3

➝

➝

28,000 km per hour least


2 dramatic/impressive

each floor

➝

WORD STORE 3D Useful phrases to describe cities 1 Berlin’s best kept secrets are the lakes. located at

to after certain verbs, adjectives and wh- words They’re planning to build a huge ship. I’m afraid to use my bike. We didn’t know where to go. to + verb = infinitive of purpose

2 New York is the mouth of the Hudson River.

We stopped the car to admire the view.

3

to as a preposition (= as far as a particular point/limit)

4 5 6 7

easy to Berlin is get around by bike. a reliable Toronto has network of buses. historical heart of Berlin is called Mitte. The most famous Toronto’s landmark is the CN Tower. within walking The main sights are distance of the centre

of Berlin. 8 Toronto is the most youth-friendly city.

People aged fifteen to twenty-nine. The transition from daytime to night-time. to in phrases To be honest, I’m not sure. face to face, back to back. to in three-part phrasal verbs He looks up to me. Let’s get down to work.

7

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16/10/2015 29/02/2016 13:21 18:37


Ziferblat – a London café with a twist Can you imagine a café 0 where the coffee is free? In fact, at Ziferblat all drinks and snacks are can this complimentary! You might be thinking, ‘It can’t be true, 1 it?’ Well, it is! At 2 unusual London outlet, you only pay for the time you spend there – three pence per minute. Are there any other differences 3 between Ziferblat and any chain café? At Ziferblat you are given more freedom. You can ask a 4 member of staff to serve you a cappuccino or you can learn to prepare it on your own. Some people even wash 5 their own dishes. However, you don’t 6 have to do it. It’s optional. The opening of the first café of this type in London in 2014 drew the 7 attention of the media and attracted gap a crowd of trendsetters. It seems that it has filled a 8 in the market. Apart from serving great coffee, it’s a place where you can meet interesting people.

TIPS: Question 1: You’re looking for part of a question tag. Question 5: You need a possessive adjective that refers back to people in the same sentence. Question 7: Think about a word that collocates with drew and means ‘made people notice’.


I haven’t got enough money to buy a new laptop. 4 CAN’T I can’ t afford to buy a new laptop. The security guard said the boys had stolen the bag. OF 5 accused the The security guard boys of stealing the bag. Anna will be angry if I’m late. BETTER had better I not be late or Anna will be angry. 6 We went to the cinema and then to a night club. BEEN had been to After we the cinema , we went to a night club.

1

2

3

It isn’t necessary for me to buy any crisps because Jim got some too. HAVE don’t have I to buy any crisps because Jim got some too. It wasn’t a good idea for Jacky to buy that expensive pair of shoes. HAVE shouldn’t Jacky have bought that expensive pair of shoes. We spent a lot of money on a really nice dinner at a restaurant. OUT splashed We out on a really nice dinner at a restaurant.

TIPS: Question 1: You need to use a verb that is followed by of. Question 2: Think of another way to say ‘I should’. Question 3: Think about which action happened first.

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INS_F

The cost of living


WORD STORE 4D

Phrasal verbs – shopping and money

EXTRA

1 bring sth out = release/launch/start selling sth (i.e. a new product) out

2 f ork

(£10) = (informal) spend money

on sth (usually when you don’t want to) (£10) o ff

3 knock

= (informal) reduce

the price sb off

4 r ip

= (informal) cheat sb by

charging too much around = consider several possibilities

5 s hop

before you choose sth you want 6

s nap

up

sth

= buy sth as soon as it

becomes available o ut

7 s plash

on

sth = spend a lot

of money, especially on nice things for yourself

Verb-noun collocations

customers a fortune the market money prices a product 1 owe/withdraw money ➝ He owes me £50. 2 monopolise/supply

the market

➝

3 deal with/serve

customers

➝

4 be worth/make

a fortune

➝

a product

5 launch/promote 6 cut/raise

prices

➝

➝

WORD STORE 4E Collocations common electrical international lost mouldy wedding 1 major/root/common CAUSE wedding

2 evening/party/

DRESS

WORD STORE 4B

3 domestic/long-haul/ international FLIGHT

Money idioms

4 GO

1 be broke = have no money

5 consumer/stolen/

2

6 intellectual/private/

cost an arm and a leg have money to burn

3

= cost a lot of money = have so much money that you

don’t notice what you spend 4 make ends meet = have just enough money to buy the things you need 5

pay through the nose

= pay too much money for sth

WORD STORE 4C Collocations – buying and selling noun-noun 1 a chain of cafés/supermarkets, etc. range

2 a 3

value

of products/services, etc. for money

verb-noun 4 attract

customers

5 cost a

fortune

6 fill a

gap

7 discounted

/off/rotten electrical

GOODS

lost

PROPERTY

WORD STORE 4F Word families NOUN 1 2 3 4 5

ADJECTIVE

enthusiasm enthusiastic environment environmental expertise expert perfect perfection product / productive

NOUN (PERSON)

enthusiast environmentalist expert

perfectionist producer

production

6 tradition

traditional

traditionalist

WORD IN FOCUS

OF of to describe a part/feature/quality, etc. of sth a range of vintage jewellery, the cost of living

in the market

of after a container a glass of water, a tankful of Garra Rufa fish

adjective-noun 8 niche

mouldy

price

market

of to show possession She’s a good friend of mine. of as a dependent preposition The manager accused us of being too noisy. of in phrasal verbs He wants to buy it but he’s run out of money.

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29/02/2016 13:22 18:38 16/10/2015

USE OF ENGLISH 5 1 For questions 1–8, read the text below and decide which answer (A, B, C or D) best fits each gap. There is an example at the beginning. I remember all too well my first 0job interview. I was eighteen and I was hoping to 1 an apprenticeship with a local business. I thought the interview was going to be an informal chat with the owner of the company, but in 2 , I had a formal interview with the HR department. When they asked me why I 3 to apply for a position with the company, I didn’t know 4 to say. In the end, they accepted me as an apprentice, but the interviewer 5 me to prepare better for any future interview. A6 years later, I had an important interview, but this time I was really well-prepared. The company offered me a generous pay package and some interesting 7 , such as a company car and gym 8 membership. I’ve never been short money since.

0

A working

B career

C job

D profession

1

A do

B have

C take

D make

2

A true

B fact

C actual

D reality

3

A decided

B were deciding

C have decided

D had decided

4

A what

B how

C if

D which

5

A suggested

B insisted

C advised

D assured

6

A several

B lots of

C some

D few

7

A duties

B perks

C terms

D advantages

8

A with

B of

C at

D on

TIPS: Question 3: Only one option shows that the action happened before the interview. Question 5: Look carefully at the verb pattern after the gap. Question 6: Only one option can have a before it.


I haven’t got enough money to buy a new laptop. CAN’T I can’ t afford to buy a new laptop. Dan said he would help me with my work. TO promised/offered Dan to help me with my work. I’m responsible for the research team. CHARGE I’m in charge of the research team. They gave him a job as a school caretaker. TAKEN has taken a job/has He been taken on as a school caretaker.

1

2

3

4

5

6

He decided to sue the company after all. COURT take the company He decided to to court after all. Suddenly there are fewer people working from home. SHARP been a sharp There has drop in the number of people working from home. My friends said I shouldn’t pay more than £20 for a ticket. ADVISED advised me My friends not to pay more than £20 for a ticket.

TIPS: Question 3: You need the passive form of a phrasal verb which means ‘employ’. Question 5: Which word collocates with sharp to mean ‘a sudden decrease’? Question 6: You will need to include a negative in your answer.

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WORD STORE 5

The world at your feet

WORD STORE 5A

WORD STORE 5E

Phrasal verbs – employment

Adjectives to describe jobs demanding high-powered lucrative rewarding stable tedious

PHRASAL VERB (= SYNONYM) + TYPICAL COLLOCATION 1 draw sth up (= prepare) a shortlist on

2

keep

sb

3

pick

sth

4

step

5

take

sb

6

take

sth

(= retain) an employee

1 challenging = demanding

(= learn) a skill

2 fulfilling =

from

3 important = high-powered

up down on

sth (= leave) a job

(= employ) a graduate

up

(= accept) a role

4 monotonous = 5 secure = 6 well-paid =

WORD STORE 5B

rewarding tedious

stable lucrative

Collocations – employment

WORD STORE 5F

1 a contract expires =

Linking phrases

interest

2 express fill

3

as a rule in fact on the contrary on top of with regard to under these circumstances

a vacant post/a vacancy = expenses

4 living

(in sth) = =

5

primary

responsibilities =

6

selection

process =

7 a sense of

adventure

2 with regard to = in connection with/in terms of

=

market

8 target the youth

1 as a rule = usually 3

=

WORD STORE 5C EXTRA

Collocations – employment

achievement application collective concern create passport standards the college sector 1 a passport expires ➝ My passport expires next July.

I’ll have to renew it. concern

2 express 3

create

4 living

➝

5

collective

responsibility ➝

6

application

process ➝

4

in fact

5

on top of under these circumstances

6

= just the opposite = actually = in addition to = because of this

WORD IN FOCUS

AT at + a place or an event Due to pressures at work ... at Pete’s, at the doctor’s, at dinner

(about sth) ➝

a vacant post/a vacancy ➝

standards

on the contrary

at + a time, a price, an age, a speed or a temperature

8 target the college sector ➝

She gets up at dawn. He retired at sixty. Water boils at 100°C.

WORD STORE 5D

at with verbs

7 a sense of achievement ➝

Word families – employment VERB

NOUN (THING)

1 apply (for)

application

2 campaign

campaign

3

employ

4 interview

employment interview

NOUN (PERSON)

applicant campaigner employer/employee

They always look at shoes. Don’t throw it at me! at with adjectives We’re very good at bowling. She’s hopeless at keeping in touch.

interviewer/interviewee

5

recruit

recruitment

recruit

6

review

review

reviewer

at in phrases jobs that are at risk at last, at once, at present

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16/10/2015 29/02/2016 13:23 18:39


Ghostwriters Famous people, including models, 0 musicians and pop stars, are publishing more and more books these days. How can they write a reality whole book if, in 1 , some of them can’t write one sentence correctly? The answer is something publishers are quite 2 enigmatic about: ghostwriters. A ghostwriter is a writer for hire. He or she does majority all or the 3 of the work, but they are not usually credited as authors when the book is released. In some cases, they may get a thank-you note in the book if their 4 contribution was particularly important. Ghostwriters are quite 5 mysterious figures. They usually have to swear to keep their 6 anonymity and we don’t know much about them. Many ghostwriters work not only for celebrities, but also for 7 politicians , business people and fiction publishers. How would you feel if you made the 8 discovery that your favourite book was actually written by a ghostwriter?

MUSIC REAL ENIGMA MAJOR CONTRIBUTE MYSTERY ANONYMOUS POLITICS DISCOVER

TIPS: Question 1: You need to add a suffix to make a noun. Question 5: You need an adjective here. Question 7: You’re looking for the noun for a person or people because the gap is followed by business people and fiction publishers.


I haven’t got enough money to buy a new laptop. 4 AFFORD I can’t afford to buy a new laptop. Jennifer is proud of her work as a park ranger. TAKES Jennifer takes pride in her work as a park ranger. 5 I wouldn’t take part in a protest unless it was peaceful. IF 6 I wouldn’t take part in a protest if it wasn’t peaceful. The accused said he hadn’t forged the document. DENIED denied The accused forging the document.

1

2

3

You believed all his promises and now you’re in trouble. BE you If you hadn’t believed all his promises, wouldn’t be in trouble now. People should be responsible for their actions. TAKE to take People ought responsibility for their actions. To sum up, I think we had a very productive meeting. THINGS things All considered , I think we had a very productive meeting.

TIPS: Question 2: Do you need a verb in the affirmative or negative form? Question 4: Think about the tense of the result clause in the conditional sentence. Question 5: You need to find the noun form of responsible.

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True or false?


WORD STORE 6E

Truth and falsehood

Word families BECOMING

TRUE ➞

FALSE

FALSE ➞ 3

1 authentic (adj) 2 genuine

c reate

9

the

10 f ake

illusion 4 deceive 5

distort

d octored

the

truth

NOUN

ADJECTIVE

1 anonymity

anonymous

belief

2

believable enigmatic

3 enigma 4

equality

equal

5

fairness

fair loyal

6 loyalty

6 manipulate

7

mystery

mysterious

7 m isleading

8

stupidity

stupid

8

s ensationalise

WORD STORE 6F Phrasal verbs

WORD STORE 6B

1 go through = experience (sth bad)

Phrases with take

2 look

1 take sth at face value = granted

3 take sth for pride

4 take

= =

pinch

5 take sth with a

of salt =

WORD STORE 6C Compound adjectives 1 far-fetched = very unlikely advised

= unwise

3

light

-hearted = fun or carefree

4

stony

-faced = looking angry

5

worldly

-wise = experienced

6

wrinkle

-free = without wrinkles

WORD STORE 6D EXTRA

Compound adjectives

kind- -reaching street (no hyphen) tax- -timed two1 far-reaching ➝ Manipulating public

opinion can have far-reaching consequences. 2 ill-

timed

➝

3

kind

-hearted ➝

4

two

-faced ➝

5

street

wise ➝

6

tax

-free ➝

4 run

7 turn

= collect sb = escape

in

= make yourself comfortable in

6 take sb

6 take responsibility for sth =

2 ill-

away

5 settle

in sth =

sth = investigate sth up

3 pick sb

context

2 take sth out of

into

up

= allow sb to stay = arrive

WORD IN FOCUS

OR or to talk about alternatives weird, amazing or hilarious images Actors like their screen characters, or do they? or – alternatives using either and not The sentences are either true or false. I can’t read or write. or to talk about two opposites right or wrong, for or against, agree or disagree or to talk about approximate quantities It’ll take an minute or two. It’s probably worth five or six hundred euros. or in phrases He’s been gone an hour or so. Are you coming with us or not? I’ve been there twice, or rather, three times.

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16/10/2015 29/02/2016 13:24 18:40


The Internet of things Although we like to think of the Internet 0 as a social network, it is mostly a network of machines. In fact, a few years ago the number of different devices connected to the net is believed to 1 have exceeded 2 known the number of human users. This phenomenon is as ‘the Internet of things’ and the number of on online devices is still 3 the rise. Today almost any object, from your fridge to your car, can have 4 access to the Internet. Using a special application, you can check if you have enough tomatoes for a salad. And if you install a camera in your able garage, you are 5 to check – from any place on Earth – if your car is still there. At the moment, many of the available applications offer you this remote control of your devices, but 6 in the near future, these devices will also take intelligent decisions for you (and without asking be you first)! Some experts think it could 7 risky. Imagine 8 being forced to eat healthy food by your fridge, which will do all your weekly shopping. What a scary thought!

TIPS: Question 3: You need a preposition to complete this phrase, which means ‘increasing’. Question 5: The word you need completes a verb phrase which means ‘can’. Question 8: Be careful: what verb form follows imagine?


I haven’t got enough money to buy a new laptop. 4 CAN’T I can’ t afford to buy a new laptop. Yesterday someone sent me the same spam advertisement ten times. WAS 5 Yesterday I was sent the same spam advertisement ten times. I didn’t realise how much time I’d spent playing that game. LOST 6 lost track I of time while I was playing that game. It was the rule at school to wear a grey uniform. MADE were made At school we to wear a grey uniform.

1

2

3

Could you tell me what to do about this problem on my computer? ADVICE you give me Could some advice about this problem on my computer? Guests can use the computers in the lobby whenever they need to go online. DISPOSAL are at the The computers in the lobbyguests’ disposalwhenever they need to go online. Most people think that wearable technology will soon be much more affordable. BELIEVED is believed that It wearable technology will soon be much more affordable.

TIPS: Question 1: You need to use the passive here. Question 4: What verb collocates with advice, to form a phrase that means ‘tell someone what you think they should do’? Question 6: You need an impersonal passive structure here.

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Log on

WORD STORE 7 WORD STORE 7A Collocations to do with Internet use 1 bookmark a site = browse 2 the net = post 3 a comment = share 4 a link = update 5 your status = upload 6 a photo =

WORD STORE 7B Health issues CONDITION 1 2 3 4 5 6 7 8

addiction diabetes eye strain high blood pressure insomnia joint pain obesity repetitive strain injury

obsessive behaviour too much sugar in the blood sore eyes circulation problems sleep disorder sore hips, knees, etc. excess weight sore wrists or elbows

Collocations in set phrases 1 address an issue = deal with a difficulty attention span = length of time you can 2 focus on one thing without distraction 3 at the expense of sth = one thing happens causing a second thing to suffer 4 at your fingertips = near you lose 5 track of time = no longer know what time it is crucial 6 play a role = have a very important influence sedentary lifestyle = involving a lot of sitting 7 and no exercise 8 withdrawal symptoms = nasty physical and mental effects when you stop taking drugs

WORD STORE 7D Collocations

common disposal hectic keep life (one word) problem risk vital 1 address a problem ➝ We need to address

the problem of unhealthy snacks being sold in the school canteen. 2

lifespan

span ➝

3 at the

risk

4 at your

disposal

5

keep

6 play a 7

hectic

8

common

of sth ➝

domain name external drive handset landline remote control sat-nav (satellite navigation system)

1 sat-nav

2 landline

remote control 3

4 handset

domain name external drive 5 6

WORD STORE 7F What the body does beam browse cast an eye over dash around frown slouch stare at wander around Moving (or not moving) 1 slouch = not sit/stand up straight 2 dash around = move quickly 3 wander around = move slowly Looking at things cast an eye 4 = look briefly over browse 5 = look in a leisurely way stare at 6 = look for a long time Showing emotion beam 7 = smile broadly frown 8 = look angry

WORD IN FOCUS

ON on as a preposition on the web, on Twitter, on time, on purpose I can’t see anything on my screen. on as a dependent preposition I wish I was less dependent on technology. It had no effect on me. on in phrasal verbs Do I need a password to log on? What’s going on here then?

➝

track of time ➝ vital

Electronic communication

SYMPTOMS (OR DEFINITION)

WORD STORE 7C

EXTRA

WORD STORE 7E

role ➝

lifestyle ➝ symptoms ➝

on in phrases I’ve got nothing on this evening. Let’s go out. He kept going on and on and on about his new phone. It lists prices for screens, keyboards, scanners and so on.

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16/10/2015 29/02/2016 13:24 18:40


Dogs and the human brain Human beings have trained animals to work for them and also used them as 0 companions for a long time. But which animal species did the human race first manage to 1 domesticate ? It was, of course, the dog. Some experts claim it happened farmers about 15,000 years ago, even before we settled down and became 2 .

COMPANY DOMESTIC FARM

playful Although many people in the developed world consider dogs to be 3 pets, which are even allowed to sleep in their owners’ bed, the relationship between humans and dogs was initially different. Dogs helped us hunt for food and warned us of possibly 4 dangerous situations. As everyone knows, the senses of smell and hearing that dogs have are 5 incomparable to human abilities. In return for this, dogs, unlike wolves, didn’t have to worry about survival. Living with people, they were given food and 6 protection .

PLAY

New 7 scientific research suggests that both dogs and people had to pay a price for this perfect symbiosis. Dogs’ brains seem to have shrunk by one fifth. Also, human attributes changed 8 considerably and our ancestors lost many of their own sensory abilities.

SCIENCE

DANGER COMPARE PROTECT

CONSIDER

TIPS: Question 1: You need to add a suffix to form a verb here. Question 2: Be careful: you need a plural noun here. Question 8: You need to make two changes here: add a suffix to form an adjective and then change the adjective to an adverb.


I haven’t got enough money to buy a new laptop. CAN’T I can’ t afford to buy a new laptop. I really don’t want you to go there. RATHER would/’d rather I you didn’t go there. This is our first visit to this country. NEVER have/’ve We never been to this country before. I find it surprising that no one has noticed this. IS is surprising What is that no one has noticed this.

1

2

3

4

5

6

It’s a pity Luke didn’t come with us. HAD wish Luke I had come with us. Most people don’t know that there used to be a castle here. AWARE are not Most people aware that there used to be a castle here. The air pollution is worse in the city centre than here. AS is not as The air pollution here bad as in the city centre.

TIPS: Question 1: Be careful: you are referring to the future but you need to use a past verb form. Question 2: Think: which tense do we often use with never to talk about experiences? Question 6: Be careful: you need a comparative structure, but you must use the base form of the adjective.

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Around the globe


WORD STORE 8E

The natural world

Collocations

1 current = a strong movement of water (or air) in one direction nutrients 2 = the essential chemicals in food that help animals live and grow prey 3 = an animal that is hunted and eaten by another animal species 4 = a group of living things that all have the same features tide 5 = the regular movement of the sea towards and away from the land whirlpool 6 = water that turns around and around, pulling things towards it

Hazards and pollutants 7

A C I D R A I N 2 S E W A G E T I P S R U B B I S H

3 4 5 6

W A S T E I N D U S T R I A L C O N T A M I N A N T S H A Z A R D S

Compound nouns

3 land 4 oil

field

5 sea

level

1 2 3 4 5 6 7

challenge growth

injury poison rag thirst vastness

ADJECTIVE

challenging grown injured poisonous ragged

thirsty vast

around as an adverb

= =

fill

Word families

AROUND

1 food chain = cap

WORD STORE 8F

WORD IN FOCUS

WORD STORE 8C

2 ice

1 natural habitat rival 2 gang stable 3 communities scientific 4 research common 5 misconception powerful 6 bond

NOUN

WORD STORE 8B

1

common natural powerful rival scientific stable

Stop following me around. water that turns around and around

= =

around as a preposition

WORD STORE 8D EXTRA

around the globe After two years of hitchhiking around the Northwest ... What about the animals we see every day around us?

Compound nouns

berg

poisoning

shore

slide

well

1 food poisoning ➝ My mum got food

poisoning on her last business trip. She was really ill. 2 iceberg 3 land slide 4 oil well 5 sea shore

around = approximately There were around 500 people. It must be around 5 o’clock.

➝ ➝ ➝ ➝

REMEMBER THIS

around in phrasal verbs There isn’t enough food to go around. They just sit around all day watching TV. around in phrases See you around.

Check if the compound noun is written as one word (e.g. seabed) or two words (e.g. sea lion).

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PREPOSITIONS PREPOSITIONS IN PHRASES AT

at (28,000) km per hour: The space station travels at an incredible 28,000 km per hour. at an altitude of: The space station flies at an altitude of 350 kilometres. at an auction: Have you ever bought anything at an auction? at dawn: She is an early bird so it comes as no surprise that she gets up at dawn. at dinner: They announced their engagement at dinner. at first sight: When Steve met Sally, it was love at first sight. at last: It was a long journey but we reached the destination at last. at least: It will take at least three hours to get there. at lunchtime: We couldn’t stay in the classrooms at lunchtime – we had to go to the canteen. at once: You must pay me back at once! I’m not going to wait any longer! at one time or another: Most people in this town have worked for my father at one time or another. at Pete’s/the doctor’s: Shall we meet at Pete’s? I don’t fancy waiting for you outside in the rain. at present: We’re in terrible debt at present but I hope it will change soon. at risk: A lot of retail jobs are at risk. at the age of: Chris built his first glider at the age of fifteen. at the expense of: Jeremy likes to make jokes at the expense of other people. at the last minute: We nearly missed our flight – we got to the airport at the last minute. at the mouth of a river: New York is located at the mouth of the Hudson River. at the risk of: Will you tell her the truth, even at the risk of offending her? at the start of: What do you look forward to at the start of the term? at the time: I really enjoyed living in France with my family for a few months. I was about ten at the time. at your disposal: This is the last stage of the experiment, so I need to have the whole lab at my disposal. at your fingertips: With a search engine at our fingertips, we can find information very quickly.

FOR

for a moment: Can you keep still for a moment? for ages: I’ve had the same phone for ages. It’s time to change it now. for example/instance: You can paint the rooms different colours – for instance, the bedroom could be yellow, the bathroom blue, etc. for fun: The boys were splashing cold water on each other’s faces for fun. for hours on end: My brother usually stares at the screen for hours on end. for two months: They’ve only known each other for two months and they’re already planning a wedding!

IN

in a hurry: You are always in such a hurry. Why don’t you plan your days better? in a pile: Why are your clothes in a pile on the floor again? in advance: Do I have to pay for the course in advance? in an instant: The Net can be accessed in an instant these days, from almost anywhere. in awe of: When we first arrived in Norway, we were in awe of the fjords. in class: Your marks are good because you pay attention in class.

in contrast: House prices rose by ten percent this year, in contrast to last year, when they dropped by about two percent. in detail: Can your grandma really recall her youth in detail? in fact: Frank isn‘t a morning person. In fact, he loves sleeping long hours. in charge of: Ed is in charge of promoting and reviewing gigs. in many/some/certain cases: Young people avoid certain courses because in many cases they don’t lead to an obvious career. in mysterious circumstances: The boat disappeared in mysterious circumstances – nobody knows when and how. in order to: We sold our flat in order to buy a house in the suburbs. in other words: Have you been living here all your life? In other words – eighteen years? in return: Vikki’s parents promised her a new computer and in return she agreed to walk the dog twice a day. in spite of: In spite of the cost, many students prefer halls of residence. in summer: In summer the temperatures can be quite high in this region. in terms of: It’s a mistake to think of Alaska only in terms of how cold it is there. in the area of: There is a catalogue of incidents in the area of the Atlantic known as the Bermuda Triangle. in the background: Whenever I do my homework, my computer is always bleeping away in the background. in the bath: I couldn’t answer the phone – I was in the bath. in the early hours of: We decided to set off in the early hours of the morning to avoid the rush hour traffic. in the end: His story didn’t make any sense and in the end he admitted that it wasn’t true. in the future: She told us never to return to her restaurant in the future. in the heavens: What looks like a wandering star in the heavens is sunlight reflecting off the space station. in the media: His private life is often reported on in the media. in the night sky: When you look up, you will see a large number of stars in the night sky. in the ocean/the Atlantic: They are trying to establish how much rubbish is currently floating in the oceans. in the passenger seat: I saw a middle-aged man sitting in the passenger seat of the car. in the press: Don’t believe everything you read in the press. in the same way: He prepares for a gig in the same way an athlete does for a big sporting event. in the wild: The programme focuses on animals’ behaviour in the wild. in time: We arrived at the concert just in time, which was very lucky considering the amount of traffic in the city centre. in total: In total, the living space is the equivalent of a large football pitch.

ON

on a ship: I decided to take a job on a cruise ship. on average: Every American owns seven pairs of jeans on average. on balance: On balance, there are pros and cons to remaining in the family home while at university. on behalf of: I am writing on behalf of my friends. on board: There were 354 passengers on board. on each floor: How many flats are there on each floor? on my way: I usually buy some sweets on my way home. on purpose: You’ve destroyed my dress on purpose! on time: Don’t be late – you have to be there on time.

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PREPOSITIONS on top of: On top of everything else, we now have extra classes every Saturday morning. on the contrary: It wasn’t a good decision. On the contrary, it was a huge mistake. on the ground: The communications system is controlled by staff on the ground. on the horizon: When I saw a ship on the horizon, I knew that my father was coming home. on the screen: I couldn’t believe my eyes when I saw my sister on the screen. on the web: A lot of companies hold huge amounts of data on the web. on your own: In this experiment the children had to learn on their own, not in groups or pairs. on your last birthday: Were you the centre of attention on your last birthday?

TO

to be honest: To be honest, I don’t know what to advise you to do in this situation. to my mind: To my mind the benefits outweigh the drawbacks. to your left: To your left you can see a new extension.

UNDER

under no circumstances: Under no circumstances are you allowed to enter the lab without my permission. under oath: He swore under oath he was her brother but she didn’t believe it. under pressure: The head teacher was under pressure to resign. under these circumstances: It’s the best result that could be expected under these circumstances.

WITH

with no Internet access: Most of us can’t image staying in a place with no Internet access for more than a few hours. with open arms: Tourists are welcomed here with open arms. with regard to: We need to reconsider our policy with regard to immigrants. with sth in mind: With your recent conduct in mind I feel you should resign from being the student representative.

WITHOUT

without a trace: I heard on the news that another plane disappeared without a trace. without doubt: Without doubt, the worst part of the whole incident was being humiliated in front of everybody. without explanation: Jeremy left the meeting unexpectedly and without any explanation.

PREPOSITIONS AFTER NONUS

access to: Teenagers claim to need constant access to social media. chain of: They’re a popular chain of cafés in our area. circle of: It’s important to have a good circle of friends. complaint about: I’d like to make a complaint about the way we were treated. concern about: The minister expressed concern about the rise in unemployment. cost of: The cost of living has risen dramatically recently. decline/drop/increase/rise in: There has been a sharp drop in the number of people commuting to work. effect on: The accident had a terrible effect on Steve. enthusiasm for: Considering her enthusiasm for the project, I’m sure we’ll succeed. excuse for: There is no excuse for an unmade bed. expert in: Jill is an expert in EU funding. friend of mine: Claire is a very good friend of mine who I’ve known for years.

gift for: Ed has a gift for languages – he can speak five. glass of: Can I have a glass of water, please? heart of: The historical heart of the city is really beautiful. highlight of: White-water rafting was definitely the highlight of my last holiday. home to: The ocean is home to over half of all living species. inspiration for: The project was the inspiration for the film. interest in: More than 100,000 young people expressed an interest in working for TV. memory for: I have a good memory for numbers and faces. network of: The city has a reliable network of buses. point of view: What’s your point of view on global warming? outlook on: Erin has such a positive outlook on life. range of: The travel agency offered a wide range of destinations to choose from. research for: Go to the library and do some research for your school project. research into: I am doing some research into whales. respect for: I have the greatest respect for Jane’s charity work. sense of: Have you got a sense of adventure? sort of: What sort of ailments can these apps help? thirst for: To become a deep thinker, you need a thirst for knowledge. thought of: The very thought of moving abroad filled me with tears. thousands of: Every weekend thousands of people take their unwanted stuff to car boot sales. time for: It’s time for a radical shake-up of education in many regions of the world.

PREPOSITIONS AFTER VERBS

accuse sb of: She accused me of stealing. add to: If you add the pressure of schoolwork to household duties, you have a recipe for disaster. admire about: What I admire about Erin is her ability to organise great social events. apologise for: Although Rachel apologised for her misbehaviour, I still can’t forgive her. apply for: Only six people applied for the post, which was quite disappointing. associate with: The government needs to address the problems associated with growing obesity. be into sth: Dave’s really into water sports. benefit from: A large student population benefits from the city’s vibrant nightlife. bid for sth: You can log on to a website to bid for a bargain. blame sb for: They blamed me for starting the fight. burst with: First-borns tend to burst with confidence. concentrate on: I need to concentrate on my studies now. congratulate sb on: My supervisor congratulated me on passing the exams with flying colours. connect with: There is no evidence to connect those girls with the attack. consist of: Her diet mainly consists of fruit and vegetables. contribute to: Scholars in ancient China contributed to the advancement of Mathematics. cope with: Bethany couldn‘t cope with the demands of employment on top of child-rearing and housework. die from: A lot of animals died from starvation during the dry season. divide into: The teacher told me to divide the essay into four or five paragraphs. donate sth to: Chris donated all his savings to charity. excel at: Katherine excels at such subjects at Biology and Chemistry. She wants to study medicine. focus on: In our test we’re going to focus on brain activity. help sb with: Can you help me with the report?

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PREPOSITIONS insist on: My granny always insists on feeding me with sweets. interact with: We interact with today’s machines mostly by pushing buttons. invite sb to sth: Who should we invite to mum and dad’s anniversary party? lead to: Space exploration might lead to the discovery of other planets. mistake sth for sth: Seabirds often mistake floating plastic for jellyfish or other prey. name after: The baby was named after her grandmother. object to: The council objected to another shopping mall being built in the city. offset by: Living here is expensive but this is offset by good youth employment. opt for: We finally opted for the red paint in the kitchen. pose for: Hannah looked so funny when she was posing for a selfie. prevent from: Lack of gravity prevents astronauts from using fresh water to wash themselves. pride yourself on: The city prides itself on its cultural activities. reason with: We tried to reason with the guard but he wouldn’t listen. recruit for: At the moment they‘re recruiting for several vacancies around the USA. report on: When are you going to report on the progress of the construction of the concert hall? roar with: When was the last time you roared with laughter? sail across: I admire my father who sailed across the Pacific when he was in his twenties. search for: The fire brigade searched for the missing people but they couldn’t find anybody. see sb around: See you around later on. sentence to: Jeremy was sentenced to six years in prison. shower sb with sth: Our grandparents used to shower us with gifts at Christmas and Easter. specialise in: Chris specialises in neurology. stare at: Stop staring at me – I feel rather uncomfortable. steeped in: Berlin is steeped in history – you’ll love it. stick to: If you think your plan is good, then stick to it. struggle with: What subjects do you struggle with at school? sue sb for: The customers decided to sue the supermarket for not paying attention to safety regulations. suffer from: After falling off the horse, Dominic has been suffering from back pain. treat yourself to: Let’s treat ourselves to some ice-cream. wander around: Ronnie spent hours just wandering around the streets of London with no obvious destination. warn sb against: I warned you against buying a cheap laptop. welcome to: Welcome fellow teens to my video blog.

PREPOSITIONS AFTER ADJECTIVES

accompanied by: Physical changes that happen during adolescence are often accompanied by emotional ones. accustomed to: Firstborns, who are accustomed to accepting rules, are better behaved at school. addicted to: Are you addicted to technology? attracted to: When Tom spoke to Pauline at our wedding, he was attracted to her straight away. aware of: The more you travel around the world, the more aware you are of the differences between cultures. crowded with: During the carnival the streets of Rio de Janeiro are crowded with tourists from all over the world. curious about: A brainy person is curious about the world. dependent on: We’re all more and more dependent on technology in our lives.

engaged in: It’s very important for both spouses to be engaged in the household duties. enthusiastic about: Christine is extremely enthusiastic about her latest project on tigers. familiar with: Are you familiar with the health and safety regulations in our factory? fit for: The water wasn’t fit for human consumption. hooked on: My younger brother is hooked on online games. hopeless at: She’s hopeless at keeping in touch with others. immersed in: She was far too immersed in her studies to hear what you were saying to her. important to: Maintaining proper social relationships is very important to them. incapable of: Rob was incapable of understanding how I felt. included in: Is breakfast included in the price of the room? independent of: The cubs will soon become independent of their mothers. inherent in: Unfortunately, the issues you mention are inherent in the system. involved in: Our parents got really involved in the end-ofschool play and they even made costumes. obsessed with: Stop being so obsessed with cleanliness! A bit of dirt won’t do any harm. packed with: Is Toronto packed with tourists? passionate about: Sally is passionate about music. She would like to be a conductor one day. popular with: Why do you think fur is still popular with fashion designers and wealthy consumers? renowned for: New York is renowned for its skyscrapers. short of: Young people tend to be short of money. surrounded by: The whole island is surrounded by turquoise waters. unprepared for: The pupils were unprepared for the questions that the teacher asked them. useful for: Which method is most useful for memorising shopping lists? well-known for: Mark is well-known for his strong beliefs.

OTHER

about/around 100 people: Around 100 criminals escaped from prison yesterday. according to: According to recent figures, most students have part-time jobs. after a while: We started talking and after a while I realised that we had met before. after all: My mum received a phone call in which her boss told her that he couldn’t extend her contract after all. aged 15 to 29: ‘Youth’ is defined as people aged 15 to 29. all in all: All in all, I think hunting should be banned. as a result of: Frederic claimed that his eyes changed colour as a result of the traumas he had been through. back to back / face to face: For this activity, some of you should stand face to face, others back to back. below the surface: The tunnel was about a kilometre below the surface of the ground. by/via Skype: He employed some educators to teach kids English via Skype. due to: All the flights were cancelled due to bad weather. instead of: Why don’t you use honey instead of sugar? off the coast: We found some incredible accommodation on an island just off the coast of Queensland. out of the blue: It was going to be a nice day but then it started raining out of the blue. regardless of: We’ll go on the trip regardless of the weather. so on: She was always disturbing her classmates and her homework was always late and so on.

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INS_F

PHRASAL VERBS Use a dictionary to translate the phrasal verbs into your language. blend into sth – : Wear a long dress to make sure you blend into crowd at the ceremony. blow sth out – : Be careful not to blow the candles out too soon! boss sb around – : Stop bossing me around! I’m not your servant! break down – : The car broke down in the middle of nowhere. break up (into sth) – : The mirror broke up into little pieces. bring in sth – : The police are going to bring in new security measures. bring sth out – : They have recently brought out their own labels. bring sb up – : Parents who are bringing up their first child tend to be extremely protective. carry on – : Jim ignored my remark and carried on talking about his trip to Oslo. carry out – : The local newspaper carried out a survey on people’s attitude to the council’s policies. catch up on sth – : You’d better catch up on the latest science news. clean sth up – : It took us ages to clean up the house after the party. come across as sb/sth – : Initially, Josh came across as an ambitious young man. come across sth – : My mother came across her old diaries when she was clearing out the attic. come out – : His new novel is going to come out soon. come over – : You can come over any time you like. come up with sth – : We still haven’t come up with a name for our band. cover sth up – : Somebody in the local council is trying to cover up the truth about the contract. curl up – : Lynn curled up on the bed and fell asleep. cut down on – : You should cut down on the amount of chocolate you eat. cut off – : They’ll cut off the electricity if you don’t pay the bill! cut out – : The engine cut out and we were stuck in the middle of nowhere for hours. cut sth out – : The children were cutting out stars from silver-coloured paper. deal with sb/sth – : I can’t deal with so many problems at once. do away with sth – : I wish we could do away with exams! do sth up – : They’ve done up the old school hall. do with – : The text was to do with global warming. do without sth – : Can you do without your computer on holiday? draw sth up – : We need to draw up a list of the best candidates for the job. dress up – : It’s only a small party. You don’t need to dress up. drift apart – : When John moved to another city, they drifted apart. embark on sth – : Phil left the band to embark on a solo career. end up – : Lost luggage will eventually end up on a market stall. fall behind with sth – : She was ill and fell behind with her homework.

fall for sb – : The moment Ian saw Zoe, he fell for her. fall out (with sb) – : Do you often fall out with your brothers and sisters? figure sth out – : The couple couldn’t figure out which way to go. find sth out – : I’d like to find out what people think of me. follow sb around – : If you don’t stop following me around, I’ll call the police. fork out – : I’m not forking out $100 to have my face massaged! get away with sth – : My friend once cheated in a test but he got away with it. get down to sth – : Let’s get down to work. get on – : Most people enjoy their jobs and they just want to get on. get on with sth – : I need to get on with my project now. get out of sth – : How do you always manage to get out of cleaning the bathroom? give away – : You shouldn’t give away so much information about yourself on the Internet. give in – : Don’t give in. I’m sure you can convince your parents to let you go to the festival. give sth in – : My teacher reminded us to give in our essays before the end of the day. give sth up – : I’ve given up sweets. go around – : Is there enough food to go around? go for sth – : I wouldn’t go for a bracelet because I don’t like wearing jewellery. go off – : The meat will go off if you don’t store it in the fridge./The thief ran away when the security alarm went off. go on and on (about sth) – : He went on and on about his trip to Greece. I thought he’d never stop. go on to – : Do you want to go on to further study and a great career? go out with sb – : Sheila’s parents don’t let her go out with Tim. go through sth – : Lucy went through a very traumatic time when her daughter went missing. grow up – : I grew up in a rural area. hand sth in – : I always try to hand in my homework on time. hand sth out – : We need somebody to hand out invitations to the exhibition. hang on – : Hang on, I’m not ready yet. hang out (with sb) – : He usually hangs out with friends downtown. have nothing on – : I have nothing on so I can help you. hear from sb – : Have you heard from Jane since she moved to another town? keep sb on – : The board of directors wanted to keep my mother on as their spokesperson. keep sth down – : We’ve managed to keep the prices down. keep sth up – : It was impossible to keep up a lie for so long. kick back – : On Friday night I like to kick back and listen to some relaxing music. kick sb out – : Eve’s parents kicked her out because she didn’t want to contribute to the housework. knock sth off – : OK, I can knock £5 off. lay sb off – : Two companies merged and as a result over 100 people were laid off. leave sb out – : I’ve made a list of guests and I hope I haven’t left anybody out. light up – : The fireworks lit up the night sky.

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PHRASAL VERBS log on – : You need a password to log on. look back on sth – : One day you’ll look back on adolescence as the best time of your life. look down on sb – : Kate looks down on everybody who doesn’t have a university degree. look forward to sth – : I’m looking forward to going away during the summer holidays. look into sth – : The government needs to look into its immigration policies. look out for sth – : Can you look out for a red handbag when you go shopping next? look up to sb – : Mary looks up to her older sister who is an authority for her. make sth up – : Rob made up a story so that his mother wouldn’t worry about him. make up for sth – : Jack lacks experience but he makes up for it with hard work. meet up (with sb) – : I’d like to meet up with you this afternoon. nod off – : The lecture was so boring that I actually nodded off. pass sth on – : He passed his suspicions on to the police. pass oneself off as sb – : She passed herself off as the missing girl. pay sth back – : Lend me $200 today and I promise to pay it back next week. pick sb up – : Dad, can you pick me up from school this afternoon? pick sth up – : We picked up new surfing skills during our summer camp. point sth out – : The chairman pointed out that we haven’t made much profit in the last few months. put sth forward – : Why don’t you put your point of view forward at the meeting? put sth on – : My parents are going to put on a big birthday party for me. put sth off – : Never put off until tomorrow what you have to do today. rely on sb/sth – : You can always rely on us for help. rip sb off – : The taxi driver tried to rip me off! run away – : Sue ran away from home, which surprised everybody. run out of sth – : We ran out of money halfway through our holiday. save up – : I’ve been saving up for months to buy this bike. scare sb off– : He installed a burglar alarm to scare off potential burglars. see through sth – : Lucy saw through Jack’s disguise straight away. set off for – : Mum usually makes me have something for breakfast before I set off for school. set off/out – : We need to set off now if you want to do some shopping before catching a train. set sth up – : As a student representative, you need to be involved in setting up the annual school festival. settle down – : After an exhausting day I needed to settle down and just be quiet for an hour or so. settle in – : He settled at his new school very quickly. shop around – : It’s a good idea to shop around before buying a new laptop. sign up for sth – : Why don’t you sign up for a language course? sit around – : Stop just sitting around! Get a vacuum cleaner and hoover the carpet at least. snap sth up – : This shop is the perfect place to snap up a bargain.

soak sth up – : Mark soaks up everything which is said in class. He’s very clever. sort sth out – : You have to sort out your problems yourself. splash out on sth – : You can afford to splash out on a new smartphone. split up (with sb) – : I’ve just split up with my boyfriend. step down (from sth) – : John stepped down from his job because of a disagreement with his boss. switch sth off – : Please, switch off your mobile phones in lessons. switch sth on – : I tried to switch the washing machine on but it didn’t work. take sth back – : I took the jeans back because they were too tight. take sb in – : How could you just take strangers in without finding out who they are? take sth in – : The drama course was very intensive and there was a lot to take in. take off (about a career/business) – : My brother wanted to close down his business but then it suddenly started taking off. take off (about a plane) – : The plane will take off in a few minutes so please fasten your seat belt. take sth off – : Dad’s taking Friday off to take us to the festival. take sth off – : Remember to take off your shoes when visiting a mosque. take sb on – : The company decided to take on a new accountant. take sth out – : Despite taking out a loan, they still don’t have enough money to renovate the house. take sth up – : Mum took up the post of head teacher in my school. talk sb into sth/doing sth – : Luke was happy when he talked me into buying a sat-nav. tear sb/sth away from sth – : It’s virtually impossible to tear my son away from his computer. tell sb off – : Our neighbour told us off for being loud in the garden. think sth over – : Think your decision over before you decide to move abroad. throw sb out – : The bouncer noticed some underage girls in the club so he threw them out. try sth out – : I can’t wait to try out my new camera. turn sth down – : They offered me the job but I turned it down because I decided to set up my own business. turn sth off – : My laptop froze, so I had to turn it off and on again. turn out – : It turned out Mike and I had the same hobbies. turn up – : Lots of fans turned up at Mark’s graduation concert. There was hardly a seat left. wake sb up – : Please wake me up early tomorrow. I don’t want to oversleep because I’ve got an important exam. wind sb up – : You’re constantly winding me up by telling me what to do. work sth out – : We need to work out how to get home from here. zoom in on sth – : Please, zoom in on those people over there.

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ADDITIONAL SPEAKING TASKS Unit 1, Lesson 1.6, Exercise 5 Student A, your photos show people learning new things. Compare the photos and say what might be interesting about learning these new things. A

B

Student B, did you ever learn cookery at school?

Focus review 1, Speaking, Exercise 10 Student B, your photos show people in different teaching situations. Compare the photos and say how difficult it might be to teach in these situations.

A

B

Student A, did you enjoy science lessons at school?

Focus review 2, Speaking, Exercise 10 Student B, your photos show people celebrating different things. Compare the photos and say how difficult you think it was to prepare for these celebrations.

A

B

Student A, did you have birthday parties when you were a child?

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ADDITIONAL SPEAKING TASKS Focus review 6, Speaking, Exercise 9 Student B, your photos show people with jobs in the media. Compare the photos and say how difficult you think their jobs are. . B

A

Student A, would you like to work in the media?

Focus review 8, Speaking, Exercise 9 Student B, your photos show people learning about the environment in different ways. Compare the photos and say if you think these are good ways to learn about the environment. A

B

Student A, how much do you know about environmental problems?

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KEY TO PHONETIC SYMBOLS Consonants

Vowels

p b t d k g

ɪ e æ ɒ ʌ ʊ

kit, bid, hymn dress, bed bad, cat, trap lot, odd, wash love, but, duck foot, good, put

iː eɪ aɪ ɔɪ

sea, feel, machine face, day, steak price, high, try boy, choice

uː əʊ aʊ ɪə eə ɑː ɔː ʊə ɜː i ə u

two, blue, goose goat, show, no mouth, now near, here, serious fair, various, square start, father thought, law, north cure, poor nurse, stir happy, radiation, glorious about, common situation, annual, influence

pen, copy, happen back, bubble, job tea, city, button day, ladder, odd key, school, duck, cool get, giggle, ghost

tʃ church, match, nature dʒ judge, age, soldier f v θ ð s z ʃ ʒ h

fat, coffee, tough, physics view, heavy, move thing, author, path this, other, smooth soon, cease, sister zero, zone, rose, buzz ship, sure, station pleasure, vision hot, whole, behind

m n ŋ l r

more, hammer, sum nice, know, funny, sun ring, long, thanks, sung light, valley feel right, sorry, arrange

j yet, use, beauty w wet, one, when, queen

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!FOCUS!!!.pdf

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