High Note 5 Teachers Book - PDFCOFFEE.COM (2025)

Teacher's Book Angela Bandis

5 GSE:73-85 CEFR:B2+/C1

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Teacher's Book

Pearson KAO TWO KAO Park Hockham Way Harlow, Essex CM17 9SR England and Associated Companies throughout the world www.english.com/highnote © Pearson Education Limited 2021 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 Publishers. First published in 2021 ISBN: 978-1-292-20989-0 Set in Akko Pro Printed in Slovakia by Neografia Acknowledgements The publishers would like to thank the following people for their feedback and comments during the development of this course: Anna Bator, Ingrida Breidaka, Gordana Bujanic Tretinjak, Nida Burnekaite, Anna Czernielewska, Justyna Deja, Izabela Gojny, Ewa Goldnik-Ciok, Daniela Ille, Anita Jokic, Zrinka Juric, Justyna Kostecka, Magdalena Loska, Magdalena Marmucka, Anna Milewska, Olivera Milovanovic, Alexandra Novikova, Ivana Plockinic, Biljana Pršic, Merike Saar, Tomasz Siuta, Aleksandra Strahinic, Olga Strelchenko, Małgorzata Syc-Jedrychowska, Katarzyna Tobolska, Beata Towarnicka, Beata Trapnell, Anna Wisniewska Image Credit(s) The publisher would like to thank the following for their kind permission to reproduce their photographs: Students’ Book pages 123RF.com: 5phonrf 62, Aleksandr Davydov 17, Aleksandr Khakimullin 141, Anton Starikov 110, Antonio Diaz 143, arsty 154, Brian Jackson 46, Cathy Yeulet 90, 111, dizanna 177, Dmytro 16, Elnur Amikishiyev 83, Evgenii Matrosov 87, Evgeniy Shkolenko 133, Evgeny Atamanenko 12, golubovy 78, handmadepictures 62, iofoto 121, Katarzyna Białasiewicz 81, kitipol pimseang 4, Lesia Sementsova 9, lightfieldstudios 62, Maksim Kabakou 183, Maryia Kryvaltsevich 186, Mykola Kravchenko 78, nito500 8, Nuthawut Somsuk 182, Olena Kachmar 52, Olga Yastremska 62, racorn 146, ragsac 9, rawpixel 120, Richard Villalon 43, rostislavsedlacek 143, Ruslan Sitarchuk 23, Scott Betts 22, Sergey Nivens 18, sjenner13 143, stevanovicigor 78, theartofphoto 55, ufabizphoto 9, 123, Vitalij Sova 85, Volodymyr Melnyk 150, Wannarat Jumnongtoy 110; Alamy Stock Photo: allesalltag 55, Arcaid Images 181, CHROMORANGE/Jeanette Atherton 110, Erickson Stock 138, JG Photography 42, Peter Horree 52, Simon Turner 185, Sylvie Jarrossay 187, Zone3 36; Bridgeman Images: De Agostini Picture Library/M. Leigheb 100; Getty Images: 4FR/iStock/ Getty Images Plus 84, Â© Hiya Images/Corbis 111, agsandrew/iStock/ Getty Images Plus 129, Amer Ghazzal/Moment 11, Andersen Ross Photography Inc/Digital Vision/Getty Images Plus 26, Andrew Peacock/ Stone 25, AndreyPopov/iStock/Getty Images Plus 84, Antanas Melaika/ EyeEm 18, Antonio Busiello/Moment 33, Archive Photos 110, Ariel Skelley/Digital Vision 73, Astrid Stawiarz/Getty Images Entertainment 178, AzmanL/E+ 31, Bryn Lennon/Getty Images Sport 22, Buyenlarge/ Hulton Fine Art Collection 96, Cara Weil/EyeEm 18, Caroline Purser/The Image Bank 38, clubfoto/iStock/Getty Images Plus 155, Colors Hunter - Chasseur de Couleurs/Moment 100, cyano66/iStock/Getty Images Plus 137, DamienGeso/iStock/Getty Images Plus 102, Dan Istitene/ Getty Images Sport 22, David Paul Morris/Getty Images News 153, David Provoost/Moment 180, davidf/E+ 51, DEA/G.DAGLI ORTI/De Agostini 108, Digital Vision/Photodisc 151, dneelanjan/iStock/Getty Images Plus 154, domoyega/E+ 51, Donald Iain Smith 185, Dougal Waters/ DigitalVision 116, 186, Edward Berthelot/Getty Images Entertainment 94, Erika Goldring/Getty Images Entertainment 152, Fabrice Coffrini/ AFP 152, Fairfax Media 108, FatCamera/E+ 64, ferrantraite/E+ 18, filmstudio/E+ 123, Fine Art/Corbis Historical 96, 96, Frank Hoensch/ Getty Images Entertainment 124, Geography Photos/Universal Images Group 131, 131, georgeclerk/E+ 11, Gizelka/iStock/Getty Images Plus 69, Granger Wootz 12, hadynyah/iStock/Getty Images Plus 11, Halfpoint/ iStock/Getty Images Plus 116, Heritage Images/Hulton Archive 184, Hill Street Studios/DigitalVision 128, Historical/Corbis Historical 108, Hugh Sitton/Stone 4, Hulton Archive 153, Ian Spanier/Image Source 57,

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CONTENTS INTRODUCTION

What is High Note?

What is the High Note methodology?

Key concepts behind High Note

Course components

High Note unit walkthrough

High Note videos

Teaching pathways

How to teach for exams with High Note

How to flip the classroom with High Note

STUDENT’S BOOK PAGES WITH TEACHER’S NOTES

Contents

01 Identity

02 On the move

03 Hard sell

04 Tastes

05 Do your best

06 Feels good

07 The creative urge

112

08 Follow the crowd?

126

09 Unbelievable

142

10 Up the ladder

156

Culture Spot

172

Literature Spot

176

Watch and Reflect

180

Grammar Reference

185

Use of English

195

Communication

205

CULTURE NOTES

208

STUDENT’S BOOK AUDIO SCRIPT

216

STUDENT’S BOOK VIDEO SCRIPT

243

WORKBOOK ANSWER KEY

247

WORKBOOK AUDIO SCRIPT

258

CLASS DEBATES

265

PHOTOCOPIABLE RESOURCES

267

INTRODUCTION WHAT IS HIGH NOTE?

INSPIRATION

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

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

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

INTRODUCTION

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

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

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

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

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

INTENSITY

INDEPENDENCE

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

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

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

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

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

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

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

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

INTRODUCTION

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

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

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

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

INTRODUCTION

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

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

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

Student’s Book

THE GLOBAL SCALE OF ENGLISH

Workbook

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

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

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

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

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

INTRODUCTION

COURSE COMPONENTS

STUDENT’S BOOK

Identity

GRAMMAR

Continuous and perfect tenses

LISTENING

Understanding the main points of complex talks

SPEAKING

Carrie

Keeping conversations going

WRITING

THINK BACK In pairs, decide which of the adjectives in the box describe each speaker from Exercise 2 best. Complete the table and explain your choices. capable compassionate conceited dedicated defensive passionate resilient self-aware self-centred self-obsessed tough trustworthy underconfident

VOCABULARY Personality: (compound) adjectives, fixed expressions, idiomatic phrases, verbs for thinking and understanding

Sarah

1 Why is it important to get to know yourself? 2 Which of the four elements of identity do you find most important? Say why.

James

Compound adjectives (personality)

Personality adjectives and values

1.2 Study Active Vocabulary. Then match the words from box A with the words from box B to make compound adjectives describing personality. Listen to the recording again and decide which of these adjectives you would use to describe the speakers.

B back fisted hearted looking minded (x3) skinned spirited strung willed wise

POSSESSIONS

TRIBE Who do we choose to spend time with? Our ‘tribe’ is a key part of our identity. If we are a Real Madrid supporter, or a history student, or a kind-hearted volunteer, we’re already hanging out with like-minded people. If you haven’t found your tribe yet, be more open-minded – get out there, try some new things and meet some new people.

VALUES What values do we set great store by? by Do we prize spontaneity or stability? Are we rather laid-back or strongwilled? How crucial is commitment? How highly do we rate tactfulness over frankness? When we know this, we can consider whether the choices we make are in line with these values.

When we know these things, it’s easier to be ourselves and with to find careers and the tribe that we really click with.

1A VOCABULARY AND SPEAKING 1

SPEAKING Imagine you were in a radio programme about identities in which people were asked to describe themselves. What would you say?

• adjective + adjective, e.g. old-fashioned • adverb + adjective, e.g. hard-working, forward-looking • noun + adjective, e.g. lifelong, world-famous, streetwise • adjective + noun, e.g. full-time, cutting-edge • adjective + gerund or past participle, e.g. good-looking, long-legged • adverb + past participle, e.g. highly-strung • noun + gerund or past participle, e.g. eye-catching • noun + past participle, e.g. tongue-tied • prefix + adjective, e.g. underconfident, overcooked

Most compound adjectives are stressed on the second part of the compound, but compounds formed by a noun + gerund or past participle are usually stressed on the first part of the compound.

SPEAKING Which of the adjectives from Exercises 3 and 4 would or wouldn’t you use to describe yourself? Explain why. What adjectives would other people use to describe you? Think about your parents, siblings, neighbours, friends or teachers.

1.2 Listen to three people being asked to describe themselves. What aspects of their identity does each person mention? Which aspects of identity are shown in photos A–D?

Match the highlighted expressions from the text with the definitions. 1 2 3 4 5 6 7 8 9

What kind of car would we ideally plump for? for Maybe we always buy the same type of phone? These sorts of us Or maybe we decisions can also say a lot about us. are not that into possessions themselves, but have a small collection of items with real sentimental value. The things we choose to use regularly or to surround ourselves with can also define us, which is why we might find new friends checking out our books or music collection.

INTERESTS Some people find it easy to follow their passion. They’ve always been nuts about music or horses or fashion. But what if we are not really sure what our thing is? Maybe we could think about the times in the last few weeks when we have felt absorbed by something, or remember the things we used to get a kick out of when we were children. One of those might just turn into a lifelong hobby or even a career.

ACTIVE VOCABULARY | Compound adjectives

How well do we know ourselves? Do we understand what makes us tick? tick Take a moment to stop and think about the things that define us.

Fixed expressions

Have a feeling of excitement and energy. Not be very keen on something. Match with. Something which makes us behave in a certain way. Hit it off with someone. Reveal our traits. Be crazy about something. Choose. Consider something to be important.

10 Look at the highlighted expressions again and

complete the questions with one word in each gap. Then discuss them in pairs.

1 Given the choice between a day out walking in the hills and a day in bed, which would you for? Say why. 2 Do you agree that your clothes can a lot about you? 3 What cartoon characters were you about as a kid? 4 What is the best way to find out what makes someone ?

11 SPEAKING Make some notes about yourself under the headings below. Then discuss them in pairs. Use the vocabulary from the lesson. • Interests DOCUMENTARY VIDEO

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

Use the adjectives from the box to form nouns describing values. Put the qualities in order of importance. Then compare your lists in small groups. Use a dictionary if necessary. assertive discreet humble inclusive merciful sincere

A absent forward high highly kind laid like narrow street strong thin tight

Find five nouns in the text that describe different values and form adjectives from them. Which of these values are important to you? Say why. passion – passionate

A blog post about the past B

Read the article about identity on page 4. In pairs, discuss the questions.

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• Possessions

• Tribe

□ I can use compound adjectives to talk about personality.

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1D GRAMMAR the list of situations below. Which of these things have happened to you? Tick three. (ContinuousLook andatperfect tenses)

1C LISTENING AND VOCABULARY (Audio script: extra activities)

Your other half 1A VOCABULARY AND SPEAKING Choose the correct prepositions to complete the extract from a talk. (Compound adjectives – personality)

Student A’s cards

2A VOCABULARY AND SPEAKING (Idioms related to movement, travel verbs)

It’s functional

Nature or nurture?

RESOURCE 2

TEACHER’S BOOK

What have I done?

The company was conducting interviews last week for new staff.

and got married a second time to different women called Betty. They both enjoyed mechanical drawing and carpentry, and their favourite school subject was Maths. And how many people can say that? While unemployed, he’d

Student B’s cards

highly

strung

absent

minded

high

spirited

street

wise

developed the habit of The long list of similarities between them could sleeping in and found it imply that the way they were brought up had very little impact compared 13from / with their genes. difficult to break when However, when you look more closely, it is important he found a job. to recognise that these twin studies often go to show almost the opposite: that while your personality may be genetically influenced, your environment definitely can make a difference. If you are brought up to have It had been raining all aconfident, strong-willed personality, for example, night and the streets or to be thin-skinned and have little faith 14for / in yourself, that will impact 15on / to how successful youwere flooded when we woke up. are in later life. It isn’t an excuse 16for / at not handing 17 on / in time though! Without doubt doubt,, the opportunities you have with / in life are also key. Another set of twins, Ann and Judy, demonstrate this. Their mother was extremely poor and unable to keep both twins, so Ann was adopted by a richer, middle-class relative, while Judy stayed with their birth mother. Judy was surrounded by other kids and spent her time playing out in the street, while Ann Past Continuous for became an only child and was always reading.

Max and I were chatting happily online when my screen suddenly wentblank.

After she’d received her excellent exam results, she rang her parents to give them the goodnews.

By the end of this year, Jane and Kate will have been living in London for a decade.

narrow

minded

forward

looking

self

aware

kind

hearted

strong

willed

laid

back

thin

skinned

self

centred

tongue

tied

tight

fisted

Answer key Student B’s adjectives: absent-minded streetwise forward-looking kind-hearted laid-back self-centred tight-fisted

actions or activities in

Past Continuous for longer actions

Probably unsurprisingly, with better opportunities progress at a specific interrupted by a shorter and acalmer environment, Ann did better at school time in the past past action and later in her career, and even has much better health than her sister. However, they both had similar difficulties in their marriages, suggesting a genetic predisposition to choose a particular type of man. So, what does this tell us? Well, while genes are obviously Past Perfect Simple Past Perfect Simple for / in many cases, it is environment, for actions or states for aclear sequence early childhood experiences and upbringing that that happened before determine whether or not a particular gene is ever ofevents aspecific past time really switched 20up / on.. For example, there is a are going to tell other students about the experiences you chose in Exercise 1. You specific gene, known as the warrior gene, which tends to make people more aggressive. However, a child Tell a different student about each situation. He/She has to guess the phrase from the table with this gene who is brought up in a loving family, that matches that situation. Make sure that you do NOT use that phrase in your description. Past Perfect Continuous Future Perfect will almost certainly only ever use this aggression to do well on the football field or in the boardroom. for continuous actions , it is an oversimplification to look to or situations which either nature or nurture to explain our personality. happened before Realistically, it has to be seen as a complex mixture aspecific time in the past

Answer key Student A’s adjectives: highly-strung

Continuous for something continuing upto a certain point in the future

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283

Look at the expressions in bold high-spirited in the extract. In pairs, discuss how you say them in your language. Then write example sentencesnarrow-minded or mini-conversations with the expressions. self-aware strong-willed thin-skinned tongue-tied

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INTRODUCTION

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

VOCABULARY Vocabulary is a vital element of each unit. It is integrated into all lessons and systematically developed. • The first lesson (Lesson A) combines newvocabulary with speaking. This lesson is an introduction to the whole unit and focuses on developing the unit topic vocabulary as well as building vocabulary through different skills, especially speaking. • There is additional vocabulary input in the Reading, Listening, and some Speaking and Writing lessons. • There are extra exercises activating the word lists and tips on how to best memorise new words.

Clear summary of unit content.

Hard sell

GRAMMAR

The Passive

LISTENING

Inferring meaning, opinion and attitude

SPEAKING

Negotiating

WRITING

A for-and-against essay

5 6 7 8 9 10 11 12

Good value for money. Extremely cheap. Specially made for a particular person. The feature that makes a product different from and better than anything else, its unique selling point. The estimated price that will be charged for a service. Buildings such as houses, offices, factories. A new business activity. The amount of business a company does in a set period of time. Making a new product available to be sold. Extended or expanded on the work normally done. The amount that something costs. An idea for a business.

Compound nouns

Choco Shoe

Frequent opportunities for using the new vocabulary in speaking contexts.

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

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

One-of-a-kind Furniture

Goat Rental Service Do you need a lawn mowing or to get rid of a large area of weeds? Rather than considering what kind of machine to hire, why not rent some goats? This goat rental company will come and look at your land, provide a quote and then bring along an appropriate number of peckish goats. The USP of this kind of service is that it is very eco-friendly: no need for electric mowers or for pesticides. Not only do goats apparently particularly relish eating weeds, the service is also extremely cost-effective: just thirty-eight goats can ‘mow’ 50,000 square feet of grass in a single day.

When Craig confided in his wife his dream of launching a business based on making furniture that many people would consider an eyesore, she thought he’d completely lost his marbles. How could that possibly be a profit-making venture? Craig was skilful at making furniture – that was his bread and butter. But why tell people he was creating eyesores? Confident in his idea nevertheless, Craig started promoting his ugly and weird furniture online and, believe it or not, within three months, his company had a turnover of more than $10,000 a month! The ‘eyesore’ tag was obviously a bit of a gimmick, but it worked even though his furniture is not exactly priced as an impulse buy. Fortunately, there was not much upfront investment needed as Craig already had all the equipment he needed. Now he’s thinking about branching out into one-of-a-kind ugly accessories.

Like chocolate? Like designer shoes? How about a business concept that effortlessly combines both things? Master chocolatier Brianna Heel designs and produces spectacular footwear that looks realistic, but is actually edible, under the tradename Choco Shoe. The start-up initially didn’t have the capital for a bricks and mortar store, so began as purely e-commerce. However, the business grew so fast through word-of-mouth that Brianna was able to set up a physical store within a year. With a price tag of £50 a pair, the shoes are not exactly bargain basement, basement but each pair is bespoke bespoke, designed with meticulous attention to detail and absolutely delicious. They are so realistic looking that the website has to point out that they are definitely not ready to wear. Their customers are sure to fall head over heels in love with Brianna’s chocolate shoes and they’re always going to be delighted as Choco Shoe prides itself on excellent customer service. As well as a must-have for every fashionista, they are definitely a must-eat for every foodie!

SPEAKING Look at the photos before you read the texts about some unusual business ideas. What do you think each business is about?

1 Which of these ventures do you think has the best business concept? Say why. 2 Which of the following factors do you think was most important in making these start-ups successful: a good profit margin, having great word-of-mouth or having a truly original business concept? Say why. 3 What do you think about the tradenames One-of-a-kind Furniture and Choco Shoe? Can you think of any alternative tradenames for these businesses?

1.15 Listen to an interview with the owner of the goat business. In pairs, discuss the positive aspects of the business and any problems Josh has had. Use the vocabulary from the previous exercises.

Phrasal verbs

1.15 Replace the underlined parts of the sentences with the correct forms of the phrasal verbs from the box. Then listen again and check. break into build up knock sth off pass up set up sign up spring up win over

ACTIVE VOCABULARY | Compound nouns

1 So, what gave you the idea to start the business? 2 I heard about goat rental companies starting to appear all over the States. 3 It seemed like it might be a good market to get involved with. 4 It was too good an opportunity to fail to take advantage of. of 5 We often get new customers to commit on the spot. 6 We’d been gradually increasing customer loyalty in that area. 7 Eventually, we did manage to persuade them. them 8 We had to reduce the price by a lot. lot

A compound noun is created by joining two or more words together to create a single idea. Compound nouns can be spelled • as separate words, e.g. customer service, electric mower. • with a hyphen, e.g. X-ray, e-commerce, 18-year-old. • as one word, e.g. website, fundraiser, speechwriter.

Match the words from box A with the words from box B to make compound nouns. Then use them to complete the sentences. A impulse luxury niche profit sales start- trade upfront word-of-

B buy gimmick goods investment margin market mouth name up 1 Some fast food restaurants give away free toys with children’s meals as a/an . , 2 The government may charge more tax on such as jewellery and make-up. 3 A product-based company often requires a lot more than providing a service. than 4 Sometimes it is better to sell to a/an to make a product that appeals to everyone. is the difference between the cost of 5 making something and the price you sell it for. is important – people need to 6 A good recognise it and remember it. . 7 I didn’t intend to purchase it – it was a/an rather than having 8 I discovered the shop by seen an advertisement. 9 This town has above-average growth in jobs and . business

Read the texts and compare your ideas from Exercise 1. Then answer the questions about each business. 1 Why is there a need for this business? (if you think there is one) 2 Would you buy or use these goods or services? Say why.

SPEAKING Think of successful small businesses in your area, e.g. a café, hairdresser, shop or some kind of service. Why are they successful? Discuss the questions. 1 Do they have an original business concept or are similar businesses springing up everywhere? 2 How do they win their customers over? Good value? Personal service? 3 How have they built up their business (advertising, etc.)?

10 SPEAKING In small groups, think of a new business

concept, what it would do or sell. Come up with its tradename and think about upfront investments and advertising necessary for the business to succeed. Then present your business idea to the class.

2 WATCH AND REFLECT Go to page 163. Watch the documentary Put Yourself in My Shoes! and do the exercises.

□ I can use compound nouns and phrasal verbs to talk about business ideas.

Word List

3B LISTENING AND VOCABULARY 1

Decide which of these words might be used to describe the man in the picture and which could describe his ideal customer. Which words have a more positive or negative connotation? crafty credulous cunning devious gullible ingenious naive shrewd trusting unsuspecting

REMEMBER MORE 1 Decide if the meaning of the

sentences in each pair is the same (S) or different (D). Then check with the word list. 1

□

4 Reciprocation 5 Social proof

SPEAKING In pairs, answer the questions.

1 Which strategy do you think might be most effective? 2 Have you ever been persuaded to buy something you didn’t really want? Say how. 3 Is being skilful at persuading people a good thing? Say how.

1 I didn’t want to buy the ring, but the sales assistant was so nice and coerced / sweet-talked me into getting it. 2 I had to entice / sway my daughter away from the playground. 3 The new manager persuaded / urged me to take the job even though I wasn’t entirely sure.

3 Match the words in the box with

their near synonyms below. Decide which word in each pair is more formal. Then check with the word list. damaging impartial pitfall tendency 1 trap 2 detrimental 3 objective 4 propensity

ACTIVE VOCABULARY | Synonyms

When looking up synonyms, make sure you check the differences between them: • connotation: has the word got a positive or negative meaning? • register: is the word used in formal or informal situations? • collocation: do they go with the same words? • grammar: do the words follow a specific pattern?

SPEAKING In pairs, think of more examples of the persuasion strategies in Exercise 2 that you have noticed in advertisements or when out shopping. Do you think these strategies would convince you to buy something?

□ I can infer meaning, opinion and attitude from an interview and talk about persuasion.

complete the sentences. Then check with the word list.

Complete the second sentence using the word in bold so that it means the same as the first one. Then, in pairs, discuss any difference in meaning. 1 She convinced the child to clean his teeth. COAX She . 2 He encouraged her to leave her job with promises of a better salary. ENTICE He . 3 She persuaded him to stay. SWEET-TALK She . 4 She pressured him into taking responsibility. URGE She . 5 He tried to coerce her into doing it. INCITE He .

and attitude

2 Choose the correct words to

1 Divide the words into three categories: a strong persuasion without much choice b persuading by being extra nice c neutral 2 Which two words have the sense of tempting someone to do something? 3 Which word has the sense of persuading people to choose between two things? 4 Which word has the sense of persuading someone to do something violent or unpleasant? 5 Which word is more informal than the others? 6 Divide the words into three categories according to their possible verb patterns. a someone to do something and someone into doing something b someone to do something c someone into doing something

ACTIVE LISTENING | Inferring meaning, opinion An inference is an idea or a conclusion based on evidence. Sometimes, a speaker will not state something or give their opinion directly, but still it is possible to infer their opinion. Inferences are based on clues in the text and on our background knowledge or experience. While listening, consider: • the words the speaker uses: do they have a positive or a negative connotation? • what you already know about the topic and about the speaker’s attitude.

□

All the words and phrases in the box are synonyms for the verb persuade, but the connotation and usage of each is slightly different. Answer the questions below. Use a dictionary if necessary. coax coerce convince encourage entice incite pressure prevail upon seduce sway sweet-talk urge

1.16 Study Active Listening. Then listen again and choose the correct answers. 1 What is Jill’s attitude towards the salesperson described by the interviewer? a horrified c critical b admiring d smart 2 How did Dave describe the salesperson’s techniques? a ingenious c effortless b ethical d devious 3 How did the interviewer feel about her brother when they were young? a bewildered c envious b distant d loving 4 What is the interviewer’s reaction to learning about the impact of leaving sweets with the bill? a livid c taken aback b unsurprised d entertained 5 What does Dave imply about the interviewer when he says he didn’t buy a bright orange coat? a She made a mistake. b She was a bit naive. c The colour didn’t really suit her. d She didn’t really want the coat.

□ a My family set up this

business 100 years ago. b My family started this business 100 years ago. a I got a chance to work for 2 a start-up, but I decided to pass up on the opportunity. b I got a chance to work for a start-up, and I decided to sign up for the opportunity. a After selling my products in 3 Europe for five years, I decided to break into the Chinese market. b After selling my products in Europe for five years, I decided to start selling in China too.

1.16 Listen to some experts discussing five different psychological techniques for persuading people. Make notes about what each technique involves. 1 ‘Yes questions’ 2 The scarcity principle 3 Framing

SPEAKING Discuss the questions about the three businesses from the texts.

Read Active Vocabulary and find seven businessrelated compound nouns in the texts on page 34.

3A VOCABULARY AND SPEAKING 1

03 6

Match the highlighted words and phrases from the texts with definitions 1–12. 1 2 3 4

VOCABULARY Business-related vocabulary, compound nouns, phrasal verbs, synonyms (persuasion), economics-related vocabulary, synonyms (decision making)

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

Business-related vocabulary

DOCUMENTARY VIDEO

3A VOCABULARY AND SPEAKING 5.13 bargain basement(n)/ˌbɑːɡən ˈbeɪsmənt/ bespoke(adj)/bɪˈspəʊk/

03 envious(adj)/ˈenviəs/

3D READING AND VOCABULARY 5.16

(be) subject to a law/rule/penalty /(bi) ˌsʌbdʒɪkt tə ə ˈlɔː / ˈruːl / ˈpenəlti/

pride oneself on sth /ˈpraɪd wʌnˌself ɒn ˌsʌmθɪŋ/

framing(n)/ˈfreɪmɪŋ/

adverse impact /ˌædvɜːs ˈɪmpækt/

sunk-cost fallacy /ˌsʌŋk ˈkɒst ˌfæləsi/

against one’s best interest /əˌɡenst wʌnz best ˈɪntrəst/

take into account /ˌteɪk ˌɪntʊ əˈkaʊnt/

physical store /ˈfɪzɪkəl ˌstɔː/ price tag(n)/ˈpraɪs ˌtæɡ/

enticing(adj)/ɪnˈtaɪsɪŋ/

prized(adj)/praɪzd/

gullible(adj)/ˈɡʌləbəl/

product-based company /ˈprɒdʌkt beɪst ˌkʌmpəni/

incite(v)/ɪnˈsaɪt/

bread and butter /ˌbred ən ˈbʌtə/ break into(phr v)/ˌbreɪk ˈɪntə/

profit margin(n)/ˈprɒfɪt ˌmɑːdʒɪn/

inference(n)/ˈɪnfərəns/

break out(phr v)/ˌbreɪk ˈaʊt/

profit-making(adj)/ˈprɒfɪt ˌmeɪkɪŋ/

ingenious(adj)/ɪnˈdʒiːniəs/

bricks and mortar (store) /ˌbrɪks ən ˈmɔːtə (ˌstɔː)/

provide a quote /prəˌvaɪd ə ˈkwəʊt/

livid(adj)/ˈlɪvɪd/

build up(phr v)/ˌbɪld ˈʌp/

relish(v)/ˈrelɪʃ/

business concept /ˈbɪznəs ˌkɒnsept/

sales gimmick /ˈseɪəlz ˌɡɪmɪk/

chocolatier(n)/ˌtʃɒkəˈlætiə/

set up(phr v)/ˌset ˈʌp/

branch out(phr v)/ˌbrɑːntʃ ˈaʊt/

combine(v)/kəmˈbaɪn/

compensate(v)/ˈkɒmpənseɪt/

speechwriter(n)/ˈspiːtʃˌraɪtə/

confide in sb(phr v)/kənˈfaɪd ɪn ˌsʌmbɒdi/

spring up(phr v)/ˌsprɪŋ ˈʌp/

cost-effective(adj)/ˌkɒst ɪˈfektɪv/

start-up(n)/ˈstɑːtʌp/

crave(v)/kreɪv/

tag(n)/tæɡ/

customer loyalty /ˌkʌstəmə ˈlɔɪəlti/

tradename(n)/ˈtreɪdneɪm/

customer service /ˌkʌstəmə ˈsɜːvɪs/

turnover(n)/ˈtɜːnˌəʊvə/

e-commerce(n)/ˈiː kɒmɜːs/

upfront investment /ˌʌpˈfrʌnt ɪnˌvestmənt/

edible(adj)/ˈedəbəl/

USP (unique selling point) /juː es ˈpiː (juːˈniːk ˌselɪŋ ˌpɔɪnt)/

effortlessly(adv)/ˈefətləsli/ electric fence /ɪˈlektrɪk ˌfens/ electric mower /ɪˈlektrɪk ˌməʊə/ eyesore(n)/ˈaɪsɔː/ fall head over heels in love /ˌfɔːl ˈhed ˌəʊvə ˈhiːlz ɪn ˌlʌv/ fashionista(n)/ˌfæʃəˈniːstə/ footwear(n)/ˈfʊtweə/ fundraiser(n)/ˈfʌndˌreɪzə/

utterly(adv)/ˈʌtəli/ venture(n)/ˈventʃə/ weed(n)/wiːd/ win over(phr v)/ˌwɪn ˈəʊvə/ word-of-mouth(n)/ˌwɜːd əv ˈmaʊθ/

miss out (on)(phr v)/ˌmɪs ˈaʊt (ˌɒn)/ naive(adj)/naɪˈiːv/

unsurprised(adj)/ˌʌnsəˈpraɪzd/

kudzu(n)/ˈkʊdzuː/

connotation(n)/ˌkɒnəˈteɪʃən/

launch a business /ˌlɔːntʃ ə ˈbɪznəs/

convince(v)/kənˈvɪns/

livestock(n)/ˈlaɪvstɒk/

crafty(adj)/ˈkrɑːfti/

pass up(phr v)/ˌpɑːs ˈʌp/

encourage(v)/ɪnˈkʌrɪdʒ/

paste sth onto sth /ˈpeɪst ˌsʌmθɪŋ ˈɒntə ˌsʌmθɪŋ/

entertained(adj)/ˌentəˈteɪnd/

peckish(adj)/ˈpekɪʃ/

entice(v)/ɪnˈtaɪs/

digitally altered /ˌdɪdʒɪtəli ˈɔːltəd/

enhanced(adj)/ɪnˈhɑːnst/

downturn(n)/ˈdaʊntɜːn/

fall prey to /ˌfɔːl ˈpreɪ tə/

income(n)/ˈɪŋkʌm/

fallacy(n)/ˈfæləsi/

game-changer(n)/ˈɡeɪm ˌtʃeɪndʒə/

feel nauseous /ˌfiːl ˈnɔːziəs/

put sth aside(phr v)/ˌpʊt ˌsʌmθɪŋ əˈsaɪd/

versatile(adj)/ˈvɜːsətaɪl/

coerce(v)/kəʊˈɜːs/

effortless(adj)/ˈefətləs/

dispassionate(adj)/dɪsˈpæʃənət/

unconscious(adj)/ʌnˈkɒnʃəs/

the long and (the) short of it /ðə ˈlɒŋ ən (ðə) ˈʃɔːt əv ɪt/

coax(v)/kəʊks/

one of a kind(adj) /ˌwʌn əv ə kaɪnd/

contrary to popular belief /ˈkɒntrəri tə ˌpɒpjələ bəˈliːf/

transferable skills /trænsˌfɜːrəbəl ˈskɪlz/

knock sth off(phr v)/ˌnɒk ˌsʌmθɪŋ ˈɒf/

drive sb insane /ˌdraɪv ˌsʌmbɒdi ɪnˈseɪn/

consistently(adv)/kənˈsɪstəntli/

subtract(v)/səbˈtrækt/

tempt(v)/tempt/

wary(adj)/ˈweəri/

distant(adj)/ˈdɪstənt/

3C SPEAKING

5.15

law of diminishing returns /ˌlɔː əv dɪˌmɪnɪʃɪŋ rɪˈtɜːnz/ long-term payoff /ˌlɒŋ ˌtɜːm ˈpeɪɒf/ negate(v)/nɪˈɡeɪt/ notion(n)/ˈnəʊʃən/ notwithstanding /ˌnɒtwɪθˈstændɪŋ/

3F WRITING AND VOCABULARY 5.18 buy in bulk /ˌbaɪ ɪn ˈbʌlk/ carry the products /ˌkæri ðə ˈprɒdʌkts/ convenience store(n)/kənˈviːniəns ˌstɔː/

objective(adj)/əbˈdʒektɪv/

display wares /dɪˌspleɪ ˈweəz/

outweigh(v)/aʊtˈweɪ/

(the) downside to doing sth /(ðə) ˈdaʊnsaɪd tə ˌduːɪŋ ˌsʌmθɪŋ/

overdo things /ˌəʊvəˈduː ˌθɪŋz/

economise(v)/ɪˈkɒnəmaɪz/

at the end of the day /ət ði ˌend əv ðə ˈdeɪ/

overvalue(v)/ˌəʊvəˈvæljuː/

come down (by)(phr v)/ˌkʌm ˈdaʊn (ˌbaɪ)/

palatable(adj)/ˈpælətəbəl/

company policy /ˈkʌmpəni ˌpɒləsi/

persevere(v)/ˌpɜːsəˈvɪə/

credit note(n)/ˈkredɪt ˌnəʊt/

persist with sth(v)/pəˈsɪst wɪð ˌsʌmθɪŋ/

gift card /ˈɡɪft ˌkɑːd/

pitfall(n)/ˈpɪtfɔːl/

mooch around the shops /ˈmuːtʃ əˌraʊnd ðə ˌʃɒps/

meet halfway /ˌmiːt ˌhɑːfˈweɪ/

plough on(phr v)/ˌplaʊ ˈɒn/

rationale(n)/ˌræʃəˈnɑːl/

reasonably priced /ˌriːzənəbli ˈpraɪst/

present bias /ˈprezənt ˌbaɪəs/

retailer(n)/ˈriːteɪlə/

return policy /rɪˈtɜːn ˌpɒləsi/

principle(n)/ˈprɪnsəpəl/

run a few errands /ˌrʌn ə fjuː ˈerəndz/

the bottom line is /ðə ˌbɒtəm ˈlaɪn ɪs/

procrastinate(v)/prəˈkræstəneɪt/

shop around for the best deal /ˌʃɒp əˈraʊnd fə ðə ˌbest ˈdiːl/

propensity(n)/prəˈpensəti/ put sth off(phr v)/ˌpʊt ˌsʌmθɪŋ ˈɒf/ snare(n)/sneə/

foodstuff(n)/ˈfuːdstʌf/ go on a shopping spree /ˌɡəʊ ɒn ə ˈʃɒpɪŋ ˌspriː/ modern slavery /ˌmɒdn ˈsleɪvəri/

stallholder(n)/ˈstɔːlˌhəʊldə/ stock up on essentials /ˌstɒk ˈʌp ɒn ɪˌsentʃəlz/

sophisticated(adj)/səˈfɪstɪkeɪtɪd/

Clearly organised word lists include all the explicitly taught vocabulary from theunit. Allentries are recorded, which facilitates pronunciation practice.

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

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

INTRODUCTION

5.17

civil service(n)/ˌsɪvəl ˈsɜːvɪs/

subconscious(adj)/sʌbˈkɒnʃəs/

clinical psychologist /ˌklɪnɪkəl saɪˈkɒlədʒɪst/

on the spot /ˌɒn ðə ˈspɒt/

3E GRAMMAR

detrimental(adj)/ˌdetrəˈmentl/

ineffective tool /ˌɪnəˌfektɪv ˈtuːl/

sweet-talk(v)/ˈswiːt tɔːk/

ivy(n)/ˈaɪvi/

diner(n)/ˈdaɪnə/

damaging(adj)/ˈdæmɪdʒɪŋ/

inclined (to)(adj)/ɪnˈklaɪnd (tə)/

sway(v)/sweɪ/

urge(v)/ɜːdʒ/

niche market /ˈniːʃ ˌmɑːkət/

cost-benefit analysis /ˌkɒst ˈbenɪfɪt əˌnælɪsɪs/

inbuilt(adj)/ˈɪnbɪlt/

bewildered(adj)/bɪˈwɪldəd/

devious(adj)/ˈdiːviəs/

willpower(n)/ˈwɪlˌpaʊə/

cancel out(phr v)/ˌkænsəl ˈaʊt/

staggering difference /ˌstæɡərɪŋ ˈdɪfərəns/

goat rental company /ˌɡəʊt ˈrentl ˌkʌmpəni/

mow a lawn /ˌməʊ ə ˈlɔːn/

unaffected(adj)/ˌʌnəˈfektɪd/

bias(n)/ˈbaɪəs/

immediate reward /ɪˌmiːdiət rɪˈwɔːd/

unsuspecting(adj)/ˌʌnsəˈspektɪŋ/

cunning(adj)/ˈkʌnɪŋ/

trap(n)/træp/

behavioural economics /bɪˈheɪvjərəl iːkəˌnɒmɪks/

impartial(adj)/ɪmˈpɑːʃəl/

be taken aback(phr v)/bi ˌteɪkən əˈbæk/

luxury goods /ˈlʌkʃəri ˌɡʊdz/

too many cooks spoil the broth /tuː ˌmeni ˈkʊks ˌspɔɪl ðə ˈbrɒθ/

bear in mind /ˌbeər ɪn ˈmaɪnd/

social proof /ˈsəʊʃəl ˌpruːf/

trusting(adj)/ˈtrʌstɪŋ/

credulous(adj)/ˈkredjələs/

tendency(n)/ˈtendənsi/

applicable(adj)/əˈplɪkəbəl/

concept(n)/ˈkɒnsept/

persuasion(n)/pəˈsweɪʒən/

impulse buy /ˈɪmpʌls ˌbaɪ/

meticulous(adj)/məˈtɪkjələs/

anticipate(v)/ænˈtɪsəpeɪt/

infer(v)/ɪnˈfɜː/

3B LISTENING AND VOCABULARY 5.14

lose your marbles /ˌluːz jə ˈmɑːblz/

GRAMMAR There is one two-page grammar lesson in each unit. It is naturally divided into two parts with two presentations of different aspects of the same grammar area. The two parts are well-connected to ensure the lesson flow. The new grammar is always presented in context and is introduced via reading or listening texts. Each grammar lesson ensures practice of all language skills 1

Learning objectives with an immediate opportunity for self-assessment.

7B GRAMMAR 1

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

1 When (roughly) do you think these paintings were created? 2 What can you guess about the life of the painter from looking at the paintings? Are they male or female? Which country do they come from? 3 How does each of the paintings make you feel? Say why. 4 How would you title each of the paintings? Say why.

Grammar lessons often include a wide range of grammar structures and they involve comparison of grammar forms students learnt in lower levels. The Think Back exercise aims to activate grammar students are already familiar with, before the main presentation.

a Looking at these paintings, all of which are at night or during a dark storm. b A number of other leading artists, many of whom admired his work. c Rousseau could have decided to study art formally, in which case modern art as we know it might never have happened. 1 Rousseau painted in his spare time until he was 49, point he retired to paint full time. 2 His first employer fired him, as a result he joined the army. 3 He painted exotic scenes, none were based on first-hand experience. 4 The late 1800s was a period art was developing rapidly. 5 He was friends with Picasso and Jarry, both supported his work. 6 He exhibited his final painting in 1910, time he was already seriously ill.

THINK BACK Look at extracts a–h from the podcast and choose the correct options to complete rules 1–6. 1 A defining relative clause gives us essential / extra information about a person or a thing, and a non-defining relative clause gives us essential / extra information. We use commas in defining / non-defining relative clauses. 2 The pronoun which in sentence b could be replaced by that / what. 3 The pronoun which in sentence a / sentence b could / could not be omitted. (Explain why.) a The painting reminds us of the stories from Arabian Nights, which had recently been translated into several European languages. b The jungle setting is something which Rousseau painted again and again. 4 In extracts c and d, a full relative clause is replaced by a present / past participle. c ‘Tiger in a Tropical Storm’ was the first of many of his paintings set in the jungle. d In ‘Carnival Evening’ a strange couple, dressed in carnival costumes, stand in the front. 5 The relative pronouns (where, when, why) in extracts e–g can be used in both defining and non-defining / only in defining clauses. e Suddenly, a snarling tiger appears from the long grass, where it has been hiding. f 1893 was the year when Rousseau retired from his work as a customs officer. g This is the reason why he is often referred to as ‘Le Douanier’. 6 The preposition of could also be placed at the beginning of the relative clause. This would make the sentence more / less formal. h The established art world, of which Rousseau longed to become an accepted part, was unable to appreciate or understand his work. Grammar Reference > page 173

1 When was he/she born? 2 Where was he/she born? 3 Why is he/she famous? 4 What is one of his/her most famous paintings? 5 What does the painting show? 6 What else do we know about his/her life? Van Gogh was a painter, who is probably most famous for painting a series of pictures of sunflowers, one of which is currently on display in the Van Gogh museum in Amsterdam. Van Gogh, who was Dutch, was born in the small town of Zundert in 1853, but died in France, where he …

REFLECT | Culture Andy Warhol once defined an artist as someone who produces things that people don’t need to have, but that he/she believes it would be a good idea to give them. Do you think that art has an important role to play in society? Say why.

Grammar Reference > page 173

Nominal relative clauses

Read Watch out! Then rewrite the underlined phrases using whatever, whenever, whichever, wherever or whoever. 1 Anyone who painted that is a genius. 2 You can visit the gallery any time you like. 3 Anywhere I go, I always bring my drawing chalks with me. 4 No matter what I say, you’ll disagree. 5 Sit in any chair you like. 6 Stop everything you’re doing!

WATCH OUT!

In defining relative clauses, we can modify the pronoun or determiner with -ever ever to give the emphatic meaning of anyone, anything, anywhere, etc. Choose whichever painting you prefer. (It doesn’t matter which one you choose.) Grammar Reference > page 173

Complete the article about Picasso with the words and phrases from the box. at which which whichever which was when (x2) whenever who who was with whom

PABLO PICASSO, 1 born in Malaga in 1881, was always likely to become a professional artist. His father was an art teacher 2 taught him to draw. Famously, he vowed never to paint again, 3 he saw just how talented his young son already was. Picasso’s father showed him the work of the Spanish Old Masters, such as Velasquez and El Greco, 4 the family could afford to visit the galleries in Madrid. It is anecdotally reported that they intended him to become an academic painter, 5 would have brought them respect and money. Picasso, however, had other ideas, a fertile imagination and his own unique style. He began by painting solely in shades of blue. Then, in 1904, he moved to Paris, 6 point he began using more shades of pink. The years 7 he predominantly used these colours are known as his Blue and Rose Periods. he In 1906, he met Georges Braque, 8 co-developed the Cubist style of art. Picasso’s ‘Les Demoiselles d’Avignon’, 9 completed in 1907, is widely considered to be the first Cubist painting. Picasso continued to develop new styles throughout his life. It is said that 10 twentieth century artistic movement you consider, Picasso created it, contributed to it or inspired it.

□ I can use relative clauses to add emphasis.

Grammar Reference

Impersonal reporting structures When we want to report what people generally say/think/ feel we can use reporting verbs in the Passive. We also use them when it is not important to mention who is being reported or for distancing the speaker from another opinion. There are two basic structures. It + passive form of reporting verb + that It is believed that nature sounds help you relax. It has been announced that there is an outbreak of a new deadly disease. It has been demonstrated that music which is slower than 72 beats per minute can help us unwind. It was declared that the virus had caused a pandemic. It is thought that endorphins are released during exercise. Common verbs: accept, agree, announce, argue, assume, believe, calculate, claim, decide, declare, demonstrate, discover, estimate, expect, feel, find, hope, intend, know, learn, mention, plan, propose, recommend, report, reveal, rumour, say, see, show, suggest, suspect, suppose, think, understand subject + passive form of reporting verb + to infinitive This position is believed to be effective in stimulating the brain. Nature sounds are supposed to help you sleep better. Knitting and yoga have been shown to be therapeutic. In ancient Greece saffron was believed to be an effective remedy for anxiety. Endorphins are thought to be released during exercise. (passive) To emphasise that a situation/fact happened before the time it was reported we use a perfect infinitive (to have + Past Participle). The fire is thought to have been started deliberately. Infectious diseases were once considered to have occurred as a punishment for people’s sins. To emphasise that a situation/trend is/was continuing at the time it was reported we can use the continuous form of the infinitive (to be + -ing). More and more young people are thought to be skipping breakfast. (an ongoing trend) He was rumoured to be living in London. (a continuing situation at that time in the past)

Reported speech basic rules When we report what people said, we usually: • move the original verb ‘one tense back’, except for the Past Perfect and modal verbs (see below for when we do not do this). • change pronouns as necessary: ‘I’ve found you a dog.’ He said/told me (that) he had found me a dog. • use say (that) or tell + object (that) to report statements: He said he would come. She told me she was home at that time. • use ask + (object) + if/whether for yes/no questions. The word order of the question becomes a statement: He asked (me) if/whether I could write. • use tell + object + (not) + infinitive to report commands: He told me to meet him there that night. She told her little sister not to scream. • use ask + object + (not) + infinitive to report requests: He asked me to take the fish finger out of the soup. We use reporting verbs like, e.g. say, tell, ask, reply, answer, enquire, announce, order. References to time, place and this/that place: here  there time: now  then tomorrow/next week  the following day/week or the next day/week yesterday/last week  the day/week before tonight/today/this evening  that night/day/evening this  that (in time expressions) this/that  the Modal verbs can/may  could/might must  must or had to Other modal verbs (could, would, should, might) do not change: ‘You should pack your things. We must go to Hong Kong tomorrow.’ He said I should pack my things because we had to go to Hong Kong the following day. No change It is not necessary to change the verb tenses in reported speech when: • we use a Present Simple/Present Perfect reporting verb: He says/has said he’ll be back next week. • the statement is reported soon after it was said so the situation is still relevant: He said he’ll be back next week. (It’s the same week.) • the reporter believes that the fact/opinion is still true: Dad said that secrets always come out in the end.

Common verbs: agree, assume, believe, calculate, claim, declare, demonstrate, discover, estimate, expect, feel, find, intend, know, plan, report, reveal, rumour, say, see, show, suppose, think, understand

• Verb + (object) + preposition + (not) gerund They apologised for not having cleaned their bedrooms. He insisted on inviting Sally to his birthday party even though nobody liked her bossy attitude. He congratulated me on passing the driving test. Other verbs: apologise for, comment on, complain about, confess to, insist on, object to, reflect on. Other verbs with object: accuse sb of, blame sb for, compliment sb on, congratulate sb on, criticise sb for, thank sb for. Verbs with prepositions can also be followed by an object/ genitive. They complained about me/my having to share a room.

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

Look at the examples of relative phrases (a–c). Then complete sentences 1–6 with the correct prepositions and whom or which.

Guided discovery approach to grammar makes new language more memorable and enhances motivation. Students check their guesses about grammar in the Grammar Reference at the back of the book.

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

3.15 Listen to a podcast about the artist and works of art A–C, and compare with your ideas.

172

Prepositional relative phrases

Relative clauses

SPEAKING Look at the paintings, which are all by the same artist. In pairs or small groups, discuss the questions.

7B Relative clauses We use relative clauses to identify or give additional information about people, things, places, etc. In relative clauses, we use the relative pronouns/adverbs who(m), which, that, whose, where, why and when. Defining relative clauses identify a person, thing, place, etc. They provide essential information without which the sentence would be meaningless or ambiguous. Commas are never used. • When the relative clause defines the subject of the sentence, we must use the relative pronoun. Edward Hopper was a painter. He painted Nighthawks. ➝ Edward Hopper was a painter who/that painted Nighthawks. • When the relative clause defines the object of the sentence, we may drop the relative pronoun. Nighthawks is a painting by Edward Hopper. I love it. ➝ Nighthawks is a painting by Edward Hopper (which/that) I love. But we must not use the object pronoun even if we drop the relative pronoun. Nighthawks is a painting by Edward Hopper (which/that) I love it it. Non-defining relative clauses provide additional information about people, things, places, etc. They are separated from the rest of the sentence by commas. We don’t drop the relative pronoun. • We use who/whom (NOT that) for people; who for subjects and who/whom for objects. Whom sounds rather formal. Edward Hopper, who was an American painter, lived and died in New York. Hopper, who/whom I admire, painted Nighthawks. • We use which (NOT that) for things. Nighthawks, which was painted by Edward Hopper, is a very famous painting. • We use which (NOT that or what) to give extra information about a complete clause. Hopper inspired many artists, which is really good news. Prepositional relative clauses Prepositions can come either before the relative pronoun or at the end of the relative clause. • It is less formal, and so more common in spoken English, to put the preposition at the end. In this case, we use who/ that (NOT whom) for people and which/that for things. Very often we drop the relative pronoun. That’s the painter (who/that) I told you about. I wasn’t sure if this was the painting (which/that) you were thinking of. • It is more formal to put the preposition before the relative pronoun. In this case, we use whom (NOT that or who) for people and which (NOT that) for things, and we cannot drop the relative pronoun. The painter to whom you are referring was Mark Rothko. • With a long relative clause, it is common to put the preposition before the relative pronoun because it makes the clause easier to understand. I read a story in which a sailor survived in a whale’s stomach. Nominal relative clauses • What is a nominal relative pronoun meaning the thing(s) (that)/everything (that). It does not refer to a preceding noun/pronoun. I like what you do. NOT I like the things what you do./I like that what you do. do

• Whatever is more emphatic and means anything that or no matter what. I’ll do whatever you want me to do. = I’ll do anything that you want me to do. Whatever you’re doing, stop it. = No matter what you’re doing, stop it. Wherever, whoever, whenever and whichever function in a similar way. Reduced relative clauses Relative clauses are sometimes shortened. We can use a participle instead of a relative pronoun and full verb, e.g. The man who sits next to Jane is my father’s friend. = The man sitting next to Jane is my father’s friend. Who is the man who is sitting next to your grandmother? = Who is the man sitting next to your grandmother? Did you know that a man who works at the supermarket has won The Great British Bake Off this year? = Did you know that a man working at the supermarket has won The Great British Bake Off this year? The lady who lives next door has got three noisy cats. = The lady living next door has got three noisy cats. I have read a book which was written by Jo Nesbo lately. = I have read a book written by Jo Nesbo lately. My brothers who were invited to the wedding came a bit too late. = My brothers invited to the wedding came a bit too late. Anyone who enters the headquarters without permission will be severely punished. = Anyone entering the headquarters without permission will be severely punished. Please book all the seats that are available. = Please book all the seats available. Useful phrases We use quantifiers such as none, some, half half,, many, most, both, all + of + whom/which in relative clauses. The potato has many uses, none of which involve hats. Ninety people have died, half of whom were killed by mosquitoes. Other useful relative phrases are: at which point, by which time, since when, a period in which, in which case, the part where, no reason why, the reason why, the extent to which, as a result of which

8E Articles The indefinite article – a/an We use a/an with a singular countable noun when the listener doesn’t know which particular thing is being referred to, or it doesn’t matter which one. This is because: • it is one of many of the same class, e.g. a computer, an orange • we mention a person or thing for the first time: I’ve read a really good book. The definite article – the We use the (with any noun) when it is known which particular item is being referred to. This is because the thing/person: • was mentioned before: I’ve read a really good book. The book is about … • is unique: The Earth revolves around the sun.

173

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

READING The Reading lessons feature avariety of information-rich and thought-provoking texts. They contain a range of exercises that practise reading for the main idea, followed by focusing on specific information, vocabulary practice and discussion. 1

SPEAKING In pairs, make a list of the drawbacks of using public transport during rush hour. Compare your list with another pair.

Read the extract from a story, ignoring the gaps, and compare your ideas.

Study Active Reading. Then, in the sentences below, identify the reference devices and what they refer to.

ACTIVE READING | Understanding reference devices

Reference devices are often used to avoid repetition. They can refer back to earlier information or forward to information that will come up later. The most common reference devices are: • pronouns and possessive pronouns, e.g. you, your, yours, he, him, his, it, its • indefinite pronouns, e.g. something, anything, everything, no one • relative pronouns: who, whom, which, that, whose • demonstratives: this/that, these/those, such, etc. • comparatives: another, other, etc. • the words: one/ones

Referring forward Although she hated travelling by tube, Katy decided that it would be the fastest way home. Sometimes reference is made by stating something which is then explained, exemplified or clarified in the following sentence(s), e.g. The atmosphere inside the tube was terrible. There seemed to be no air at all.

Look at underlined words/phrases A–H in the text. In pairs, decide what type of reference words they are, if they refer back or forward and what they actually refer to.

Read the extract again. Match sentences A–G with gaps 1–7 in the text. A Each stamped with a kind of purposeful, hungry urgency, a determination to get into this train. B Whether this happened without dangerous cause, whether it often happened, what it signified, of all this she had no idea. C Looking up at the illuminated sign overhead she was glad she had not attempted to push her way in. D Some held their chins high, stretching necks, their expressions agonised, like martyrs in paintings. E The back of a head pushed one aside and pressed so close into her face that hair came into her mouth, she could smell the less than clean hair and see the beads of dandruff. F It was possible to walk in without pushing or being pushed, though there was no question of finding a seat. G A man, pushing past her, swept the dress bag out of her hand, carrying it along with him in his thrusting progress.

OMON’S KING SOL BY BARBARA VINE CARPET 5

Match the highlighted words from the text with their synonyms. Discuss what differences there are between the pairs of words and when you would use each one. 1 adapting 5 pushing 2 pulling 6 stopped 3 held 7 twitching 4 letting go Shoving involves pushing, but implies harder pressure, with no thought for the person being pushed.

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

1 When I set out, the sky was full of clouds, but they’d cleared by the time I reached the bus stop. 2 What I hate about flying is all the waiting about. It really drives me up the wall. 3 I recently read some stories about travel insurance claims. The one that made me laugh was about claiming for damage to a woman’s hairstyle on her way to a wedding. 4 In spite of their fears over delays, the students still made it to the exam with time to spare. 5 The travel news was depressing. More than fifty percent of planes had been grounded due to the storm.

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

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

2B READING AND VOCABULARY

Look at the highlighted words and decide what their literal meaning is. Then discuss their figurative meaning in phrases 1–8. Why do you think the writer has used the words in these phrases? Find a few more words in the text that have a different figurative meaning from their literal one. 1 2 3 4 5 6 7 8

The doors groaned shut. … each stamped with a purposeful urgency. The dense wad of people. She saw a sea of faces. A marching army army. A battering ram of men and women. A man swept the dress. Everyone froze into stillness.

SPEAKING In pairs, discuss the questions. 1 What do you think happens next in the story? 2 How would you react in a similar situation? 3 If you were in a similar situation, would you have spoken to people around you or stayed silent? Say why.

REFLECT | Society In pairs, discuss how important you think it is for people to have experiences that are outside their comfort zone. Think about:

• visiting the non-tourist area of a town or city, • sampling food never before tasted, • switching off phones while travelling.

1.9

Once she went wrong. She waited for some minutes on a platform, a train came and she would have got into it if that had been possible. She could not have brought herself to do as some did, step in and squash her body against the bodies of Athose who formed the dense wad of people which already bulged from the open doors. The doors ground to a close. 1 The train was going eastwards, bound for a place called Hainault she had never heard of. She made the transfer to the right platform. Entering the train was not so bad as entering the eastbound B one would have been. 2 Others stood, so she could too, it would not be for long. What she should have done was obey the voice that told her to pass right along the car. Instead she stayed near the doors, holding on as best she could to an upright rail, the bag with the dress in it clutched in her other hand. At St Paul’s, a great throng crammed the platform. She saw a sea of faces. 3 As before, when she was on the Northern Line, she thought there must be some rule, some operating law that would stop more than a limited, controlled number getting in. Authority would appear and stop it. But authority did not appear, not even in the form of a disembodied voice, and the people came on in, on and on, more and more of Cthem, a marching army. A shoving, crushing, battering ram of men and women. She could not see if the platform emptied because she could not see the platform. 4 She could see it still, made an ineffectual grab at it, seized only a girl’s skirt instead and, relinquishing it with a gasp, saw its wearer’s face loom close to Dhers, as distressed as her own must be.

The bag was bundled, squeezed, stretched and squashed, between the legs of the stumbling mass. There was no possibility of her reaching Eit. She did not dare let go, hung onto the rail, where another four hands also hung on, for dear life. Faces were closer to hers than faces had ever been. 5 She turned her face, twisted her neck, found her eyes meeting a man’s eyes, their eyes close and gazing. His eyes were dead, purposely glazed over, blinded to deny contact. And then, as the doors groaned shut and the train moved, the fidgeting, the adjusting of positions, the shifting of hands, ceased and all became still. Everyone froze into stillness like people playing the statues game when the music stops. She knew why. If the heaving had continued, if there had been continuous restless movement, existence inside the train would have been impossible. People would begin to scream. People would begin to beat each other in their frenzy at F something so intolerable imposed upon them. They were still. 6 Others hung their heads in meek submission. It was worst for the very short, like the girl she could see between face and face and back of head, standing with nothing to hold onto, supported by Gthose who surrounded her, her head under the men’s elbows, a woman’s handbag, clutched under an arm, driving Hits hard contents into her throat. When the train stopped, she thought they were there. She wondered why the doors were not opening. Outside the windows all was darkness and she understood that they had stopped in a tunnel. 7 She would have liked to ask, speak into the face of the man whose breath, rich with garlic, fanned hotly into her nostrils. Her throat had dried. She had no voice.

□ I can understand reference devices and talk about public transport.

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

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

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

LISTENING

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

Active Listening boxes cover crucial strategies, which students can practise in the lesson.

3 2

INTRODUCTION

points of complex talks

1 2 3 4 5 6

10 11

Character or personality. Influenced or changed. People who publicly support an idea. The quality of being easily hurt. A particular characteristic or way of behaving. Helping something or somebody, e.g. young children or plants, to develop. Passed from parent to child. Children. Making something so easy to understand that it is no longer true. What will happen in the future. Suggest.

1.4 PRONUNCIATION Look at the words in the box in Exercise 2 again and underline the syllables with the main stress. Listen and check.

You are going to listen to part of a talk about the relative influence of genes or environment on personality. Make a list of four key points you think the speaker will make. Use the new vocabulary from Exercise 2.

1.5 Listen again and complete the sentences with 1–3 words in each gap. 1 Aristotle believed people were formed by . 2 People generally prefer to believe that they are in charge of their . 3 Research shows that being likely to suffer from is a trait we probably inherit from our parents. 4 Separated shortly after birth, the Jim twins didn’t meet again until they were . 5 The speaker thinks someone could infer from the Jim twins story that their had the strongest influence on their lives. 6 Ann and Judy had very different upbringings, and Ann spent a lot of time . 7 In adulthood, Ann and Judy both struggled with . 8 The warrior gene is unlikely to lead to problems for a child brought up in .

Match the words from the box with definitions 1–11. Use a dictionary if necessary.

7 8 9

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

1.5 Study Active Listening. Then listen and check which of your ideas from Exercise 4 are mentioned. What other ideas (if any) did the speaker talk about?

ACTIVE LISTENING | Understanding the main

destiny disposition hereditary imply moulded nurture offspring oversimplification proponents trait vulnerability

Main comprehension exercises in the format of exam-specifictasks.

Frequent opportunities for personalisation and building fluency.

When speakers want to highlight the main points they are making, they often • use a phrase that indicates something important, e.g. Perhaps the first thing to say is that … It is important to recognise that ... … is also key. / Without doubt, … / The fact is … • use a rhetorical question, e.g. So, what exactly do we mean by this? So, what does this tell us? • repeat key words, e.g. While your personality may be genetically influenced, your environment definitely can make a difference. If your parents encourage you to have a confident personality,, for example, that will surely have an impact personality on how successful you are in later life. • paraphrase to emphasise a point, e.g. Nature refers to hereditary factors, everything handed down to us biologically from our parents, and their parents before them. In other words, that our genes predispose us to act a certain way. • slow down the pace to emphasise a key point.

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

WORKBOOK

SPEAKING In pairs or small groups, look at the cartoons. What do you think they mean? Explain why.

1 3

1C LISTENING AND VOCABULARY

SPEAKING In pairs or small groups, discuss the questions. 1 Why is it an oversimplification to say that your personality is due to solely hereditary factors or solely nurture? 2 In what ways do you think that your disposition can affect your destiny? Give examples. 3 Give at least one example of ways in which your parents or caregivers have attempted to mould your personality. Have they been successful? Say why.

REFLECT | Values In the future, scientists may be able to change someone’s personality through genetic engineering. What is your opinion on this?

□ I can understand the main points of a talk about genes and personality.

SPEAKING

The Great Barrier Reef

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

Antarctica

1.12 Study the Speaking box. Then listen again and complete the phrases.

SPEAKING | Considering and comparing alternatives When presented with different options to consider, in both formal and informal situations, try to balance your discussion by weighing up the pros and cons before giving your preference.

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

Considering alternatives for (a couple of days in the There’s a lot to be 1 capital). But on the other hand, … Alternatively, we could put 2 the idea of … You have to consider the fact that … and likewise with this option, there are some drawbacks too. There are a lot of points in 3 of … Well, you could 4 that … If you’re thinking about cost, then … but if we’re talking enjoyment, then it’s a whole different ball game.

Pairwork activities and role plays encourage students to use the functional language from thelesson and increase their confidence in speaking English. 2E SPEAKING 1

1 Which places in the world do you think are last chance destinations? 2 Do you think there are other reasons why the places in the photos are endangered? 3 Are there any such destinations in your country?

Giving preferences I’d go for … anytime! A canal trip? No 5 (about it)! Definitely! It’s pretty clear cut to me that … On balance, I’d say … No two ways about it, my choice would be … I’m split between the … and … I’m in two 6 here. There are pros and cons for each. me down, I’d have to If you really wanted to 7 go for …

In pairs, discuss the pros and cons of the following topics, using the phrases from the Speaking box. 1 Tourists going on last chance holidays. 2 Holidaying in your own country instead of visiting other countries. 3 Holidaying in a large group or a small one.

Work in pairs. Choose a quotation to use in a talk about the benefits of travelling. Prepare a short presentation.

1.12 Listen to some students discussing where to choose for a group outing to celebrate the end of school. Then answer the questions.

Do not follow where the path may lead. Go instead where there is no path and leave a trail. Ralph Waldo Emerson The world is a book and those who do not travel read only one page. St Augustine

1 Where do they decide to go and why? 2 Which suggestion would you go for? Say why.

□ I can consider and compare alternatives when talking about tourism.

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

Engaging and relevant modeltext.

Writing boxes with useful tips and key language.

2F WRITING AND VOCABULARY | A letter of complaint Hi Jon, What a nightmare journey! As you know, we were getting a coach to the airport – save on some money – and it didn’t get off to a great start! Coach was half an hour late picking us up. Rain was forecast – and guess what – while we were waiting, down it came! In buckets! The next thing that went wrong was on the coach itself. You know how cold it was on Thursday? Well, the heating on the coach stopped working after ten minutes. How we didn’t all catch our death of cold sitting there in our wet clothes was a miracle! Then to top it all there was engine trouble and the coach stopped on the motorway! We had to wait another hour for a replacement coach to arrive and then luckily we just managed to catch the plane by the skin of our teeth! Talk about cutting it fine. And not an apology from anyone! Will tell you more when I’m back.

SPEAKING In pairs, discuss what might go wrong on an organised holiday.

In pairs, discuss what differences in language there might be between the types of texts below. Use the ideas in the box.

I am writing to complain about a journey my friends and I recently made on one of your coaches. Although your company had been recommended to us as reliable and offering good value for money, the service definitely did not meet our expectations.

Read the emails on page 26 and check your ideas from Exercise 2.

Find formal equivalents for the following phrases in email B.

We had booked the coach to arrive at 8.15 which would have enabled us to arrive at the airport in good time for our flight to Italy. We were disappointed when the coach failed to arrive on time. In fact, it was in excess of thirty minutes late. The driver admitted to having first gone to a completely different pick-up point.

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

1 2 3 4 5 6 7 8

The second issue was with the heating system on the coach. You may remember that last Thursday was a particularly cold morning. Unfortunately, the coach’s heating system was faulty and did not work properly for the majority of our journey. Finally, to our utter disbelief, the coach suffered an engine problem and broke down on the motorway. This could not be repaired by roadside assistance and necessitated the driver arranging a replacement coach to take us the final ten kilometres. What was, in my view, completely inexcusable, was that at no time were we offered an apology of any kind, either by the driver on the day, or by the company in the days that followed. I would like to express in the strongest terms, how deeply disappointed we were with your company’s service. Not only was it clear that the coach had not been properly serviced, but also that sufficient care had not been taken over administrative matters, such as ensuring the driver had the correct address. While we were extremely fortunate in that we reached the airport just in time to catch our flight, we believe we should receive monetary compensation for the inconvenience we suffered and the disruption to the smooth running of our journey. Obviously, we hope that your coach service will be drastically improved for future customers. Yours faithfully, Matthew South

1 2 3 4 5 6 7 8

• an email or message to a friend, complaining about a bad holiday experience • an email or letter to an organisation/company, complaining about a bad holiday experience

Dear Sir,

Study the Writing box and add an example for each point from email B.

• Use clauses of concession to give balance. Although a short delay might be acceptable, ... 1

• Use passives to be less direct and more formal. We were only informed of the timetable change ... 2

• Remain polite and be assertive but not aggressive. I would like to emphasise that treatment such as this cannot be tolerated. 3

• Use emphasis to strengthen your position. Never have I experienced such discomfort.

blindingly fundamentally gravely infinitely vastly vehemently wildly wholly

/ /

Complete the comments with the collocations from Exercise 7. 1 You are if you think we are going to let the matter rest. 2 Your information regarding the cost of local transport was . 3 The hotel recommended by you was in the reviews you have on your website. 4 In our opinion, you are in increasing the holiday costs at this stage. 5 It would be to be given a refund rather than the upgrade on a future flight as you suggest. 6 It was that your company had not checked out the hotel in years.

It didn’t arrive on time. More than thirty minutes late … The next thing that went wrong was … You know that … To top it all … Not an apology from anyone. Luckily … By the skin of our teeth …

WRITING | A letter of complaint

Complete the collocations with the words from the box. Use a collocations dictionary if necessary. flawed inaccurate mistaken obvious opposed overrated preferable unjustified

contractions choice of vocabulary organisation punctuation use of idioms and phrasal verbs use of tenses writing conventions

Read an advert for a trip organised by a ferry company with notes made about the experience. In pairs, discuss how you would plan your letter of complaint.

WHY NOT GO FOR A SHORT ES THIS SUMMER? GETAWAY WITH BARTON FERRI Our ferry company operates between the south of England and ports in northern France and we have a special offer you just can’t ignore! LE HAVRE CHERBOURG ST MALO CALAIS OUR UNMATCHABLE PRICE OF £500 INCLUDES • return ferry crossing for two passengers to one of these ports • 2 nights in a four-star hotel • free transport to town centre for shopping or sightseeing • excursion to a local place of interest (depending on destination)

Book now to avoid disappointment: tel. 0800 123 456.

• Use initial comment adverbs: realistically, ultimately. Ultimately, the fault lies with the supplier. 5

Complete the adverb-adjective collocations from email B with the correct words. 1 deeply 2 drastically 3 completely

• both crossings delayed with NO explanation or apology • room – v. noisy, dirty; no wi-fi • free hotel bus – every three hours! • excursion – no translator; four hours and nowhere to have refreshments • got ill after eating meal on return crossing • request refund

10 WRITING TASK Use your notes from Exercise 9 to write your letter of complaint.

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

REVISION

Useful strategies to deal with typical exam task types.

Complete the sentences with the correct form of the words in brackets.

1 2 3 4 5 6

I wouldn’t lie to you whatever the situation. I didn’t change platforms until I saw the sign. We had just set off for York when the car broke down. I have never had a problem with my passport. He had no idea that the plane was already boarding. The cyclist was definitely not to blame for the accident.

2 When talking about dangers to cyclists, the man and woman disagree about A the seriousness of the problem. B the best solution to the problem. C whose fault the problem is. 2 You hear a couple at an airport security check. 3 According to the woman, the machine A should have been installed in every airport by now. B won’t cause any problems to their possessions. C will save time for travellers in the future.

4 The woman mentions her shoes A as part of an explanation. B as a complaint about their quality. C as a criticism of the way the security personnel perceive them.

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

STRATEGY | Multiple choice

3 You overhear a man and a woman talking about a future holiday plan.

Read the whole text first, and then focus on the sentence with the gap. Sometimes your instinct will give you the answer. If not, choose the option that fits the best.

5 From what the woman says about flygskam (flight shame), we can understand that A it was an idea invented by Greta Thunberg, the Swedish environmental campaigner. B although popular in theory, the idea hasn’t led to any significant changes in behaviour yet. C without Greta Thunberg, people outside Sweden might not have heard about the idea.

Dash cams and road accidents

Complete the sentences with the correct form of the verbs in the box. adjust leave relinquish steer surge take 1 I don’t mind paying a lot for a holiday, but I hate being for a ride by unscrupulous agents. 2 If you’re choosing a holiday insurer, I would clear of those who promise a lot for very little cost. 3 When they opened the doors of the concert hall, the crowd forward and they nearly knocked over the door attendants. 4 My mother always has to the driver’s seat after my dad’s been driving the car. 5 There was a group of football fans travelling on the train and they certainly their mark; there were sandwich wrappers and drinks cans all over the floor! 6 When Tara took me round the racing track, I refused to my hold of the grab handle – she was driving so fast!

This year has seen a significant rise in the number of dash cam images that have been uploaded from cars by car crashes they'd whose drivers were 1 seen. People have been sending in clips of incidents speeds to from those driving at break- 2 the lights in town centres. Many drivers 3 4 in police budgets over recent believe that the years have meant that traffic control is becoming more 5 . This overload of digital images – and more more than 10,000 last year – is having a negative effect, is that many police hours are spent and the 6 watching footage of minor incidents. 1 2 3 4 5 6

a wobbled a back a shooting a setbacks a ineffectual a outlook

b lurched b head b flying b cutbacks b disaffected b turnout

c staggered c limb c jumping c outcries c unsatisfying c breakthrough

INTRODUCTION

In pairs, take it in turns to ask and answer the questions.

Student A 1 Do you enjoy living in your town? Say why. 2 Do you ever use English outside the classroom? Say why. 3 Which famous person do you most admire?

WRITING

10 You travel regularly to school by train and have

a monthly pass. Recently, there have been a lot of cancellations and delays to the services, and the trains that do run are always very crowded. Write a letter of complaint to the director of the railway company explaining the problem and how it has affected you. In your complaint, ask for a discount on your next pass in recognition of the poor service.

Student B 1 Would you like to live in another part of your country? Say why. 2 How do you think you will use English in the future? 3 Which famous person would you most like to meet? Say why.

Use of English > page 178

Use of English

Student B 1 Which of these forms of transport should people be encouraged to use more frequently and which less? Say why. 2 How could each travelling experience be improved for those using it?

SPEAKING

d surged d neck d bragging d outlays d unstable d outcome

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

Unit 2

Many people experience the intense heat on underground trains crammed with commuters, did I realise particularly in summer months. 1 that this heat can be used as an energy source for buildings above ground, which is 2 preferable to using fossil fuels. One of the many disused tube stations in central London has been fitted with ventilation shafts and giant fans which push the hot air upwards to heat water for local residents. Pedestrians in the street above might think that a red building they 3 past every day is a modern office block, but they would be gravely 4 . In fact, it houses an energy centre. Thought to be the first of its kind in the world, this use of air from the old City Road underground tunnels of north- and southbound trains has been seen as a breakthrough in helping cities reduce their carbon emissions and the 5 for more such schemes across London is good. What is more, the fans can be reversed to cool the tunnels in summer. So, while you are travelling along at break- 6 speed on the tube, clutching the handrail and melting in the heat, think how useful all that wasted heat could actually be.

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

1 2 3 4 5 6

a a a a a a

Few forever wobble misled outcome neck

b Less b infinitely b steer b wrong b outlook b leg

c Hardly c eternally c stride c incorrect c outset c back

Rarely 1 a concept for a TV series stood the test of time – in more ways than one – as well as the muchloved sci-fi stories of Doctor Who. For those unfamiliar with the Doctor, ‘the test of time’ is also a reference to his occupation – Time Lord. This character has 2 travelling back and forth through time, fighting enemies and righting wrongs, 3 his first appearance in 1963 (although there was a slight break in the nineties). Not 4 does he visit alien planets, but he also meets famous people from Earth’s past, such as Charles Dickens and famous presidents, always making his own contribution to the resolution of difficult issues. 5 is especially clever about the Doctor Who concept is that the character can regenerate from time to time and each new incarnation is very different to the previous one. However, not until the thirteenth regeneration 6 the Doctor become a woman, played by Jodie Whittaker! The series has run for far longer than the original writers 7 intended, and with its quirky and eccentric leading characters both adults and children will surely 8 continuing to watch it for many years to come.

d Little d mainly d lurch d mistaken d outlay d hear

Complete the second sentence using the word in bold so that it means the same as the first one. Use not more than six words including the word in bold. 1 I thought you might like to come to Scotland with me? WONDERING What might like to come to Scotland with me? 2 An airport official took our details, not the tour operator. WHO It our details, not the tour operator. 3 I didn’t understand the plot of the film until I’d read the review. AFTER Only understand the plot of the film. 4 Many changes in the travel industry have come about because of Richard Branson. FORCE Richard Branson a lot of changes in the travel industry. 5 Avoid the more popular tourist areas in the city and you’ll have a great time. CLEAR You’ll have a great time the more popular tourist areas in the city.

Complete the text with one word in each gap.

A time to travel

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

SURPRISING HEATING SYSTEM

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

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

Student A 1 What might the people in the photos be thinking and why might they have chosen this form of transport? 2 Which of these forms of transport can be more stressful?

6 The woman makes a promise about A reducing the time spent travelling. B preparing food for the journey. C reducing the stress of the journey.

WORKBOOK

The photos show different ways of travelling. Take it in turns to compare the pictures. In pairs, ask and answer the questions below.

1 The couple have different opinions about the A speed of cars at that time of day. B their son’s cycling skills. C the poor air quality on the cycle paths.

Rewrite the sentences in two ways starting with the words given.

USE OF ENGLISH

1.13 You are going to hear three short conversations. For questions 1–6, choose the answer A, B or C which fits best according to what you hear. 1 You hear a couple talking about their son.

178

LISTENING

1 I just can’t understand the cost of space research. What . / It . 2 I meant to send the query to James, not Helena. The person . / It . 3 We need to check the insurance cover for winter sports before we book. What . / It’s . 4 I was astonished by the complete lack of communication from the airline. What . / It .

Choose the correct words to complete the email.

Rewrite the sentences using the phrases in the box. At no time In no way Little did he know No sooner Only when Under no circumstances

Hi Dean, Excellent trip apart from the fact that the museum was 1 crammed / overcome with tourists and we all had to 2 hobble / shuffle round following this guide who was SO slow! The theatre was brilliant. I’ve seen my fair 3 boat / share of musicals in life, but this was something very special. The 4driving / shoving force behind the production was a new, unknown director and from the 5 outset / outlook we knew we were in for something really different. There was none of the usual 6stumbling / fidgeting when the lights went down and the first effect – of a huge robot 7lurching / steering from side to side across the stage – made everyone gasp! You must try to get to see it. So, how was your weekend? Best, Dan

6 3

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

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

VOCABULARY AND GRAMMAR

1 The punctuality of the train service has been going (hill) since the beginning of this year. 2 The increase in airline taxes is (just) and should definitely not be implemented. 3 Sometimes it’s nearly impossible to understand the (body) platform announcer’s words when you’re waiting for a train. 4 We had to (come) a lot of hurdles when setting up our travel website, but now it’s doing well. 5 In my opinion, the new car model is (rate) because it isn’t as reliable as the previous one. 6 Surely, it’s (blind) obvious that we cannot reduce car emissions quickly.

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

Revision

Complete each gap using the words in brackets so that the sentence is logical and grammatically correct. Change the form of the words given or add other words if necessary. Use up to six words including the words given. Do not change the order of the words in brackets. 1 (Scarcely Scarcely / the bus / set off) than it developed engine trouble. 2 The flight is only forty-five minutes so (we / land / by) 5.30 at the latest. 3 The (tour guide / previously / work) in London and spoke excellent English. 4 (Not only / the ticket / cost) a fortune, but I also had to stand all the way to my destination. 5 (I / see / the holiday representative) at 2.30, so I should have a better idea of what’s going on then. 6 This time next week, (I / have / lunch) with my French friends on their balcony in the sunshine.

LIFE SKILLS

09–10

How to develop leadership skills

ADDITIONAL LESSONS LIFE SKILLS

LIFE SKILLS

07–08

How to be a good team member

Complete the advice in the Life Skills box with one

LIFE SKILLS

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

05–06

How to develop a growth mindset

attributes calling envision failures shy step

Work in pairs. Do you have a growth mindset? Read the statements and decide if you agree (A) or disagree (D). 1

LIFE SKILLS

□ You can learn new things, but you can’t really

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

03–04

Study the Life Skills box and match tips 1–6 with texts

How to think critically about food choices

A–B in Exercise 4. Some tips match Which peopleboth overtexts. and why people listen to them. Understand that the brain isn’t fixed. You can always and try to Accept that criticism can be a positive thing, and a great

up and lead, away from it, but try to take it on with Use the word ‘yet’. It’s not that youtocan’t doothers something, Always listen what have to say and respect enthusiasm and think about how much you can learn

Look at photos 1–4. Which is the healthier option? Say why.

LIFE SKILLS

THE TRIP OF MY DREAMS? It had always been on my bucket list. A country of such amazing contrasts, the Atacama Desert at one end of the country, and the edge of Antarctica at the other. Old colonial towns, and the modern skyscrapers of Santiago. Where am I talking about? Chile of course! I was going with my new best friend, Daisy. We hadn’t known each other that long, but we’d really hit it off right from the start. I’m quite reserved, whereas she is a real live wire, but we seemed to complement each other well. And when I mentioned my fascination with Chile, she became the driving force in actually making my dream happen. Before I knew it, we were arriving in Santiago. What an incredible city! I loved spending the days walking around the different neighbourhoods, trying some typical dishes such as caldillo de congrio (eel soup – don’t knock it ‘til you’ve tried it) and soaking up the atmosphere. But, after a few days, things started to go downhill. Daisy was bored. She wanted to go skiing in the Valle Nevado. The problem was, not only had I never been skiing, but that it was also likely to completely blow my budget. When I explained this to her, she sulked. I wasn’t sure what to do. I couldn’t really afford the trip, but, then again, I didn’t want to fall out with her, especially so early on in our holiday. So, we went. Daisy loved it and being the social butterfly she is, she soon made a whole load of new friends. Being in the mountains was great, but I can’t say that I really clicked

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

Work pairs. Choose Be reliable and takein responsibility forsomeone your partyou in know personally is a good leader and make some notes on what Be realistic about time and effort. who Learning does take Communicate with other team members, and make

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

Take (sensible) risksMake and don’t sure worry you areabout clearwhat aboutothers your role, and that this

How to make a good decision

to be yourself in that role, give it a go – you may surprise yourself. Learn about

LIFE SKILLS | How to develop a growth mindset

• Cereal bar or dark chocolate bar? • Regular peanut butter or reduced-fat peanut butter?

Work in pairs. Study the Life Skills box and discuss which of these strategies Emily used and how.

Remember that good teamwork struggled, but ultimately succeeded. Make notes is about the success under the headings below. Then, in pairs, discuss your Read the blog post about Amy’s trip to the country Prepare a short presentation about a well-known leader. in the photos and answer the questions. 1 Which country did she visit? the situation you found difficult, and say why was Use at least twoitdiff erent sources to find out information 2 What did she do there? 3 Did Amy choose her travelling companion well? some of the things you tried which didn’t succeed, – In what ways is/was this person an effective leader? Say why. – What do/did they (or others led by them) achieve? a social 4 What dilemmas did travelling with Daisy cause Amy?action project together. Before you start, choose roles – How younotes, describe for the discussion, e.g. whowould will take whothis willperson’s keep leadership style? Do you think Amy always made the right decisions? time, who will make sure everyone gets a chance to speak. Say why. – Are there any ways in which this person could perhaps 1.14 Listen to Jane Boden, an ethics specialist, What cause will you choose to help? Think about what talking about ethical travel dilemmas. Which two Finish by explaining why you chose this person and how issues does she mention? you think they own leadership style Work in pairs. Tell your partner what you want to influence support? Areabout there any issues or might problems in youryour local REFLECT | Society Some cities are becoming very Sum upinthe overcrowded with tourists. Do you think tourist Clarify Think of something youyour wantgoal. to achieve thepurpose future of the project numbers should be limited, or that accommodation should be restricted? Say why.

Write yourself a letter. Date it in the future, when you LIFE SKILLS | How to make a good decision will have achieved your discuss goal. Describe theyou stumbling Finally, how well worked as a team during the discussion. Did you follow the tips from the Life Skills 1 Gather relevant information – do . box? How could you work (even) better together going 2 Make a list of possible options, and consider the pros and cons and of each. 3 Consider how these options relate to your . Congratulations on achieving … I knew you could do it, 4 Get some different – ask others for their though it certainly wasn’t easy. The process of getting views or experience. 5 Make the decision and later consider what from this experience. partner. How can you help each other achieve your goals?

with the new crowd. And I was also itching to get on with our tour and visit the Atacama desert. Eventually, I managed to drag her away, and we set off north. Wow. What a landscape! We visited Moon Valley and Mars Valley, and it really did feel as if we were on another planet. But it wasn’t long before another problem reared its head. I had noticed that Daisy kept taking photos of the local people. Some of them did look pretty incredible, wearing bright colours and big wide hats, but it never seemed to occur to her to ask them for permission first. It drove me up the wall! And then, to make matters even worse, I saw that she was posting them online with stupid comments laughing at them. I wanted to say something to her, but our friendship was already getting pretty frayed around the edges so I just bit my tongue. Then something happened which pushed me over the edge. We had travelled back down to Valparaiso, which is a really beautiful old city just north of Santiago, on the Pacific coast. It’s gorgeous, but there’s also quite a lot of poverty. To my surprise, Daisy announced that she had booked us onto a ‘slums tour’, visiting the poorest parts of the city to take photos. I was outraged, but she just couldn’t grasp why I found it problematic. After this, the trip went from bad to worse. By the end, I couldn’t wait to get home. Needless to say, we haven’t seen much of each other since we returned.

an investigation into your chosen food (at home and Do the task below.

CULTURE SPOT 2

Work in pairs or small groups. Look at the suggested portions and compare them with • Choose one of the ethical travel dilemmas: what you would usually eat. Do any of these portion 1 You are visiting South Africa and are given the

In pairs, look at the photos and discuss the questions. 1 Which country do you think all the photos were taken in? 2 Does it look like somewhere you would like to go? Say why. 3 Who would you like to go with? What makes a good travelling companion?

opportunity toDo goany diving (inproducts a cage) and come to healthier than of the set out to face appear face with the great white shark. Would you go? 2 You are visiting a country with a great deal of poverty; the local children ask you for sweets. Should you give them? 3 You are mountain trekking in a poor country. Your equipment is extremely heavy. Should you use porters who suffer appalling working conditions to carry your luggage? • Using the tips in the Life Skills box, analyse the dilemma and come to a conclusion. • Join up with a pair who chose a different dilemma and explain the decision-making process you went through, as well as what you finally decided.

In pairs, answer the questions. Then read the article and compare your answers.

CULTURE SPOT 1

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

Today, I’m sharing some really interesting information about the traditional British seaside holiday. Everyone I know has deeply embedded memories about going to the seaside as a child, building sandcastles with buckets and spades under (as we probably mistakenly recall) cloudless skies. I’d never really thought about it as a very British tradition before, but apparently it’s quintessentially British! So, check this out!

As an island nation, the British have always had a special relationship with the sea. We’ve depended on the sea for food and protection from invaders, and we have always loved messing about in boats. It is therefore quite logical that the British coastline should have played an important part in the relatively recent growth of the tourist industry, and seen the rise of the great British seaside resorts.

Royal connections

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

for young comedians who want to go professional. of laughter by the end.

The transformation of seaside towns into resorts started in 1789 when King George III was advised to spend time close to the sea for his health. The sea air, sea bathing and even drinking seawater were considered beneficial for your health and the king took his royal family to Weymouth, a seaside town on the south coast. The advice benefitted both the king and the town of Weymouth, which became the king’s favourite holiday destination, one to which he regularly returned until 1805. Following the king’s lead, holidaying at the seaside became extremely fashionable for those in high society and resorts sprang up all round the coast. George IV, his son, was also advised to take the sea air for medical reasons. He favoured Brighton as it was closer to the capital than Weymouth,

and this resulted in the rapid growth and popularity of the resort and its nickname of ‘London by the sea’. This king’s legacy was the construction of the Brighton Pavilion, an innovative and elegant building, incorporating both architectural and interior decorative features from all round the world. The seaside became a playground for the rich, the artistic and the frivolous!

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Holidays for all 60

An island nation 15

of a joke and have to ask for an explanation. It’s embarrassing. The comedienne manages to be funny while keeping

The British and the seaside

the Seaside 5

Complete the collocations from the article with one word in each gap. 1 You need to an opportunity to enjoy life whenever you can. a joke with a very 2 My English friend always

1 Do you think different cultures find different things funny? Say why. 2 Do you know any British comedies and comedians?

British humour 1

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

LIFE SKILLS | Project nutritional information. Which ones are healthier or less

CULTURE SPOTS

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

For a long time, the seaside remained an exclusive escape for the upper classes because of the cost and difficulty of access. However, all this changed with the development of the railways in the 1840s. Middleand working-class people now had affordable transport and this led to the growth of internationally renowned resorts such as Blackpool. What also contributed to the phenomenon was the fact that factories closed down annually for a week every summer for machinery repairs, allowing workers a regular, annual break, which the majority took – surprise, surprise – by the sea. A huge tourist industry blossomed with buildings for accommodation and attractions. People enjoyed walking along promenades and piers and the wonderful British tradition of end-of-pier entertainment started with theatres, dance halls and amusements. And of course, holiday makers loved swimming. At that time, male and female swimmers were strictly segregated, and special bathing machines were used until well into the twentieth century. These were like small huts on wheels that were pushed to the water’s edge. Swimmers changed inside them and then swam, protected from the view of the people on the beach! Eventually, by the end of the 1800s, there were more than 100 big seaside resorts along the British coastline.

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Stereotypical British characteristics, such as a dislike of showing extreme emotions and hatred of arrogance, give an insight into other aspects of their humour. For example, they are fond of understatement and self-deprecation. You might hear ‘It’s rather warm,’ when in fact the temperatures are over forty degrees, and a best-selling ‘I’ve had some success,’ also reflecting the traditional British embarrassment with success. This apparent humility is approved of by fellow Brits, and many comedians and films use understatement, self-deprecation and extreme politeness as a source of 1 Do you enjoy seaside holidays? How do you think The heyday Love, Actually British seaside resorts differ from those you know? The heyday of the seaside resorts in the UK came in the late 1940s, in the 2 You are going to read a blog about the development Mocking themselves, post-war years. More peopleothers, could and their social systems of British seaside resorts. Think of information it might afford travel to own social ineptitude and include. Read the blog and check your ideas. The to Brits alsogreater enjoy distances mocking their stay in the resorts of their choice. Mr Bean By now, many seaside traditions . Many British sitcomswere make fun of those pretentious 3 Read the blog and decide if statements 1–6 are true (T) well-established, annual social climbersand whothese aspire to higher status. There’s nothing or false (F), or if the information is not given (NG). breaks werelike themore time for thetaking traditionally the Brits than the pompous and privileged 1 The first UK seaside town to become a resort was straitlaced Britsor to two. let their downinand down a peg Thishair is clear the use of satire, where Weymouth. exhibit another sidetotomock their the character! humour is used rich and famous, with politicians Recently, members of the royal family have 2 The seaside brought the opportunity preferred east coast seaside destinations. to indulge in food, enjoy the sunshine, Until the twentieth century, people used to change 3 and have a lot of fun! The children were their clothes in special huts. If a Brit youoss, as ‘witty’, treated to describes sugary candyfl rock andit is one of the greatest icecompliments. creams and the parents bought saucyto respond quickly It includes the ability British men used to protect their heads with 4 postcards and covered themselves and cleverly to a comment or inina situation, often by using unusual coverings. baby oil to getdouble suntansor – sunburn not words with triple meanings, or playing with In the nineteenth century, people were concerned 5 being considered until later in intonation and dangerous word stress. The English language offers about sunburn. the century.of Many stereotypical a wealth opportunities forimages word-play and puns. You just Package holidays are the most popular type of 6 ofneed the British on athe beach datenames from this to take look at the of many shops and stores holiday for foreign visitors. time: men and sandals and There’s a computer in the UKwith andsocks you’ll find examples. knotted called handkerchiefs onPCs’ their (bits heads; ‘Bits and and pieces), a kebab shop 4 Match the highlighted words from the text with their pink-skinned sunbathers whose called ‘Abra-kebabra’ and afair fishskin and chip shop with the definitions. Then use them in your own sentences. couldn’t take the sunshine; the stoicism 1 A holiday spent in your own country. ofSo, those determined to enjoy a beach the weird sense of humour that the British have 2 When something is given a new life. holiday at allrely costs, spite of theofrain, does not oninone aspect humour alone, but on windcombination and cold! of irony, sarcasm, slapstick, understatement, 3 Travelling around the world. self-deprecation, word-play and absurdity. It’s the mixture 4 Very typically. Decline and rejuvenation of all these ingredients that makes British humour what it is, 5 Strict and moral. The British love affair with the seaside and it may go some way towards explaining the difficulty 6 Got in a bad condition. came to a sudden end in the late other nationalities might have in understanding just what 7 Relax and enjoy. twentieth century when cheap flights or ISN’T funny to a Brit! The brilliant Richard Ayoade made it more affordable to visit other ) uses nearly every aspect of 8 Good for you. countries, where the weather was better British humour in his work, and famous stand-up comedians 5 In pairs, take turns to summarise consecutive and more reliable. Package holidays such as Michael McIntyre and Jack Whitehall, current kings paragraphs. Use the words from Exercise 4. meant that a family could buy flights and of British comedy, are also great examples. And, of course, accommodation abroad for the same ? Take heart. 6 4.23 Listen to a podcast about the British seaside price as a week at the British seaside, and answer the questions. if not less. Seaside hotels closed, piers deteriorated and the end-of-pier 1 Who might find this programme useful? entertainers looked for work elsewhere. 2 What personal examples does Anna give when talking However, today, after decades of about the different traditions? globetrotting,, the popularity of the globetrotting ‘staycation’,, whether for economic ‘staycation’ GLOSSARY reasons or through choice, is growing again. Many British seaside resorts are frivolous – behaving in a silly way rather than doing reinventing themselves and attracting serious or sensible things large numbers of foreign tourists, heyday – the time when something was most popular, hoping to sample some aspects of the successful, or powerful British seaside culture too.

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Listen to an extract from a radio phone-in programme about laugh-out-loud moments. Match

His/Her favourite laugh-out-loud moment …

is typical of the work of a particular actor. Pleasure piers The first ones were built in the 1 century. Complete the expressions from the recording with the The purpose was to transfer people from the 2

to the shore. km. The longest is Southend-On-Sea at 3 bring chuckle lighten mood put there The oldest is at Ryde on the Isle of Wight, over 4 years old. With all this terrible weather, we just need

a bit. Let’s watch some comedy! Deckchairs going out this evening, Invented in 5 by John Moore. . First used by passengers on the of 6 a laugh-out-loud I’m decks not usually sort of person, I tend Traditional colour of beach deckchairs was 7 and white stripes. Life of Brian – I really get the giggles and can't different apostrophe stop laughing. Seaside rock Very hard and very sweet. First sold in 8 . You’ve won the competition! Skill can take 9 The moment when the comedian sits on an invisible to perfect. the best of them. Brighton Rock is 10 Graham Greene. Which of the moments discussed by the speakers Fish and chips might you be most interested in watching? Say why. 11 The first fish and chip shop in the . or chuckle when you DoUK youopened usuallyinlaugh out loud . Fish and chips were traditionally wrapped in 12 regulations. Packaging had to change due to 13 In pairs, discuss the questions.

Compare the Britishthe sense of humour with the type of Choose the correct prepositions to complete sentences. Which aspect of British humour would cause people 1 Since the decline of end-of-pier entertainments, your the most problems? Say why. councils have gone on / from forward tocountry install leisure activities on many piers.How does your country’s sense of humour reflect the 2 The secrets of the recipes for seaside rock have been handed out / down through generations. 3 Way before / back in the 1960s, seafronts saw clashes between teenage gangs called ‘mods’ and ‘rockers’. 4 Getting sunburned used to be part and parcel for / of going on a seaside holiday. 5 Children used to gather up / round ice cream vendors on the beach to get ice cream cornets. 6 Look out / over for old-fashioned sweet shops on the seafront that often sell candyfloss. 7 Back in / at the day, swimmers wore knitted swimsuits.

2 4

is different from the one the presenter is thinking of. involves the main comedian and his relative. 4.23 Listen again and complete the factfiles with 1–3 words in each gap.

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New, culturally relevant vocabulary is introduced. LITERATURE SPOT 2

The Picture of Dorian Gray 45

2 3

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

Mrs Dalloway

In pairs, discuss the questions.

4.25 Listen to an extract of an interview with an English Literature lecturer and see if your ideas about the book change. 4.25 Listen again and answer the questions.

In pairs, think again about the recording in Exercise 3 and read the Fact box about Virginia Woolf. Why do you think she was considered one of the most influential writers of the twentieth century?

Read From Page to Life and the extract from Mrs Dalloway on page 159. Would you like to read the whole book or watch a film based on it? Say why.

Read the extract again and answer the questions. 1 Why is Lucy in a rush in the first paragraph? 2 What is Mrs Walker’s probable attitude to learning that the Prime Minister is coming? 3 Why is Mrs Walker concerned about the salmon? 4 What do we learn about Mrs Barnet’s character? 5 What is Lady Lovejoy’s opinion of Mr Wilkins?

Replace the underlined parts of the sentences with the correct forms of the highlighted words from the extract. 1 The teacher looked critically at all the students’ artwork and announced herself extremely pleased with everyone’s efforts. 2 It isn’t dangerous if beef is a little pink pink, but other meats must be cooked thoroughly. 3 On hearing her father, the child ran as fast as she could and nearly tripped on the doorstep. 4 I went for a quick visit to my friend’s house and soon realised that I’d accidentally walked into the middle of a row between her and her husband. 5 The manner in which the police handled the case was impossible to criticise. criticise 6 The decorative little objects in my grandmother’s room gather a lot of dust. 7 In spite of her highly successful career, the author remained an unpretentious and modest person. 8 Competition judges need to show that they do not favour anyone, anyone otherwise they won’t be invited to judge again.

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4 New vocabulary is introduced and practised.

4.26 Listen to two students talking about The Picture of Dorian Gray by Wilde, and answer the

1 Why does the lecturer think some people may have the wrong opinion about Virginia Woolf’s novels? 2 In what ways did Woolf and Joyce’s novels differ from novels by previous writers? 3 What is interesting about the timescale of Mrs Dalloway? 4 What is unusual about the style in which Mrs Dalloway is written?

Read the Fact Box about Oscar Wilde, a famous writer. Have you read any of his works or seen any of his plays?

1 Have you read any novels by twentieth century British writers? 2 Mrs Dalloway is one of the best-known novels by Virginia Woolf, but she is also the author of To the Lighthouse and The Waves. Have you read any of the books or seen their film adaptations?

The Literature Spot lessons familiarise students with well-known literary works that have made an impact on popular culture. The literary texts have been carefully selected to offer a mixture of classic and contemporary writing and to appeal to students at this age. The language difficulty has been adjusted to the course level. Allreading texts have been recorded.

LITERATURE SPOT 1

LITERATURE SPOTS

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REFLECT | Culture What aspects of your country’s national identity or culture are reflected in the things people do on holiday?

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In pairs, talk about some decisions you made connected with a trip, e.g. where to go, who to travel with, or perhaps a more complicated ethical decision. Choose one of the following types of food: breakfast How did you make thatbiscuits, decision? cereals, confectionery, ready meals. Carry out

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1.14 Complete the advice in the Life Skills box with Discuss together how you could overcome the challenges 1–3 words in each gap. Then listen again and check.

‘(The light) swept the fantastic shadows into dusty

In small groups, discuss the questions. In pairs, discuss the questions. 1 How does the writer convey a sense of excitement Can you understand Dorian’s ‘mad wish’ (line 56)? and hurry in the first paragraph? 2 What effect does the writer’s use of the verbs in bold create? Do you think people are too concerned about beauty ... while the fire blared and roared, the lights glared ...

SPEAKING In pairs, answer the questions. Write a description of how you imagine portraitthis might lookSay after twenty years if Dorian 1 What is your reaction the to reading extract? why. 2 What difficulties might there be in making a film of Virginia Woolf’s books?

10 REFLECT | Culture In pairs, discuss the questions.

Virginia Woolf

1 What does this extract tell us about society in London caused a scandal when it at the time Virginia Woolf was writing? appeared in 1890.who Oscar Wilde identified himself 2 Do you know any other famous writers used/use Basil Hallward is a similar writing style to Woolf? what I think I am; Lord Henry what the world thinks me; Dorian what I would – in other ages, WRITING TASK Imagine you were a guest (orlike onetoofbethe ’Thisaisletter one of reasons why the novel has staff) at Mrs Dalloway’s party. Write tothe a friend manythe dramatisations. One of the most the following day to tellinspired him/hersoabout party. well-respected film versions was made in 1945, in black and white, and the most recent was in 2009 starring Ben Barnes and Colin Firth. The novel has 5 also been adapted for stage and television. A film version of a 1976 theatrical production Mrs Dalloway, written instarring 1925, was madeGielgud into a very Sir John and Peter Firth still remains successful film in 1997 with as also been many musicals veryVanessa popular.Redgrave There have Clarissa, and Rupert Graves as Septimus. Another film, an opera in 1996, and in written featuring the story, The Hours, was made in 2008, 2002, a based award- Bourne was developed 10 balletonbyan Matthew winning book of the same name by Michael Cunningham. The book and film revolve around a day in the lives of three women from different generations, but who are linked by the novel, 15 Mrs Dalloway. In this critically acclaimed film, – a flower you fasten to your clothes Clarissa, played by Julianne – a picture, shape or object that is used to Moore, is a modern interpretation of the original Mrs Dalloway and in 2001 is preparing for a party. – a very stupid thing to do, especially one that is 20 Laura, played by Meryl Streep, is a 1951 housewife who– a thin shiny material, such as gold or something escapes her complicated life by reading Mrs Dalloway. – the image of a dead person or strange thing 25 The third character is Virginia Woolf herself, played by – a large piece of heavy cloth on which coloured Nicole Kidman, who won threads are woven to produce a picture, pattern, etc. an Oscar for her role. – bright and fresh, not dull or marked

FROM PAGE TO LIFE

GLOSSARY chintz – smooth cotton cloth that is printed with a flowery pattern, used for making curtains, furniture covers, etc. damper – a piece of equipment that stops a movement from being too strong fire-iron – a metal tool used to move or put coal or wood on a fire in a fireplace scullery – a room next to the kitchen in a large house, where cleaning jobs were done in past times

Mrs Dalloway Lucy came running full tilt downstairs, having just nipped into the drawing-room to smooth a cover, to straighten a chair, to pause a moment and feel whoever came in must think how clean, how bright, how beautifully cared for, when they saw the beautiful silver, the brass fire-irons, the new chair-covers, and the curtains of yellow chintz: she appraised each; heard a roar of voices; people already coming up from dinner; she must fly! The Prime Minister was coming, Agnes said: so she had heard them say in the dining room, she said, when she was coming in with a tray of glasses. Did it matter, did it matter in the least, one Prime Minister more or less? It made no difference at this hour of the night to Mrs Walker who was among the plates, saucepans, colanders, frying-pans, chicken in aspic, ice-cream freezers, trimmed crusts of bread, lemons, soup dishes, and pudding basins which, however hard they washed up in the kitchen, seemed to be all on top of her, on the kitchen table, on chairs, while the fire blared and roared, the electric lights glared, and still supper had to be laid. All she felt was, one Prime Minister more or less made not a scrap of difference to Mrs Walker. The ladies were going upstairs already, said Lucy; the ladies were going up, one by one, Mrs Dalloway walking last and almost always sending back some message to the kitchen, ‘My love to Mrs Walker,’ that was it one night. Next morning they would go over the dishes – the soup, the salmon; the salmon, Mrs Walker knew, as usual underdone, for she always got nervous about the pudding and left it to Jenny; so it happened, the salmon was always underdone. But some lady with fair hair and silver ornaments had said, Lucy said, about the entrée, was it really made at home? But it was the salmon that bothered Mrs Walker, as she spun the plates round and round, and pushed in dampers and pulled out dampers; and there came a burst of laughter from the dining room; a voice speaking; then another burst of laughter – the gentlemen enjoying themselves when the ladies had gone. The tokay, said Lucy running in. Mr Dalloway had sent for the tokay from the Emperor’s cellars, the Imperial Tokay. It was borne through the kitchen. Over her shoulder

He threw himself into a chair, and began to think. Suddenly there flashed across his mind what he had Hallward’s studio, the day the picture had been finished. Yes, he remembered it perfectly. a mad wish that he himself might remain young, and the portrait grow old; that his own Lucy reported how Missbeauty Elizabeth looked quite lovely; might be untarnished, and the face on the she couldn’t take her eyes off her; in her pink dress, his sins; wearing the necklace Mr Dalloway had given that the painted imageher. might be seared with the lines Jenny must remember of the dog, Miss suffering andElizabeth’s thought, and he might keep all the fox-terrier, which, sincedelicate it bit, had to be shut up andof his then just conscious bloom and loveliness might, Elizabeth thought, want something. Jenny boyhood. Surely his wish had must not been fulfilled? Such remember the dog. Butthings Jennywere wasimpossible. not going upstairs It seemed monstrous to even with all those people about. of There was a motor at the them. And yet, there was the picture before door already! There was a ring at the bell – and the gentlemen still in the dining room, drinking tokay!wrought on the troubled No; it was merely an illusion There, they were goingsenses. upstairs; that was the first to he had passed had left The horrible night that come, and now they would come behind faster and faster, there had fallen on his phantoms it. Suddenly so that Mrs Parkinson (hiredthat for tiny parties) would scarlet speck that makes men mad. leave the hall door ajar,The andpicture the hall would be full of It was folly to think so. had not changed. gentlemen waiting (they stood waiting, sleeking down Yet it was watching him, with its beautiful marred their hair) while the ladies took their cloaks off in the face and its cruel smile. Its bright hair gleamed in the room along the passage; where Mrs Barnet helped early sunlight. Its blue eyes met his own. A sense of them, old Ellen Barnet, who had been with the family himself, but for the painted image for forty years, and came every summer to help the of himself, came over him. It had altered already, and ladies, and remembered mothers when they were girls, into grey. and though very unassuming did shake hands; said ‘milady’ very respectfully, yet had a humorous way with For every sin that he committed, a stain would fleck her, looking at the young ladies, and ever so tactfully and wreck its fairness. But he would not sin. helping Lady Lovejoy, who had some trouble with her changed or unchanged, would be to him dress. And they could not help feeling, Lady Lovejoy and Miss Alice, that some little privilege in the matter got up them from the chair, and drew a large screen of brush and comb wasHe awarded for having right years, in frontmilady.’ of the portrait, shuddering as he glanced known Mrs Barnet – ‘thirty Young ladies at it.said ‘How horrible!’ he when murmured did not use to wear rouge, Lady Lovejoy, they to himself, and he to Miss the window and opened it. When he stayed at Bourton in the old days. And Alice didn’t stepped out onto the grass, need rouge, said Mrs Barnet, looking at her fondly.he drew a deep breath. The fresh morning air seemed to drive away all his There Mrs Barnet would sit, in the cloakroom, patting down the furs, smoothing out the Spanish shawls, tidying the dressing-table, and knowing perfectly well, in spite of the furs and the embroideries, which were nice ladies, which were not. The dear old body, said Lady Lovejoy, mounting the stairs, Clarissa’s old nurse. And then Lady Lovejoy stiffened. ‘Lady and Miss Lovejoy,’ she said to Mr Wilkins (hired for parties). He had an admirable manner, as he bent and straightened himself, and announced with perfect impartiality ‘Lady and Miss Lovejoy … Sir John and Lady Needham … Miss Weld … Mr Walsh.’ His manner was admirable; his family life must be irreproachable, except that it seemed impossible that a being with greenish lips and shaven cheeks could ever have blundered into the business of children.

FACT BOX Virginia Woolf

also admired for his flamboyant fashion sense. Wilde was Virginia Woolf was born in 1882 aristocratic andbeauty and this is fascinated byinto the an nature of art and wealthy family in London. The family was intellectual, but very traditional in their attitudes to women. This influenced Virginia’s beliefs that women in society should be treated the same as men. Her work was an important inspiration to the feminist movement. In her 20s, Virginia and her brother founded an intellectual circle called the Bloomsbury Group which included famous writers, philosophers, artists and politicians of the time. She and her husband, Leonard, started the Hogarth Press which published the work of some important writers. Virginia wrote seven major novels, of which Mrs Dalloway and To the Lighthouse are probably the most well-known.

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

HIGH NOTE VIDEOS DOCUMENTARY VIDEOS These are 3–4-minute-long authentic, thought-provoking documentary films produced in cooperation with ITNProductions. The intention for the High Note documentaries concept is to provide film extension to the topics and themes raised in the units, which will enable students to get more insight into a given issue, think about it critically and discuss it at length. Authentic documentary videos will boost students’ motivation, expose them to natural, real-life language, extend their vocabulary and develop their receptive fluency and critical thinking skills. Number of videos: 5 (every second unit) Place in the book: Vocabulary and Speaking lessons, Units 1, 3, 5, 7, 9 Video activities: in the Watch and Reflect section at the back of theStudent’s Book

INTRODUCTION

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

INPUT IN CLASS

TEACHER ASSIGNED

COURSE ASSESSMENT AND EXAM PREPARATION TESTS

PRACTICE IN CLASS or HOMEWORK

EXAM BOOKLET

REMEDIATION / FURTHER PRACTICE HOMEWORK

TEACHER’S RESOURCES

ONLINE PRACTICE

IN CLASS

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

PRODUCTION / PERSONALISATION SB

EXTRA DIGITAL ACTIVITIES

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

REVIEW IN CLASS

ONLINE PRACTICE

EXTRA DIGITAL ACTIVITIES

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

Core units 1–10 and Revisions 100–120 hours

+ Life Skills 110–130 hours

+ Culture Spot + Literature Spot 118–138 hours

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

+ Photocopiable Resources + Tests 168+ hours

INTRODUCTION

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

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

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

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

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

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

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

High Note 1

High Note 2

High Note 3

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

INTRODUCTION

High Note 4

High Note 5

EXAMS

A2/A2+

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

A2+/B1

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

50–62

B1+/ B2

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

61–75

B2/ B2+

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

B2+/C1

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

30–40

37–52

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

CEFR

73–85

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

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

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

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

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

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

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

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

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

INTRODUCTION

CONTENTS UNIT

VOCABULARY

SPEAKING

01 Identity

pp4–5 Personality adjectives and fixed expressions Active Vocabulary: Compound adjectives p6 Personality: idiomatic phrases; p10 Verbs for thinking and understanding p162 Global Citizen Documentary Video pp14–15 Word List

p6 Paraphrasing what you hear (checking understanding, summarising) An interview with a careers advisor about psychometric tests

02 On the move

pp18–19 Verbs of movement, idioms related to movement, travel verbs Active Vocabulary: Idioms; p20 Vocabulary related to public transport p24 Phrasal nouns; p27 Adverb-adjective collocations pp28–29 Word List

p25 Considering and comparing alternatives A discussion about last chance tourism

LIFE SKILLS How to make a good decision pp32–33

03 Hard sell

pp34–35 Business-related vocabulary, compound nouns, phrasal verbs Active Vocabulary: Compound nouns; p36 Opinion and attitude adjectives, synonyms for persuade; p38 Vocabulary related to behavioural economics p43 Vocabulary related to shopping p163 Put Yourself in My Shoes! Documentary Video pp44–45 Word List

p37 Successful negotiations in daily life

04 Tastes

pp48–49 Adjectives related to food, partitives; Active Vocabulary: Partitives p50 Verbs related to senses of taste and smell; p55 Vocabulary related to table manners; p57 Vocabulary for restaurant review (nominalisations, synonyms, words and phrases of comparison and contrast and phrases of recommendation) pp58–59 Word List

p54 Proposing solutions, giving reasons and justifications A discussion about problems related to food and their potential solutions

LIFE SKILLS How to think critically about food choices pp62–63

05 Do your best

pp64–65 Idioms related to studying, collocations with attempt and effort, verbs + dependent prepositions; Active Vocabulary: Verbs + dependent prepositions p68 Vocabulary related to sporting success and motivation p70 Prepositional phrases related to discipline and motivation p164 Programming Bootcamp Documentary Video pp74–75 Word List

p71 Buying time in interview situations Pronunciation: Fall-rise intonation

06 Feels good

pp78–79 Body language, body-related collocations and idioms Active Vocabulary: Collocations; p80 Vocabulary related to emotions p84 Vocabulary related to sounds and ASMR; adverb + verb collocations p87 Compound adjectives pp88–89 Word List

p85 Evaluating ideas A street survey about stress-busting activities Pronunciation: Falling intonation when having reservations about something

LIFE SKILLS How to develop a growth mindset pp92–93

07 The creative urge

pp94–95 Vague language, fashion-related adjectives, idioms and phrases p101 Describing a film Active Vocabulary: Vague language A radio podcast with a film review p98 The most loved and most hated words in the English language, animal idioms p100 Adjectives to describe art; p101 Film genres p165 The Second Life of Second-hand Clothes Documentary Video pp104–105 Word List

08 Follow the crowd?

pp108–109 Vocabulary related to permission, prohibition, protest and influence, p111 Hyperbole and understatement phrasal verbs with come, hold, set, take; Active Vocabulary: Key words in phrasal verbs A conversation about the dress code p110 Adjective-noun collocations related to looks at school p112 Vocabulary related to lifestyles; p116 Vocabulary related to values pp118–119 Word List LIFE SKILLS How to be a good team member pp122–123

09 Unbelievable

pp124–125 Expressions and adjectives related to illusion, surprise and incredulity Active Vocabulary: Word families p129 Adjective-noun collocations related to sleep and dreams p130 Vocabulary related to commenting and unexplained events; collocations with raise p166 That’s Magic! Documentary Video pp134–135 Word List

10 Up the ladder

pp138–139 Work-life balance collocations and idioms; Active Vocabulary: Register p145 Toning language down p142 Collocations and prepositional phrases related to career dreams and Expressing opinions about people ambitions; p144 Qualities of a leader; idioms related to working life and work p145 Personality adjectives, idioms related to communication pp148–149 Word List

p128 Making speculations about the past, present and future A conversation about aphantasia and hyperphantasia

LIFE SKILLS How to develop leadership skills pp152–153 pp154–157 Culture Spot pp158–161 Literature Spot pp162–166 Watch and Reflect

(Documentary Video worksheets)

LISTENING

GRAMMAR

READING

WRITING

p7 A talk about genes and personality Active Listening: Understanding the main points of complex talks Pronunciation: Syllables with the main stress

pp8–9 Continuous and perfect tenses

pp10–11 Does language change pp12–13 A blog post how you see the world?

p24 Conversations about space tourism

pp22–23 Inversion, cleft sentences and fronting

REVISION pp16–17 Revision 01 Use of English > p177

pp26–27 A letter of pp20–21 An extract from King Solomon’s Carpet by Barbara Vine complaint Active Reading: Understanding reference devices Literal versus figurative meaning of words pp42–43 A for-and-against essay Active Writing: Paraphrasing

pp30–31 Revision 02 Use of English > p178

pp46–47 Revision 03

p36 A discussion about psychological techniques for persuading people Active Listening: Inferring meaning, opinion and attitude

pp40–41 The Passive pp38–39 How to Apply Pronunciation: Weak Behavioural Economics to Your Daily Life pronunciation (contracted forms, verb to be in the Passive)

p55 A vlog about table manners

pp52–53 Advanced conditional structures; inversion in conditional forms

pp50–51 What Tickles Your Taste pp56–57 A restaurant pp60–61 review Buds Revision 04 Active Reading: Identifying Use of English > p180 paraphrases

p70 A radio phone-in on how to motivate yourself Active Listening: Recognising word clusters in fast speech Pronunciation: Word clusters in fast speech

pp66–67 Modal and related verbs Pronunciation: Word stress in sentences with modal verbs

pp72–73 An essay pp68–69 Our Two Selves – an extract from The Inner Game of Stress: Outsmart Life’s Challenges and Fulfil Your Potential by Timothy Gallwey

pp76–77 Revision 05

p84 A radio interview about ASMR and the importance of sounds in our lives

pp82–83 Reporting verbs and verb patterns

pp80–81 Put On a Brave Face or pp86–87 An article … Should We? Active Reading: Understanding purpose and function

pp90–91 Revision 06

pp98–99 Pretty Words, a poem pp96–97 Relative clauses; prepositional by Elinor Morton Wylie relative phrases Active Reading: Understanding metaphors

pp102–103 A letter to the editor Active Writing: Hedging

pp106–107 Revision 07

p110 A radio programme about beauty standards

pp114–115 Articles

pp120–121 pp116–117 An opinion essay Revision 08 Active Writing: Using Use of English > p184 formal register in essays

p129 A radio programme about dreams Distinguishing between facts and opinions

pp130–131 The Mystery of pp126–127 Uses of will, will versus would Rendlesham Forest Pronunciation: Word stress to express a fact or irritation

pp132–133 A proposal

p144 A radio interview with a manager talking about her job

pp140–141 Gerunds and infinitives

pp146–147 A report

p100 Conversations about works of art

pp112–113 An extract from About a Boy by Nick Hornby What’s Wrong With Being a Loner?

pp142–143 Dreams Shape Your Future

Use of English > p179

Use of English > p181

Use of English > p182

Use of English > p183

pp136–137 Revision 09 Use of English > p185

pp150–151 Revision 10 Use of English > p186

pp167–175 Grammar Reference p176 Irregular Verbs pp177–186 Use of English pp187–189 Communication

Identity VOCABULARY Personality: compound adjectives, fixed expressions, idiomatic phrases, verbs for thinking and understanding GRAMMAR

Continuous and perfect tenses

LISTENING

Understanding the main points of complex talks

SPEAKING

Keeping conversations going

WRITING

A blog post about the past B

? T S N E B O S W R O E P N IK THE A

POSSESSIONS What kind of car would we ideally plump for? for Maybe we always buy the same type of phone? These sorts of us Or maybe we decisions can also say a lot about us. are not that into possessions themselves, but have a small collection of items with real sentimental value. The things we choose to use regularly or to surround ourselves with can also define us, which is why we might find new friends checking out our books or music collection.

How well do we know ourselves? Do we understand what makes us tick? tick Take a moment to stop and think about the things that define us.

Exercise 2 Carrie: where she comes from and where her family originally came from Sarah: her job James: his family and his identity as a collector of Queen memorabilia

When we know these things, it’s easier to be ourselves and with to find careers and the tribe that we really click with.

1A VOCABULARY AND SPEAKING

Photo A: culture, nationality, hobby Photo B: ‘tribe’ and hobby Photo C: family, values: dedication, devotion Photo D: nationality, values: patriotism

SPEAKING Imagine you were in a radio programme about identities in which people were asked to describe themselves. What would you say?

1.2 Listen to three people being asked to describe themselves. What aspects of their identity does each person mention? Which aspects of identity are shown in photos A–D?

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 216

• After Exercise 3, ask students to choose six adjectives from the task and write six gap-fill sentences. In pairs, they swap sentences, complete them and check their answers with their partner.

VIDEO SCRIPT page 243

• After Exercise 8 (or for homework), askstudents to write a short paragraph about a person they know who is assertive, humble or sincere, including examples of their behaviour. They can then share their paragraphs in pairs or small groups.

01 3

Sarah

Personality adjectives and values

Compound adjectives (personality)

B back fisted hearted looking minded (x3) skinned spirited strung willed wise

Fixed expressions

Exercise 6 1 Knowing yourself makes it easier to get the life you want. Exercise 7 spontaneity – spontaneous, stability – stable, commitment – committed, tactfulness – tactful, frankness – frank Exercise 9 1 get a kick out of 2 be not that into 3 be in line with 4 what makes us tick 5 click with 6 say a lot about us 7 be nuts about 8 plump for 9 set great store by

10 Look at the highlighted expressions again and

complete the questions with one word in each gap. Then discuss them in pairs.

1 Given the choice between a day out walking in the hills and a day in bed, which would you plump for? Say why. 2 Do you agree that your clothes can a lot say about you? 3 What cartoon characters were you about nuts as a kid? 4 What is the best way to find out what makes someone ? tick

11 SPEAKING Make some notes about yourself under the headings below. Then discuss them in pairs. Use the vocabulary from the lesson. • Interests DOCUMENTARY VIDEO

Most compound adjectives are stressed on the second part of the compound, but compounds formed by a noun + gerund or past participle are usually stressed on the first part of the compound.

Carrie: high-spirited Sarah: kind hearted, streetwise James: narrow-minded

Match the highlighted expressions from the text with the definitions. 1 2 3 4 5 6 7 8 9

A compound adjective is made up of more than one word, but describes a single idea. They often use a hyphen when they come before a noun, e.g. She’s a world-famous singer. When they go after a noun, the hyphen is generally dropped, e.g. The singer is world famous. There are many possible ways of forming compound adjectives: adjective + adjective, e.g. red-hot adverb + adjective, e.g. hard-working, forward-looking noun + adjective, e.g. lifelong, world-famous, streetwise adjective + noun, e.g. full-time, cutting-edge adjective + gerund, e.g. good-looking adverb + past participle, e.g. highly-strung noun + gerund, e.g. eye-catching noun + past participle, e.g. tongue-tied prefix + adjective, e.g. underconfident, overcooked

Use the adjectives from the box to form nouns describing values. Put the qualities in order of importance. Then compare your lists in small groups. Use a dictionary if necessary.

assertiveness, discretion, humility, inclusiveness/inclusivity, mercy, sincerity

ACTIVE VOCABULARY | Compound adjectives

• Values

• Possessions

• Tribe

1 WATCH AND REFLECT Go to page 162. Watch the documentary Global Citizen and do the exercises.

□ I can use compound adjectives to talk about personality. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 4–5/Online Practice

Vocabulary Quiz 1

• Photocopiable resource 1: Your other half, pages 269, 281

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 1

Exercise 4 absent-minded forward-looking high-spirited highly-strung kind-hearted laid-back like-minded narrow-minded streetwise strong-willed thin-skinned tight-fisted

assertive discreet humble inclusive merciful sincere

A absent forward high highly kind laid like narrow street strong thin tight

Find five nouns in the text that describe different values and form adjectives from them. Which of these values are important to you? Say why. passion – passionate

• • • • • • • • •

Exercise 3 Suggested answers Carrie: self-aware, dedicated, passionate, underconfident Sarah: capable, compassionate, dedicated, tough, resilient, trustworthy James: conceited, dedicated, passionate, self-obsessed, self-centred

1 Why is it important to get to know yourself? 2 Which of the four elements of identity do you find most important? Say why.

James

Read the article about identity on page 4. In pairs, discuss the questions.

Ask students to look for personality quizzes online and bring one to class– asa printout or saved on their phones.

Are you a real live wire or a bit of a wet blanket? 1 If you go to a party, how do you make 3 If the party you’re at is dull, what do you do? a I’m a mover and shaker – I try to inject some life into an entrance? the party! a I’m the one playing the trumpet as b Leave the party as soon as I can and find something I walk in. better to do. b I quickly look round the room and go c Have a bite to eat and talk to my friends – I’m and join someone I know. a smart cookie so I won’t miss such an opportunity. c I don’t go to parties. 4 There is a dance competition at the party you’re at. 2 If you turn up at a fancy dress party Do you take part in it? and discover you’re the only one in a I’m going to win! I’m a go-getter – I’ll dance till I drop! costume, what do you do? b Nobody knows my dancing moves – I’m a dark horse of a Try to see the funny side. the dance floor. I want to surprise everybody and win b Enjoy being the centre of attention. the competition. c Fancy dress parties should be banned! c I’m a bit thin-skinned and not competitive at all so I’ll pass this time.

1B SPEAKING AND VOCABULARY 1

Exercise 1 2A live wire is someone who is very active and full of energy. A wet blanket is a person who doesn’t enjoy anything and stops other people enjoying themselves.

Look at the example of an online personality quiz. In pairs or small groups, discuss the questions. 1 Do you ever do online personality quizzes? Say why. 2 Based on the questions, what do you think a live wire and a wet blanket mean?

Exercise 2 A cold fish is a person who doesn’t show their feelings. A dark horse is a person who keeps their abilities secret. A go-getter is a person who is determined to be successful. A mover and shaker is a person with a lot of power and influence. A smart alec is a person who tries to look clever in an annoying way. A smart cookie is a clever person. A soft touch is a person you can easily deceive or persuade to do what you want.

Checking understanding To put it another way … ✓ In other words … If I’m hearing you correctly … ✓ So you’re saying (that) … Let me get this straight … Summarising ✓ Essentially, … Simply put, … In a nutshell, … ✓ So, what it boils down to is that …

□ □ □ □ □ □ □ □ □

Look at some other idioms describing personality. What do you think they mean? How would you express them in your own language?

Answer the questions. 1 Are any kinds of personality quizzes accurate? Say why. 2 When might personality tests be used to make serious decisions in life?

2 3 4 5 6

1.3 Listen to a careers advisor being interviewed about how she uses personality tests and decide if statements 1–6 are true (T) or false (F). 1

□F If a candidate is nervous, they may not show much of their personality during an oral interview. □A The candidate may answer the test questions □ □

3 A 4 F

□ □

How did the interviewer show that he is interested in and listening to the speaker?

Are the following statements arguments in favour of (F) or against (A) using psychometric tests as part of a job interview? 1

□T It is usual for someone to leave university without a clear idea of their future career. □T Rose believes you need to be self-aware in order to find the right career. □F Psychometric tests are usually quick and easy to do. □F Rose thinks it is more important to get the right

qualifications for a job than to have the right personality. F Rose thinks the interviewer should change the job he’s doing at the moment. T The interviewer agrees with Rose’s assessment of his personality.

1.3 Study the Speaking box. Then listen again and tick the phrases which are used in the interview.

SPEAKING | Paraphrasing what you hear

a cold fish a dark horse a go-getter a mover and shaker a smart alec a smart cookie a soft touch

Exercise 5 by rephrasing and summarising what she said to make certain he was following her

□ □F

5 A 6

dishonestly, especially if they know what the interviewer wants to hear. It can be expensive to administer and mark the tests. Hiring the wrong person can be an expensive mistake so it’s better to know as much about them as possible. People who find exams anxiety-provoking may do badly in psychometric tests. A candidate for a job is unlikely to tell you about a weakness themselves.

In pairs, follow the instructions. • Student A, use the information in Exercise 7 in favour of psychometric testing to explain why it is a good idea. • Student B, listen and use the phrases from the Speaking box to check understanding. • Change roles. Student B, explain why psychometric testing is not a good idea, and Student A, check understanding.

□ I can use paraphrases to check and summarise information.

REFERENCES AUDIO SCRIPT page 216 CULTURE NOTES page 208

EXTRA ACTIVITIES IN CLASS

• Lead in to Exercise 1 by choosing one of the quizzes students have brought and reading it out to the class. Have students note down their answers. Then read out

the results and see if students agree with their results. Time permitting, do another quiz. If students have brought printouts, you could display the remaining quizzes on the classroom wall. • Do this activity after Exercise 2. Inpairs, one student should choose an idiom from the exercise and explain the meaning without using any of the words that form the idiom. Their partner must

guess the idiom. They take it in turns until all the idioms have been covered.

FURTHER PRACTICE Workbook page 6/Online Practice

NEXT CLASS Ask students to do an Internet search to find out about nature vs nurture, and how these affect personality.

1C LISTENING AND VOCABULARY 1

SPEAKING In pairs or small groups, look at the cartoons. What do you think they mean? Explain why.

1.5 Study Active Listening. Then listen and check which of your ideas from Exercise 4 are mentioned. What other ideas (if any) did the speaker talk about?

Exercise 5 Key ideas mentioned in the text (and how these are highlighted): 1 Perhaps the first thing to say is that historically, … the biggest influence is environment. 2 The fact is that it is probably more comfortable … how our personality develops. 3 It has become clear that [slower pace] our disposition does actually owe a great deal to our genes. 4 It is important to recognise that these twin studies … can make a difference. [slower pace here] Without doubt, the opportunities you have in life are also key … (Probably unsurprisingly, with better opportunities, Ann has … [repetition of key words]) 5 So, what does this tell us? In many cases, … a particular gene is ever really switched on.

ACTIVE LISTENING | Understanding the main points of complex talks

6 2

destiny disposition hereditary imply moulded nurture offspring oversimplification proponents trait vulnerability

7 8 9 10 11

Character or personality. disposition Influenced or changed. moulded People who publicly support an idea. proponents The quality of being easily hurt. vulnerability A particular characteristic or way of behaving. trait Helping something or somebody, e.g. young children or plants, to develop. nurture Passed from parent to child. hereditary Children. offspring Making something so easy to understand that it is no longer true. oversimplification What will happen in the future. destiny Suggest. imply

1.4 PRONUNCIATION Look at the words in the box in Exercise 2 again and underline the syllables with the main stress. Listen and check.

REFLECT | Values In the future, scientists may be able to change someone’s personality through genetic engineering. What is your opinion on this?

□ I can understand the main points of a talk about genes and personality. REFERENCES AUDIO SCRIPT page 216 CULTURE NOTES page 208

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by asking students to discuss their findings regarding nature vs nurture in pairs or small

Exercise 6 1 (their) experiences 2 (own) destiny 3 stress 4 39 (years old) 5 genes 6 reading 7 their marriages 8 a loving family

1 Aristotle believed people were formed by . 2 People generally prefer to believe that they are in charge of their . 3 Research shows that being likely to suffer from is a trait we probably inherit from our parents. 4 Separated shortly after birth, the Jim twins didn’t meet again until they were . 5 The speaker thinks someone could infer from the Jim twins story that their had the strongest influence on their lives. 6 Ann and Judy had very different upbringings, and Ann spent a lot of time . 7 In adulthood, Ann and Judy both struggled with . 8 The warrior gene is unlikely to lead to problems for a child brought up in .

Match the words from the box with definitions 1–11. Use a dictionary if necessary.

1 2 3 4 5 6

1.5 Listen again and complete the sentences with 1–3 words in each gap.

groups. Which do they think is more important? Or do they play equal roles in determining character and personality? Why? • After Exercise 7, ask students to work in the same pairs or groups to make a list of pros and cons of genetic engineering. Then discuss these as aclass.

FURTHER PRACTICE • Workbook page 7/Online Practice • Photocopiable resource 2: Nature or nurture?, pages 269, 282

NEXT CLASS Ask students to make a list of their good and bad habits.

Exercise 3 1 Don’t make big changes all at once – do it in small steps. 2 Make the good habit easier and more attractive and the bad habit harder and less attractive. 3 Try to change your view of who you are, e.g. I’m a person who doesn’t eat junk food. 4 Tell other people about what you’re doing so you’ll be embarrassed if you stop.

1D GRAMMAR 1

In pairs or small groups, discuss the questions. 1 Which of the habits in the photos do you think are good or bad? Say why. 2 Which of these habits do you have? 3 How easy do you think it is to change a habit? Say why.

Exercise 5 1 Present Continuous – at this exact moment 2 Present Perfect Continuous – explaining a present result 3 Present Perfect Simple – recent action with present relevance (with just) 4 Present Perfect Continuous – ongoing action which started in the past and is still continuing 5 Present Perfect Simple – state that started in the past and continues to the present 6 Future Continuous – action that will be taking place in the future at a specific time 7 Past Perfect Simple – action completed before a time in the past 8 Present Continuous – action taking place around now 9 Future Perfect Continuous – action still ongoing at a point in the future 10 Past Continuous – action in progress at a point of time in the past 11 Past Perfect Continuous – ongoing situation before a specific time in the past 12 Future Perfect Simple – action we expect to be completed by apoint in the future

What is the equivalent of these sayings in your language? Do you agree with their meaning? Say why.

A LEOPARD CANNOT CHANGE ITS SPOTS.

You can’t teach an old dog new tricks. 3

1.6 Listen and write down four pieces of advice Jack gives Cerys about how to develop better habits.

SPEAKING What do you think is the best piece of advice that Jack gives Cerys? Say why. Do you have any other advice for developing good habits or breaking unwanted ones?

Continuous and perfect tenses

THINK BACK Look at the extracts from the recording. What tenses are used in the underlined parts? Explain why. Cerys 1Are you feeling OK? You look a bit hot and sweaty. running Jack I’m fine, 2I’ve just been running. Cerys Oh, right. I didn’t know you were into that. started really. 4I’ve been doing Jack 3I’ve just started, the Couch to 5k challenge. Cerys 5I’ve never been able to run far without getting completely out of breath. Jack I can’t run quite that far yet, but 6I’ll be doing a 5k run for charity in a few weeks. Cerys 7Had you done much running before? Jack

Jack

Next week 9I will have been running every day for 2 months.

Jack

I found that 10I was starting to make excuses.

Jack

Next time I see you, 12you will have completely changed your eating habits!

I’m reading this really good book about how to develop good habits.

I had been keeping quiet about my running, but then I realised if I told everyone I was running 5k for charity, I’d have to keep it up.

Grammar Reference > page 167

REFERENCES AUDIO SCRIPT page 217 CULTURE NOTES page 208

EXTRA ACTIVITIES IN CLASS • Start the class by referring students to the lists they made at home and getting them to discuss in pairs. If time

allows, invite a few students to share their lists with the class. • Do this activity after Exercise 5. Inpairs, ask students to think of another physical activity (e.g. swimming, skiing, doing aerobics) and rewrite the extract from the recording accordingly. Students can then act out their dialogues for the class.

• As an extension to Exercise 6, ask students to write their own paired sentences as in the task, using only continuous and perfect tenses. In pairs, they swap sentences, complete the task and check their answers with theirpartner. Alternatively, they could write their sentences in pairs and then swap tasks and check answers ingroups of four.

01 6

Match the sentences with meanings a or b.

□ □

1 b I’ve been reading a book about habits. a I’ve read a book about habits. a I’ve finished the book. b I’m still reading the book. 2 a I will be working. b I will have been working. a I will be in the middle of my work. b I will have finished my work. 3 b I had been eating all day. a I had eaten that day. a I ate. b I was eating continuously or very often. 4 a I’ve come up with a great idea. b I had a great idea. a I have a great idea now. b I came up with a great idea at some point in the past. b I’m playing a lot of football. 5 a I play a lot of football. a This is something I always do. b This is something I’ve been doing recently or temporarily.

I was always late for school, and into more and more I1 trouble with the teachers. I would set my alarm, but fall asleep again straight . I’m not exactly after it 2 it strong-willed. But now I 3 much easier to get up. Want to know my secret? The only way to turn off my alarm is to scan a QR code I keep in the on time every day bathroom. Next week I 4 for a month! My teachers can’t believe it. Such a good idea – I’m a smart cookie, that’s for sure!

□ □ □ □ □ □

I5 way too much time on social media. One day I realised that my account more than fifty I6 deleting times that day! I 7 my account altogether, but that seemed a bit extreme, so I decided that I would always log out of the app. Just having to fill in the password every time makes it enough of a pain that I can’t be bothered to keep logging in and the number of times I check it to maybe I8 once or twice a day.

do feel take I used to be a bit of a couch potato, but my parents bought me a fitness tracker for my birthday and I started walking 10,000 steps a day. it every day now since I9 I got the tracker. It’s been so many days now that I don’t ever want to miss a day, so that keeps me really motivated. Next week, 10,000 steps a day for a total of six I 10 so much healthier. months! I 11

SPEAKING Read the questions and make a few notes. Then, in pairs, answer the questions and give each other some useful advice. 1 Think about a habit you have that you would like to change or a new habit you’d like to develop. What impact has this habit (or not having this habit) had on your life up to now? Give specific examples. 2 What can you do to help yourself give up this habit or start the new habit? How will things be different in six months’ time?

□ I can use continuous and perfect tenses. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 8–9/Online Practice

Grammar Quiz 1

• Photocopiable resource 3: It’sfunctional, pages 269, 283

NEXT CLASS

• Extra digital activities: Grammar Checkpoint 1

Exercise 8 1 had been getting/was getting 2 had gone off 3 am finding 4 will have been 5 was spending 6 had checked 7 was thinking of 8 have reduced 9 have been doing 10 will have been taking/ will have taken 11 am feeling

check reduce spend think of

Complete the sentences with the correct continuous or perfect forms of the verbs in bold. Use a different form in each sentence. RUN 1 Recently, I five kilometres every day. 2 When I finish the marathon, I an incredible forty-two kilometres. 3 I for the bus when I tripped over my shoelace and fell flat on my face. 4 When I started training for the marathon, I (never) for more than a few minutes. READ 5 I’m a real bookworm. So far this month I six books. 6 I had a bad dream last night, probably because I a scary book before I went to sleep. 7 Don’t message me this evening. I my book and I don’t like being interrupted. 8 I’ve got a headache. Maybe it’s because I without wearing my glasses. LIVE 9 While I here, I want to make the most of the weather and go for a walk every day. 10 By the time you come and visit, I here for six months. 11 I in several different countries. 12 I didn’t eat very healthily when I in New York – too much fast food.

Exercise 7 1 have been running / have run 2 will have run 3 was running 4 had never run 5 have read 6 had been reading / had read 7 will be reading 8 have been reading 9 am living 10 will have been living / will have lived 11 have lived 12 was living

be find get go off

□ □

Complete the texts with the correct continuous or perfect forms of the verbs from the box.

Ask students to find information online about an unusual language that is not spoken by many people.

1E READING AND VOCABULARY Exercise 6 1 perceive, recognise 2 conceive of/perceive 3 assume 4 deduce/conclude 5 conclude/deduce 6 comprehend/grasp 7 grasp/comprehend 8 consider/reflect

SPEAKING Look at the photos and discuss the questions. 1 What adjectives would you use to describe the bridge in picture A? 2 How many birds are there in picture B? How do you know? 3 How would you describe the position of the woman in picture C? 4 How would you describe the snow in picture D?

Read the article. How might speakers of different languages answer the questions in Exercise 1?

Read the article again and match questions 1–7 with paragraphs A–D. Each paragraph may be chosen more than once. In which paragraph does the author ... 1 B describe research into the impact of a grammatical feature on the speaker’s perception? 2 A point out shortcomings in a specific piece of research? 3 C suggest an alternative explanation for linguistic relativity? 4 A outline a well-known theory about the effect of language on how we see the world? 5 D comment on the personal impact of speaking another language? B mention a benefit to perceiving the world 6 differently? 7 D refer to research into the effect of language on character?

□ □ □ □ □ □ □

SPEAKING What did you learn from reading the article that you did not know before?

Look at the highlighted verbs for thinking and understanding in the article. Then, for each sentence, choose one word that does NOT complete it correctly. 1 Because you had lived in Brazil, I you spoke Portuguese. a grasped b assumed c concluded 2 It’s hard to how much the world is likely to change in the next 50 years. a comprehend b conceive c reflect 3 They failed to just how important the decision was. a recognise b contemplate c perceive 4 We’re moving abroad. a deducing b considering c contemplating 5 With difficulty, he managed to what she was trying to explain. a assume b comprehend c grasp 6 From what I can , she’s actually been fired, rather than resigning. a gather b conceive c deduce

WATCH OUT! Conclude has a similar meaning to deduce, but also has the sense of being a judgement arrived at after some thought, whereas deduce implies an immediate judgement.

Complete the sentences with the correct words from Exercise 5. Then look back at the text and check. 1 Because snow is so much more present in their lives, they actually snow differently, and more subtle distinctions. 2 The key question is whether this implies that the languages mould the way they the world. 3 You may that counting is a universal human trait but, in fact, not all languages have numbers. 4 We can probably from this that they don’t feel the need to quantify precisely. 5 So, should we that speakers of different languages do indeed see the world from a different perspective? 6 It is possible to something even if you don’t have a specific word for it. 7 You may not have a word for every colour you see, but you will obviously that these colours are different from each other. 8 It’s fascinating to that you might actually be a different person when speaking a second language.

SPEAKING In pairs, discuss the questions. 1 Do you feel as if you have a different identity when you speak English? 2 How would you feel about people using an anglicisation of your name, e.g. Kate for Kasia? 3 Do you think you have changed as an individual because of the language(s) you have learned?

□ I can identify specific details in a text and use verbs connected with understanding.

REFERENCES CULTURE NOTES page 208

EXTRA ACTIVITIES IN CLASS

• As an extension to Exercise 4, ask students to tell the class about the unusual language they researched at home. Encourage discussion about why languages can develop differently.

• After Exercise 7, put students in small groups and ask them to compare their native language with English. They should consider similarities as well as differences. Give them a few minutes to discuss in their groups, then open up thediscussion to the class.

FURTHER PRACTICE Workbook pages 10–11/Online Practice

NEXT CLASS Ask students to think about smells or songs that bring back memories for them, which they are happy to share with their classmates. Ask them to make notes for the next lesson.

E G N A H C E G A U D O E S L A N G H E WO R L D ? T E E S U O Y W O H

1.7

A Have you heard that the Inuit have hundreds of different

words for snow? The theory goes that because snow is so much more present in their lives, and often of vital importance, they actually perceive it differently, and recognise more subtle distinctions between different types of snow and ice than those of us living in warmer climes. In fact, this theory is something of a myth, not least because there isn’t a single Inuit language, but a variety of dialects. However, recent research has shown that there is at least some truth in the idea that these dialects have more ways of distinguishing different types of snow than many other languages do. The key question though, isn’t really whether there are more words to describe frozen water so much as whether this implies that the languages spoken by the Inuit mould the way they conceive of the world. This concept is referred to as linguistic relativity or, more famously, the Sapir-Whorf hypothesis, after two scientists who both wrote, separately, about this idea.

C So, should we conclude that speakers of different

B There is certainly plenty of evidence that different 20

languages (and cultures) appear to see the world through different filters. For example, speakers of Guugu Yimithirr, a language used in North Queensland, Australia, would always refer to someone’s position using the words for the directions: north, south, east and west. They wouldn’t say ‘that woman is standing in front of her house’, but something like ‘that woman is standing west of her house’. As a result, speakers of Guugu Yimithirr will naturally be far better than most of us at instantly knowing which direction they are facing. To give another example, you may assume that counting is a universal human trait, but, in fact, not all languages have numbers. The Pirahã people of the Amazon rainforest in Brazil simply distinguish between a smaller amount and a larger amount. We can probably deduce from this that they don’t feel the need to quantify precisely in the way that many of us do. European languages also differ in the way they see the world. For example, the word for bridge has a masculine gender in Spanish and a feminine gender in German. The cognitive scientist Lera Boroditsky carried out research where she asked Spanish and German speakers to describe a bridge and found that the Spanish speakers tended to use more stereotypically masculine adjectives, such as big and strong, whereas the German speakers used more stereotypically feminine adjectives, such as beautiful and elegant.

languages do indeed see the world from a different perspective? Perhaps, frustratingly, the answer is likely to be yes and no. To begin with, it is possible to comprehend something even if you don’t have a specific word for it. Imagine you were mixing paint, like you did in primary school, adding a drop of blue to a pot of red paint. You may not have a word for every colour you see as you add the blue drop by drop, but you will obviously grasp that these colours are different from each other. Similarly, while blue and green are clearly different colours, many languages don’t recognise this difference and have a word which describes both colours. This doesn’t mean that they see colour differently, but that they categorise it differently. The same could be said for the different types of snow, or different ways of looking at numbers and quantity. Ultimately, someone’s culture may say a lot about how they see the world, and their culture is likely to be reflected in their language. Whether that means that their language affects their thinking is yet to be conclusively proven.

That said, many people do feel they take on a new identity when using another language. A 2006 study of bilingual Mexican-Americans, asked them to take a personality test in both English and Spanish. Amazingly, the results varied, depending on which language each individual was using. Undoubtedly, how much you pick up a culture alongside a language will depend on how and why you are learning it, and whether you wish to become part of the second language culture, but it’s fascinating to consider that you might actually be a (slightly) different person when speaking a second language.

GLOSSARY linguistic relativity – a principle claiming that the structure of a language affects its speakers’ world view or cognition, and thus people’s perceptions are relative to their spoken language

I recently had a big clear-out of my bedroom and, tucked behind the wardrobe, I found my old teddy bear, George. Seeing him again brought all the memories flooding back. I had had George from when I was very little and, for as long as I could remember, he had only had one eye. It wasn’t important to me, I loved him no matter how shabby and old he was. George was my constant companion and we did everything together. One day, I discovered that George had lost his one remaining eye. I took him to my mother and, much to my delight, she promised that she could give him his sight back. The next day she presented George to me. She had decided she might as well sew on two new buttons, rather than just one. I clearly recall how much his new

appearance came as a shock. I’ve never forgotten how upset I was to see him looking so different! George was not meant to have two eyes! He looked all wrong! I started crying and screaming (I was very young, remember). My mother was really worried. She didn’t have a clue what was wrong with me. Eventually, I made her understand and she had no choice but to cut off one of the buttons so that, once again, he was my familiar one-eyed bear. I don’t know how I failed to realise he had gone missing down the back of the wardrobe, but I’ve already decided he’ll be coming with me to university, where I can keep an eye on him. I may not want to play with him anymore, but looking at him still evokes so many precious memories.

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by referring students to the notes they made at home and asking them to tell the class about smells and/or songs that bring back memories for them. If there is time, you could get them to discuss in pairs or small groups first.

• After Exercise 5, ask students to choose four of the expressions from the task and use them in their own sentences. They can then swap with a partner and check that they have used the expressions correctly. If there is time, invite different students to share some of their sentences with the class.

• After Exercise 8, put students in pairs and ask them to write down as many words and phrases as they can think of connected to memory and remembering. Set a time limit of 2–3minutes. Pairs then read out their words/phrases and the class keeps atally. At the end, the pair with the most items wins.

1F WRITING AND VOCABULARY | A blog post about the past 1 2

SPEAKING In pairs, discuss what your warmest childhood memories are. What did you learn about your partner?

Read a blog post about a childhood memory and discuss the questions.

Put the paragraphs of the blog post in the correct order.

□ □ □ □ □

A 3 Describe the main events of the memory. B 5 Explain why the memory is still significant for you. C 2 Give the background to the memory (how old you were, where it took place, etc.) D 1 Introduce the memory by explaining why you are talking about it. E 4 Relate the past events to the present day.

These kinds of expressions tend to be very ‘fixed’, so it is important to use exactly the right words in the right order, e.g. be on tip of the tongue be on the tip of my tongue.

Introduction Blog posts are often quite personal, so you might begin by explaining to your audience why you are telling them about this memory: ✓ … brought all the memories flooding back. ✓ I clearly recall … I was reminded of … One of my fondest childhood memories is … ✓ … evokes so many precious memories.

□ □ □ □ □ □ □ □

Conclusion Explain why the memory was significant: … had a profound influence on … This experience convinced me that … ✓ I’ve never forgotten …

Complete the second sentence using the word in bold so that it means the same as the first one. 1 I didn’t realise what a bad idea it was. FAILED I failed to realise what. a bad idea it was 2 I took him with me everywhere I went. MATTER No matter where I went,. I took him with me 3 I had to wait for him. CHOICE I had no choice but to wait.for him 4 I was delighted when he agreed to come to the party. TO Much to my delight, he agreed . to come to the party 5 I have no reason not to work today. MIGHT I might as well work today . 6 I was really shocked by what you said. CAME What you said came as a shock to me . 7 I had no idea what was happening. CLUE I had no / didn’t have a. clue what was happening 8 I had to watch my little brother carefully. EYE I had to keep my/an eye on my . little brother

□ □ □ □ □

Style Use time linkers to show when things happened: ✓ one day at that time during these years by the time as a child / when I was a child for the time being ✓ for as long as I could remember on rare occasions

Exercise 2 Suggested answers 1 because it had a big emotional impact 2 They are going to university, so probably about eighteen, well-educated, still living with their parents at the moment. They may be quite sensitive because of the way they reacted, and perhaps a little sentimental. They aren’t worried about what people at university might think if they bring the bear.

WATCH OUT!

Study the Writing box and tick the phrases used in the blog post.

WRITING | A blog post about the past

Complete the sentences with one word in each gap. Then check your answers in the blog post. 1 I loved him matter how shabby and old no he was. much to my delight, 2 I took him to my mother and, she promised that she could give him his sight back. 3 She had decided she might as well sew on two new buttons. 4 I clearly recall how much his new appearance as a shock. came what was wrong with me. 5 She didn’t have a clue to cut off one of the 6 She had no choice but buttons. failed to realise he had gone 7 I don’t know how I missing. 8 He'll be coming with me to university, where I can an eye on him. keep

1 Why do you think the writer remembers this moment in particular? 2 What do you think this story tells you about the writer? What could you say about their background, age, personality, values, etc.?

□ □ □

Choose one of your childhood memories that you are happy to write about. Read the questions and make notes. 1 2 3 4 5

How old were you? What was the occasion? What happened exactly? What emotions do you associate with this memory? Why is the memory significant to you? What does the memory say about you, e.g. your background, personality, values or life experiences?

WRITING TASK Write a blog post about your childhood memory. Use the advice and some of the phrases from the Writing box, plus a range of tenses. If possible, try to use some of the expressions from Exercise 5.

□ I can write a blog post about the past.

FURTHER PRACTICE Workbook page 12/Online Practice

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

Word List REMEMBER MORE 1 Complete the questions with

prepositions. Then check with the word list. Answer the questions with your partner. 1 What are you nuts about ? 2 Are your choices in line with what your parents want? 3 Are there any people that you don’t click with ? Say who. 4 What do you set great store by ?

2 Complete the compound

adjectives. Then check with the word list. Write your own example sentences using the words. 1 self- centred , - aware , - obsessed 2 absent -, narrow -, like -minded

3 Complete the sentences with the

set great store by sth /ˌset ˌɡreɪt ˈstɔː baɪ ˌsʌmθɪŋ/ sincere(adj)/sɪnˈsɪə/

by nature /baɪˈ neɪtʃə/

sincerity(n)/sɪnˈserəti/

capable(adj)/ˈkeɪpəbəl/

spontaneity(n)/ˌspɒntəˈneɪəti/

click with sb /ˈklɪk wɪð ˌsʌmbɒdi/

spontaneous(adj)/spɒnˈteɪniəs/

come across as /ˌkʌm əˈkrɒs əz/

stability(n)/stəˈbɪləti/

commitment(n)/kəˈmɪtmənt/

stable(adj)/ˈsteɪbəl/

committed(adj)/kəˈmɪtəd/

streetwise(adj)/ˈstriːtwaɪz/

compassionate(adj)/kəmˈpæʃənət/

strong-willed(adj)/ˌstrɒŋ ˈwɪld/

conceited(adj)/kənˈsiːtɪd/

tactful(adj)/ˈtæktfəl/

cutting-edge(adj)/ˌkʌtɪŋˈedʒ/

tactfulness(n)/ˈtæktfəlnəs/ thin-skinned(adj)/ˌθɪn ˈskɪnd/

defensive(adj)/dɪˈfensɪv/

tight-fisted(adj)/ˌtaɪt ˈfɪstɪd/ tongue-tied(adj)/ˈtʌŋ taɪd/

discretion(n)/dɪˈskreʃən/

tough(adj)/tʌf/

eye-catching(adj)/ˈaɪ ˌkætʃɪŋ/

tribe(n)/traɪb/

forward-looking(adj)/ˌfɔːwəd ˈlʊkɪŋ/

trustworthy(adj)/ˈtrʌstˌwɜːði/

frank(adj)/fræŋk/

underconfident(adj)/ˌʌndəˈkɒnfɪdənt/

frankness(n)/ˈfræŋknəs/ get a kick out of sth /ɡet ə ˈkɪk aʊt əv ˌsʌmθɪŋ/ heritage(n)/ˈherətɪdʒ/ highly strung(adj)/ˌhaɪli ˈstrʌŋ/ high-spirited(adj)/ˌhaɪ ˈspɪrɪtɪd/ humble(adj)/ˈhʌmbəl/ humility(n)/hjuːˈmɪləti/ inclusive(adj)/ɪnˈkluːsɪv/

absentminded

forgetful

I forget everything – I'm absentminded.

inclusivity(n)/ˌɪnkluːˈsɪvəti/

• Individually, students write down as many of the verbs for thinking and

self-obsessed(adj)/ˌself əbˈsest/

be nuts about sth /bi ˈnʌts ˌəbaʊt ˌsʌmθɪŋ/

Memory clue (M)

• Individually, students think of one or two sentences to describe a compound adjective from the word list for Lesson 1A. They then say their sentence to a partner, who has to guess the adjective.

self-centred(adj)/ˌself ˈsentəd/

be into sth(phr v)/bi ˈɪntə ˌsʌmθɪŋ/

Information (I)

EXTRA ACTIVITIES IN CLASS

self-aware(adj)/ˌself əˈweə/

be in line with sth /bi ɪn ˈlaɪn wɪð ˌsʌmθɪŋ/

Key word (K)

say a lot about sb /ˌseɪ ə ˈlɒt əˌbaʊt ˌsʌmbɒdi/

assertiveness(n)/əˈsɜːtɪvnəs/

1 Don’t be afraid to tell your boss what you think – try to be a bit more assertive (ASSERTION). 2 Our courses are inclusive (INCLUSIVITY) – anyone can join. 3 Jemma is a very discreet (DISCRETION) hairdresser. She never tells anyone what her celebrity clients tell her. 4 Cal is a sincere (SINCERITY) employee, he’s very honest and says what he thinks.

The KIM strategy is a visual way of recording and remembering vocabulary. In a table similar to the one above, write the key word (K), the information about the word (I), usually a definition, a synonym or a translation, and a memory clue (M) – this could be a drawing or an example sentence.

resilient(adj)/rɪˈzɪliənt/

assertive(adj)/əˈsɜːtɪv/

discreet(adj)/dɪˈskriːt/

ACTIVE VOCABULARY | KIM strategy

rate(v)/reɪt/

absorbed by sth /əbˈzɔːbd baɪ ˌsʌmθɪŋ/

dedicated(adj)/ˈdedɪkeɪtɪd/

complete the table with some of the vocabulary from this unit.

plump for(v)/ˈplʌmp fə/

absent-minded(adj)/ˌæbsəntˈmaɪndɪd/

correct adjectives formed from the words in bold. Then check with the word list.

4 Read Active Vocabulary. Then

1A VOCABULARY AND SPEAKING 5.1

inclusiveness(n)/ɪnˈkluːsɪvnəs/

kind-hearted(adj)/ˌkaɪnd ˈhɑːtɪd/ laid-back(adj)/ˌleɪd ˈbæk/ lifelong(adj)/ˈlaɪflɒŋ/ like-minded(adj)/ˌlaɪk ˈmaɪndɪd/ memorabilia(n)/ˌmemərəˈbɪliə/ merciful(adj)/ˈmɜːsɪfəl/

what makes us tick /ˌwɒt ˌmeɪks əs ˈtɪk/

1B SPEAKING AND VOCABULARY 5.2 administer a test /ədˌmɪnɪstər ə ˈtest/ anxiety-provoking /æŋˈzaɪəti prəˌvəʊkɪŋ/ assessment(n)/əˈsesmənt/ career path /kəˈrɪə ˌpɑːθ/ centre of attention /ˈsentər əv əˌtenʃən/ cold fish(n)/ˌkəʊld ˈfɪʃ/ comprehensive(adj)/ˌkɒmprɪˈhensɪv/ dark horse(n)/ˌdɑːk ˈhɔːs/ essentially(adv)/ɪˈsenʃəli/ have a bite to eat /ˌhəv ə ˈbaɪt tə ˌiːt/ go-getter(n)/ˌɡəʊ ˈɡetə/ hand down(phr v)/ˌhænd ˈdaʊn/

mercy(n)/ˈmɜːsi/

if I’m hearing you correctly /ɪf aɪm ˌhɪərɪŋ jə kəˈrektli/

narrow-minded(adj)/ˌnærəʊ ˈmaɪndɪd/

I'll pass /aɪl ˈpɑːs/

over-the-top(adj)/ˌəʊvə ðə ˈtɒp/

in a nutshell /ɪn ə ˈnʌt-ʃel/

overcooked(adj)/ˌəʊvəˈkʊkt/

in other words /ɪn ˈʌðə wɜːdz/

paramedic(n)/ˌpærəˈmedɪk/

inject(v)/ɪnˈdʒekt/

passionate about sth(adj)/ˈpæʃənət əˌbaʊt ˌsʌmθɪŋ/

let me get this straight /ˌlet mi ɡet ðɪs ˈstreɪt/

understanding as they can remember from Lesson 1E. In pairs, they then compare their items and check with the word list. Who has the most correctitems? • Individually, students write gap-fill sentences with words or phrases from the word list. To make the exercise easier,

they could supply the first letter of each gapped word. Then, in pairs, they swap sentences, complete them and check their answers with their partner. • Students play Taboo. Put them in pairs and ask them to choose 8–10 words from the word list they would like to remember and write each word on

01 live wire(n)/ˌlaɪv ˈwaɪə/

vulnerability(n)/ˌvʌlnərəˈbɪləti/

shortcomings(n)/ˈʃɔːtˌkʌmɪŋz/

make an entrance /ˌmeɪk ən ˈentrəns/

warrior gene /ˈwɒriə ˌdʒiːn/

subtle distinction /ˌsʌtl dɪˈstɪŋkʃən/

mover and shaker(n)/ˈmuːvər ənd ˌʃeɪkə/

willingness(n)/ˈwɪlɪŋnəs/

take on a new identity /ˌteɪk ˈɒn ə ˌnju: aɪˈdentəti/

1D GRAMMAR

the theory goes that /ðə ˈθɪəri ˌɡəʊz ðət/

overnight(adv)/ˌəʊvəˈnaɪt/ pathway(n)/ˈpɑːθweɪ/ psychometric test /ˌsaɪkəʊˈmetrɪk test/

5.4

bookworm(n)/ˈbʊkwɜːm/

there is plenty of evidence that /ðeəz ˈplenti əv ˌevɪdəns ðət/

(right) up your street /(ˌraɪt) ˌʌp jə ˈstriːt/

can’t be bothered (to do sth) /ˌkɑːnt bi ˈbɒðəd (tə duː ˌsʌmθɪŋ)/

simply put /ˌsɪmpli ˈpʊt/

develop a habit /dɪˌveləp ə ˈhæbɪt/

smart alec(n)/ˌsmɑːt ˈælək/

fall flat on your face /ˌfɔːl ˈflæt ɒn jə ˌfeɪs/

smart cookie(n)/ˌsmɑːt ˈkʊki/

get out of breath /ˌɡet aʊt əv ˈbreθ/

soft touch(n)/ˌsɒft ˈtʌtʃ/ so you’re saying (that) /ˌsəʊ jə ˈseɪ-ɪŋ (ˌðæt)/

keep quiet about sth /ˌkiːp ˈkwaɪət əˌbaʊt ˌsʌmθɪŋ/

so, what it boils down to is that /ˌsəʊ wɒt ɪt bɔɪlz ˈdaʊn tə s ˌðæt/

make the most of sth /ˌmeɪk ðə ˈməʊst əv ˌsʌmθɪŋ/

super-driven /ˈsuːpə ˌdrɪvən/

running kit /ˈrʌnɪŋ kɪt/

constant companion /ˌkɒnstənt kəmˈpænjən/

to put it another way /tə ˌpʊt ɪt əˈnʌðə weɪ/

spot(n)/spɒt/

don’t have a clue /ˌdəʊnt həv ə ˈkluː/

wet blanket(n)/ˌwet ˈblæŋkɪt/

trip over sth(v)/ˈtrɪp ˌəʊvə ˌsʌmθɪŋ/

evoke precious memories /ɪˌvəʊk ˌpreʃəs ˈmeməriz/

1C LISTENING AND VOCABULARY 5.3

1E READING AND VOCABULARY 5.5

fail to realise /ˌfeɪl tə ˈrɪəlaɪz/

behaviourist(n)/bɪˈheɪvjərɪst/

anglicisation(n)/ˌæŋɡlɪsaɪˈzeɪʃən/

boardroom(n)/ˈbɔːdruːm/

assume(v)/əˈsjuːm/

fondest childhood memories /ˌfɒndɪst ˌtʃaɪldhʊd ˈmeməriz/

caregiver(n)/ˈkeəˌɡɪvə/

categorise sth(v)/ˈkætəɡəraɪz ˌsʌmθɪŋ/

go missing /ˌɡəʊ ˈmɪsɪŋ/

carpentry(n)/ˈkɑːpəntri/

clime(n)/klaɪm/

have no choice but to /həv ˌnəʊ ˈtʃɔɪs bət tə/

destiny(n)/ˈdestəni/

cognition(n)/kɒɡˈnɪʃən/

hold many memories /ˈhəʊld ˌmeni ˌmeməriz/

disposition(n)/ˌdɪspəˈzɪʃən/

cognitive scientist /ˌkɒɡnətɪv ˈsaɪəntɪst/

genetic engineering(n)/dʒəˌnetɪk ˌendʒəˈnɪərɪŋ/

comprehend(v)/ˌkɒmprɪˈhend/

keep an eye on sb/sth /ˌkiːp ən ˈaɪ ɒn ˌsʌmbɒdi/ ˌsʌmθɪŋ/

hand sth down(phr v)/ˌhænd ˌsʌmθɪŋ ˈdaʊn/

conceive of sth(v)/kənˈsiːv əv ˌsʌmθɪŋ/

hereditary(adj)/həˈredətəri/

conclude(v)/kənˈkluːd/

imply(v)/ɪmˈplaɪ/

conclusively(adv)/kənˈkluːsɪvli/

inherit (sth) from sb /ɪnˈherət (ˌsʌmθɪŋ) frəm ˌsʌmbɒdi/

consider(v)/kənˈsɪdə/

mechanical drawing /mɪˌkænɪkəl ˈdrɔːɪŋ/

deduce(v)/dɪˈdjuːs/

moulded(adj)/ˈməʊldɪd/

frustratingly(adv)/frʌsˈtreɪtɪŋli/

nurture(n)/ˈnɜːtʃə/

gather(v)/ˈɡæðə/

obedience(n)/əˈbiːdiəns/

grammatical feature /ɡrəˌmætɪkəl ˈfiːtʃə/

offspring(n)/ˈɒfˌsprɪŋ/

grasp(v)/ɡrɑːsp/

oversimplification(n)/ˌəʊvəsɪmplɪfɪˈkeɪʃən/

imply(v)/ɪmˈplaɪ/

owe a great deal to sth /ˌəʊ ə ˌɡreɪt ˈdiːl tə ˌsʌmθɪŋ/

linguistic relativity /lɪŋˌɡwɪstɪk ˌreləˈtɪvəti/

predispose(v)/ˌpriːdɪsˈpəʊz/ proponent(n)/prəˈpəʊnənt/ ring a bell /ˌrɪŋ ə ˈbel/ salivate(v)/ˈsæləveɪt/ solely(adv)/ˈsəʊl-li/ trait(n)/treɪt/ unsurprisingly(adv)/ˌʌnsəˈpraɪzɪŋli/ upbringing(n)/ˈʌpˌbrɪŋɪŋ/

contemplate(v)/ˈkɒntəmpleɪt/

1F WRITING AND VOCABULARY 5.6 be on the tip of your tongue /ˌbi ɒn ðə ˈtɪp əv jə ˌtʌŋ/ bring back memories /ˌbrɪŋ ˌbæk ˈmeməriz/ clear-out(n)/ˈklɪəraʊt/ come as a shock /ˌkʌm əz ə ˈʃɒk/

flood back(phr v)/ˌflʌd ˈbæk/

might as well /ˈmaɪt əz ˌwel/ much to my delight /ˌmʌtʃ tə maɪ dɪˈlaɪt/ no matter /nəʊ ˈmætə/ profound influence on /prəˌfaʊnd ˈɪnfluəns ɒn/ shabby(adj)/ˈʃæbi/ tuck sth behind sth /ˈtʌk ˌsʌmθɪŋ bɪˌhaɪnd ˌsʌmθɪŋ/

mould(v)/məʊld/ of vital importance /əv ˌvaɪtl ɪmˈpɔːtəns/ outline sth(v)/ˈaʊtlaɪn ˌsʌmθɪŋ/ perceive(v)/pəˈsiːv/ perception(n)/pəˈsepʃən/ quantify(v)/ˈkwɒntɪfaɪ/ recognise(v)/ˈrekəɡnaɪz/ reflect(v)/rɪˈflekt/ research into sth /rɪˈsɜːtʃ ˌɪntə ˌsʌmθɪŋ/

15 aseparate piece of paper. On the same piece of paper, they should write three more words which should not be used when giving a definition of that word. Join pairs together into groups of four and get them to put their cards in two piles face down on the desk. They take it in turns to pick one card from the other pair’s pile and give a definition

ofthe word on the card without using the ‘taboo’ words. If their partner guesses the word, they win a point. If not, or if the student giving the definition uses one of the taboo words, the card is ‘burnt’ and no points are scored. The pair with the most points atthe end are the winners.

FURTHER PRACTICE Workbook page 13/Online Practice

NEXT CLASS Ask students to revise Unit 1.

Revision

VOCABULARY AND GRAMMAR

Exercise 5 1 have you been doing 2 was planning 3 ’ve been watching 4 ’ve found 5 ’d never realised 6 ’ve been meaning 7 ’m finding 8 are you getting on 9 ’ll be spending 10 ’ll have been researching

1 It had rained / had been raining for a while by the time we left the theatre. 2 I’ve had / been having this habit of counting my steps ever since I started primary school. 3 We’ll have looked / be looking at the past and present tenses over the next few lessons. 4 I’ve dreamt / been dreaming about our old town several times recently. 5 By the time this train gets in, they’ll have waited / have been waiting for us for over an hour.

Complete the conversation with the continuous, perfect or perfect continuous form of the verbs in brackets. A Hi. I haven’t heard from you for a while, what 1 (you / do) with yourself? (plan) to call you B Good to see you! Sorry, I 2 last night, but never got round to it. (watch) a highly interesting TV series on I3 and off for a while now – it’s about researching your ancestry. So, I decided to have a go and I 4 (find) several really useful websites. I 5 (never / realise) before that it could be so fascinating. (mean) to catch that series too. A Yeah – I 6 (find) college work a bit heavy at the I7 (you / get on) with the moment. How 8 research? B I know what you mean about the assignments! (spend) I’ve missed a couple, so no doubt I 9 next week catching up! But, by the end of the month, (research) my family history for a good I 10 three weeks, so I should have some results!

Find one mistake in every sentence and correct it. 1 She thinks she’s a real clever alec, but she actually got the answer wrong. smart 2 The story is about the life of an old man who was so close-fisted that he refused to give any of his family birthday cards. tight 3 In my opinion, Katy is a black horse and I’m sure she knows much more about the situation than she’s letting on. dark 4 You must not be thin-minded when entering into discussions on this topic as our own views are not always that well-informed. narrow 5 The new teacher is a real bright wire and lessons are certainly more interesting these days! live 6 Don’t be so negative, you’re such a damp blanket! I’m sure we’ll have a great time. wet

Choose the correct words to complete the sentences.

Choose the correct words to complete the sentences. 1 He’s very conceited / humble / tough and brags about how good he is at everything all the time. 2 Are you deciding / implying / conceiving that people are more influenced by their upbringing than their genes? 3 The writer of the article is a mover / proponent / go-getter of the theory that early childhood habits last a lifetime. 4 There is very little discretion / humility / spontaneity in my cousin’s life as he always plans everything down to the last detail. 5 I simply can’t conclude / assume / comprehend why two sisters with the same parents have such different personalities. 6 I suppose our boss is very forward -seeing / -looking / -minded and always thinks about the long-term future of the business, rather than what’s just round the corner.

Exercise 6 1 (over)simplification 2 disposition 3 compassionate 4 discretion 5 vulnerability 6 stability 7 dedicated 8 commitment

USE OF ENGLISH

Complete the text with the correct form of the words in capitals.

Complete the words in the sentences. 1 I would just love to be a s o c i a l butterfly, but unfortunately, I’m way too shy. 2 Many parents encourage their o f f s p r i n g to be streetwise in order to be really successful in life. 3 His particular sense of humour is a personality t r a i t shared by his whole family. 4 The nature versus n u r t u r e debate is one that will continue to engage people for a very long time. 5 His extreme physical flexibility is h e r e d i t a r y : both his father and grandfather were very flexible too. 6 My uncle has always been a s o f t touch and was forever giving me and my brother money when we were young.

STRATEGY | Word formation Read the text through first to have an idea of the general meaning before you focus on the individual gaps. You may need to make more than one change to the base word.

ARE YOU THE RIGHT PERSON? We are looking for volunteers to staff our hostels and help street sleepers during the winter months. It would (SIMPLIFY) SIMPLIFY)) to say that the ideal SIMPLIFY be a(n) 1 volunteer is kind-hearted and of a friendly 2 (DISPOSE). Our people need to be able to deal with many issues so we would hope to attract people who (COMPASSION) but also tactful and able are 3 (DISCREET). DISCREET). DISCREET ). The 5 to use their 4 ((VULNERABLE VULNERABLE) of homeless people cannot be (STABLE) overstated as they have little 6 in their lives. Our volunteers need to be 7 (DEDICATE) individuals with a high sense of 8 (COMMIT), COMMIT), COMMIT ), so please apply if you are willing to devote significant amounts of your time. Use of English > page 177

FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page177

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

• Class debates pages 265–266 • Self-assessment 1 and Self-check 1, Workbook pages 14–15/Online Practice • Extra digital activities: Use of English, Reading, Listening

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

READING

Read five texts about the significance of first impressions. For questions 1–10, choose from the texts A–E. Each text may be chosen more than once.

First

Impressions A

First impressions are important in our personal and professional lives, which is why we need to be aware of the signals we are sending out and, if necessary, change them. Most people understand that a smile and eye contact are generally perceived positively so they make use of these strategically. On the other hand, they may be completely oblivious to the fact that their crossed arms can make them look closed or even hostile. Occasionally, even the most amiable person can have something on their mind which can affect how they feel. Rather than letting this show, they can use a technique such as thinking of something amusing that will put a smile on their face as they enter the room to meet and greet the people there.

So, you’ve conquered your nerves and turned up at the party. You stride into the room, smile at everyone and greet them with a firm handshake. But what now? After all, first impressions are not just about physical appearance. We also make judgements about people when we start to talk to them. Introverted people seem to be at a disadvantage, but all is not lost. There are tried and tested topics, such as the weather, for example, or you can use visual or oral clues to stimulate the conversation: an interesting accent – ‘Where are you from?’ A band T-shirt – ‘Oh are you a fan?’ If you are lucky, the person you ask will be a chatty extrovert happy to be in the company of someone who doesn’t interrupt their well-practised anecdotes.

C Whenever the topic of first impressions is raised, job interviews are sure to be mentioned. Many of them start off with a few introductory questions aimed at settling the interviewee’s nerves, as if this was a friendly encounter rather than a serious assessment of suitability. In an interesting study, objective outsiders were split into two groups to watch a video of the interview. One group watched the entire thing, the other missed out the initial, informal chat. The first group’s judgement of the candidate’s performance was, to a large extent, dependent on the impression they made at the start. So, it turns out that a talented candidate may be rejected for a position simply because they find social chit-chat difficult. D

To a certain extent, we can influence the impressions we make on other people, for example by controlling our facial expression and not frowning or looking bored.

Unfortunately, we are at the mercy of what nature has given us. Our appearance may be perceived as positive in some situations, but not in others. A good example can be an attractive baby face on a police officer which may lead to a perception of weakness and fallibility and, if we remind another person of someone disagreeable in some way, this association will be hard to shake off whatever we do. We just have to make the most of what we have got and hope that this will be enough.

Some experts claim that there are two main aspects to first impressions: trustworthiness and competence. It may be assumed that the importance of each depends on the situation, for example, trustworthiness in personal relationships and competence in more professional situations. However, research indicates that competence always takes second place to trustworthiness. This isn’t as remarkable as it may at first appear. After all, without trust, how can we be sure that the air of competence we notice is genuine? Conflicting clues to our true feelings or personality can make us difficult to trust. As a result, a seemingly warm smile can be more off-putting than inviting if our tone of voice doesn't go hand in hand with it.

Which person makes the following statements?

□ C A negative first impression can lead to an 2 □ unfavourable outcome. A There are ways to overcome temporary mood swings. 3 □ E There is a simple reason for a rather surprising finding. 4 □ B It’s important to keep your ears and eyes open for 5 □ small talk openers. D Certain aspects of first impressions are beyond our 6 □ control. A We may come across more negatively than we realise. 7 □ D Not everything about how people perceive us 8 □ depends on us. E 9 □ A positive expression may not always create a favourable first impression. C 10 □ A first impression can have an important effect on 1 B You can overcome a personality trait to improve the impression you make.

an overall impression.

On the move VOCABULARY Verbs of movement, travel and transport, idioms related to movement, collocations, intensifying adverb + adjective GRAMMAR

Inversion, fronting, cleft sentences

READING

Using referencing, appreciating distinctions of style

SPEAKING

Comparing options, expressing preferences and choices

WRITING

A letter of complaint

Exercise 3 1 S1: D, S2: E, S3: C 2 S1: two exceptional-looking people: the rhino man, the golden man S2: a pair of women’s shoes in decent condition, on the floor in a totally empty carriage S3: a mass of brightly-coloured balloons in midair, fastened to a bike, on a bridge 3 S1 likes to watch people when travelling. S2 avoids rush hour – runs up to last train carriage. S3 checks out car/motorbike makes on long car journeys. 4 S1: fancy dress parties / rhino man = campaign supporter / gold man = human statue S2: sore feet / new pair of shoes S3: The woman had just got married.

2A VOCABULARY AND SPEAKING 1

SPEAKING In pairs, discuss how you spend your time on a journey. How often do you read, take photos, stare out of the window, watch other people or chat with them?

Work in pairs. Look at photos A–E of unusual things seen on a journey. Describe what you see and try to explain the situations. What difficulties might the people in the photos have had using the forms of transport? Say why.

1.8 Listen to three people talking about unusual things they have seen on journeys and answer the questions. 1 Which photo is each speaker talking about? 2 What did each speaker see that was unusual? 3 What does each speaker say about their own behaviour when travelling? 4 How do the speakers explain the events?

REFERENCES AUDIO SCRIPT page 218

EXTRA ACTIVITIES IN CLASS • After Exercise 1, in the same or new pairs, students tell a partner about amemorable travel experience they have had. They should mention the

destination, when and how they travelled, and what happened to make the experience memorable. • After Exercise 9, put students in pairs and allocate the idioms from Exercise7 to one student, and the idioms from Exercise 9 to the other student. Givethem a few minutes to revise their

sets of idioms and then ask them to cover their set, but not their partner’s. In turns, they read out an idiom from their partner’s set, and their partner must give an example sentence using the idiom. To turn this into a game, students win one point for each correctly used idiom, and the student with the most points at the end wins.

02 Verbs of movement

ACTIVE VOCABULARY | Idioms

Match the verbs from the recording with the type of movement they describe. Use a dictionary if necessary.

Idioms have a figurative meaning and we shouldn’t take them literally, e.g. I’m completely at sea with the new computer system means I’m totally confused or not sure what to do with it.

hobble lurch shuffle stagger stride stumble surge wobble Which verbs describe moving 1 quickly? lurch / stride / surge 2 slowly? hobble / shuffle / wobble 3 unsteadily? lurch / stagger / stumble / wobble 4 without lifting your feet off the ground? shuffle 5 with difficulty? lurch / hobble / shuffle / stagger / stumble / wobble

• Idioms are used mainly in informal or colloquial language. • It is important not to change any word in an idiom or the meaning is lost. • It is better not to overuse idioms, as this can sound unnatural.

In pairs, think of a situation when you could use each of the idioms from Exercise 7. Write down the sentences and share with the class.

Complete the sentences with the correct forms of the verbs from Exercise 4. 1 Look at that guy along the platform, carrying an enormous suitcase. He can hardly walk in a straight line. 2 It felt quite scary when crowds of passengers on the ferry suddenly to the back of the ship. 3 I put my sister’s shoes on by mistake and found myself around in sandals two sizes too big! 4 I across to the other side of the car when the tube hurtled round a bend at top speed. 5 I getting off my motorbike and hurt my ankle so I around for days. 6 Dan was so angry that he quickly over to the ticket collector and demanded his money back. 7 Peter up the hill on his bike on a good day, but on the bad days.

When the café opened, it sold amazing food at really low prices, but since the new owners took over, it’s been going downhill rapidly.

Travel verbs

Study Watch out! and give both a literal and figurative meaning of the verbs in the box. Then complete the sentences with the correct forms of these verbs. Use a dictionary if necessary. backpedal drive fly jump park sail stagger stumble 1 Ella sailed through her interview to become a tour guide. 2 My cousin drives himself too hard in his work as a holiday rep and he’ll be ill if he’s not careful. 3 I was so stressed while reading the speech that I stumbled over some of the words. 4 We were staggered by the amount of homework the teacher gave us to do over the weekend. flew 5 I was late this morning and I down the road to catch the bus with a few seconds to spare. 6 No one can agree about whether or not to install speed bumps so let’s just that idea for now. park 7 He was in such a hurry that he jumped the lights and nearly had a crash. 8 The teacher was about to tell us off for leaving our bicycles outside the front door when he realised the head teacher was with us. He backpedalled very quickly!

Idioms related to movement

Look at the highlighted idiom from the recording. What do you think it means? Choose a or b. Do you know any other idioms related to travel or movement? ‘Or maybe the rhino man could have been part of a save the rhinos campaign or something. I suppose – whatever floats your boat, huh?’ a People can do whatever they like. b Some people are very strange.

Exercise 5 1 staggering 2 surged 3 shuffling 4 lurched 5 stumbled, was hobbling/hobbled 6 strode 7 surged, wobbled

Study Active Vocabulary. Then complete the sentences with the words from the box. boat downhill force plain ride steer wall 1 There are new roadworks in the town centre, and it is wall driving motorists up the . So you’d better clear of the main junction for at least a week. steer 2 He encountered some obstacles while training to plain sailing. become a pilot. It wasn’t all 3 It was because of Angela’s commitment that the new rail project was successful. She was force behind it. the driving 4 The airline used to have an excellent reputation, but in recent months, it’s been going downhill quickly. 5 Everyone’s furious about the increase in car parking boat – we have no fees. We’re all in the same other option. We know the city needs money, but no . one likes to be taken for a ride

WATCH OUT! Some verbs, apart from having a literal meaning, also have a figurative one. For example, the literal meaning of to fly is to move in the air, and its figurative meaning is to move quickly and suddenly, e.g. I saw an opening in the crowd and flew down the platform.

10 SPEAKING In pairs, choose one of the photos on page 18 not referred to in the recording and invent a story about a traveller seeing these events. Use the verbs from Exercise 4. Tell your stories to the class.

□ I can use verbs and idioms related to movement to talk about travelling. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 16–17/Online Practice

Vocabulary Quiz 2

• Photocopiable resource 4: What have I done?, pages 270, 284

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 2

Ask students to do an Internet search to find out about the book King Solomon’s Carpet by Barbara Vine, and write a brief synopsis of the story for the next lesson.

2B READING AND VOCABULARY 1

Exercise 4 A demonstrative referring forward (wad of people) B pronoun referring back (eastbound train) C object pronoun referring back (people coming on the train) D possessive pronoun referring back (face) E object pronoun referring back (the bag) F phrase with indefinite pronoun referring back (heaving; continuous restless movement) G demonstrative referring forward (two men and woman with a handbag) H possessive adjective referring back (handbag’s) Exercise 7 1 normally when people are in pain or suffering; here: implies it was an effort for the doors to shut 2 usually an official mark; here: implies the people’s expressions were similar and fixed 3 usually used for mass or lump of paper, etc.; here: implies lack of identity 4 implies an uncountable number, continually moving 5 refers to a group of people involved in the same activity 6 normally used to force an entry; here: implies combined determination to push forward 7 here: implies someone pushed the dress along like a broom pushes dust, not considering the nature of the item, lack of control 8 here: implies people became like statues

SPEAKING In pairs, make a list of the drawbacks of using public transport during rush hour. Compare your list with another pair.

Read the extract from a story, ignoring the gaps, and compare your ideas.

Study Active Reading. Then, in the sentences below, identify the reference devices and what they refer to.

A Each stamped with a kind of purposeful, hungry urgency, a determination to get into this train. B Whether this happened without dangerous cause, whether it often happened, what it signified, of all this she had no idea. C Looking up at the illuminated sign overhead she was glad she had not attempted to push her way in. D Some held their chins high, stretching necks, their expressions agonised, like martyrs in paintings. E The back of a head pushed one aside and pressed so close into her face that hair came into her mouth, she could smell the less than clean hair and see the beads of dandruff. F It was possible to walk in without pushing or being pushed, though there was no question of finding a seat. G A man, pushing past her, swept the dress bag out of her hand, carrying it along with him in his thrusting progress.

1 When I set out, the sky was full of clouds, but they’d cleared by the time I reached the bus stop. clouds 2 What I hate about flying is all the waiting about. It really drives me up the wall. all the waiting about 3 I recently read some stories about travel insurance claims. The one that made me laugh was about claiming for damage to a woman’s hairstyle on her way to a wedding. stories 4 In spite of their fears over delays, the students still made it to the exam with time to spare. students 5 The travel news was depressing. More than fifty percent of planes had been grounded due to the storm. more than fifty percent of planes had been grounded due to the storm

ACTIVE READING | Understanding reference devices

Reference devices are often used to avoid repetition. They can refer back to earlier information or forward to information that will come up later. The most common reference devices are: • pronouns and possessive pronouns, e.g. you, your, yours, he, him, his, it, its • indefinite pronouns, e.g. something, anything, everything, no one • relative pronouns: who, whom, which, that, whose • demonstratives: this/that, these/those, such, etc. • determiners: another, other, etc. • the words: one/ones

Look at underlined words/phrases A–H in the text. In pairs, decide what type of reference words they are, if they refer back or forward and what they actually refer to.

The second verb in each pair contains the meaning of the first but adds emphasis to it.

REFLECT | Society In pairs, discuss how important you think it is for people to have experiences that are outside their comfort zone. Think about: • visiting the non-tourist area of a town or city, • sampling food never before tasted, • switching off phones while travelling.

□ I can understand reference devices and talk about public transport.

REFERENCES CULTURE NOTES page 208

EXTRA ACTIVITIES IN CLASS • After Exercise 2, ask students to share their synopses in pairs or small groups.

Match the highlighted words from the text with their synonyms. Discuss what differences there are between the pairs of words and when you would use each one. 1 adapting adjusting 5 pushing shoving 2 pulling heaving 6 stopped ceased 3 held clutched 7 twitching fidgeting 4 letting go relinquishing Shoving involves pushing, but implies harder pressure, with no thought for the person being pushed.

Referring back As a child, I loved the sudden rush of air when a tube train was approaching. It would fill me with excitement. I usually get on the last car of the train. I go for that one because it’s mostly nearly empty. Referring forward Although she hated travelling by tube, Katy decided that it would be the fastest way home. Sometimes reference is made by stating something which is then explained, exemplified or clarified in the following sentence(s), e.g. The atmosphere inside the tube was terrible. There seemed to be no air at all.

Read the extract again. Match sentences A–G with gaps 1–7 in the text.

Then hold a brief class discussion about whether students think the story is interesting and if they would like to read the whole book. • After Exercise 5, ask students to choose a gap from the extract and write their own sentence to complete it. Remind

them that they can use reference devices to link their sentences to the sentence before or after the gap – refer them to the Active Reading box. They then give their sentence to a partner, who must decide where it fits in theextract.

S ’ N O M O L O KING S BY BARBARA VINE CARPET 1.9

Once she went wrong. She waited for some minutes on a platform, a train came and she would have got into it if that had been possible. She could not have brought herself to do as some did, step in and squash her body against the bodies of Athose who formed the dense wad of people which already bulged from the open doors. The doors ground to a close. 1 The train was C going eastwards, bound for a place called Hainault she had never heard of. She made the transfer to the right platform. Entering the train was not so bad as entering the eastbound B one would have been. 2 Others stood, F so she could too, it would not be for long. What she should have done was obey the voice that told her to pass right along the car. Instead she stayed near the doors, holding on as best she could to an upright rail, the bag with the dress in it clutched in her other hand. At St Paul’s, a great throng crammed the platform. She saw a sea of faces. 3 As before, when A she was on the Northern Line, she thought there must be some rule, some operating law that would stop more than a limited, controlled number getting in. Authority would appear and stop it. But authority did not appear, not even in the form of a disembodied voice, and the people came on in, on and on, more and more of Cthem, a marching army. A shoving, crushing, battering ram of men and women. She could not see if the platform emptied because she G could not see the platform. 4 She could see it still, made an ineffectual grab at it, seized only a girl’s skirt instead and, relinquishing it with a gasp, saw its wearer’s face loom close to Dhers, as distressed as her own must be.

The bag was bundled, squeezed, stretched and squashed, between the legs of the stumbling mass. There was no possibility of her reaching Eit. She did not dare let go, hung onto the rail, where another four hands also hung on, for dear life. Faces were closer to hers than faces had ever been. 5 E She turned her face, twisted her neck, found her eyes meeting a man’s eyes, their eyes close and gazing. His eyes were dead, purposely glazed over, blinded to deny contact. And then, as the doors groaned shut and the train moved, the fidgeting, the adjusting of positions, the shifting of hands, ceased and all became still. Everyone froze into stillness like people playing the statues game when the music stops. She knew why. If the heaving had continued, if there had been continuous restless movement, existence inside the train would have been impossible. People would begin to scream. People would begin to beat each other in their frenzy at F something so intolerable imposed upon them. D They were still. 6 Others hung their heads in meek submission. It was worst for the very short, like the girl she could see between face and face and back of head, standing with nothing to hold onto, supported by Gthose who surrounded her, her head under the men’s elbows, a woman’s handbag, clutched under an arm, driving Hits hard contents into her throat.

When the train stopped, she thought they were there. She wondered why the doors were not opening. Outside the windows all was darkness and she understood that they had stopped in a tunnel. 7 She would B have liked to ask, speak into the face of the man whose breath, rich with garlic, fanned hotly into her nostrils. Her throat had dried. She had no voice.

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 18–19/Online Practice

Ask students to think about an exciting orextreme sport they would like to try, and to make some notes about it for thenext lesson.

• Photocopiable resource 5: The scariest flight, pages 270, 285

2C GRAMMAR Exercise 3 The first sentence is an example of negative inversion. It is used to emphasise a negative adverb or adverbial expression and to make a sentence sound more dramatic or memorable. (Examples are highlighted in the text.)

SPEAKING Look at the photos and discuss the questions in pairs. 1 What do you think are the attractions of travelling at high speeds? 2 Would you like the opportunity to drive in or watch one of these events? Say why.

Read the text and answer the questions. 1 What type of text is it? Where would you find it published? a biographical article; in a sports magazine 2 Can you think of another sportsperson who did something similar? Tell your partner about him/her.

THE FIGHTING SPIRIT OF

BILLY MONGER Inversion, cleft sentences and fronting The studio audience is hushed. We’re all waiting for the famous guest to be announced. Then it comes: ‘Billy Monger!’ Onto the stage walks a fresh-faced, confident nineteen-year-old. All around the auditorium people rise to their feet. Enthusiastically, they applaud. For they know what this inspirational teenager has been through. Billy started racing when he was only six. All he wanted was to become a Formula One driver. But scarcely had his racing career begun when tragedy struck. It was in 2017 that it happened. Little did Billy know when lining up for the race that day how his life was going to change. In a horrific car crash Billy lost both his legs and ended up in a wheelchair. What the crash also seemed to do was to destroy his dream of becoming a racing driver. However, so determined was Billy to achieve his goals that before long he was back behind the wheel of a car. Not only has Billy learned to drive without legs, but he has also started to race again. He had to work incredibly hard to recover, but not once did he think of giving up. And now he’s back winning races in Formula Three! Here he stands, delighted to be on stage. What the future holds for Billy is uncertain. But such is the inspiration that Billy has given to others that one thing is sure. What he has done is to show us that no matter what happens, never should we lose our fighting spirit.

THINK BACK Compare the sentence from the text with the sentence with a similar meaning. Which is an example of negative inversion? What do we use negative inversion for? Find four similar examples of inversion in the text. Not only has Billy learned to drive without legs, but he has also started to race again. He has learned to drive without legs and he has also started to race again.

Compare sentences a from the article with sentences b. How are they different? Underline what is emphasised in sentences a. The word order is different. 1 a All around the auditorium people rise to their feet. b People rise to their feet all around the auditorium. 2 a It was in 2017 that it happened. b It happened in 2017. 3 a So determined was Billy to achieve his goals that before long he was back behind the wheel of a car. b Billy was so determined to achieve his goals that before long he was back behind the wheel of a car. 4 a What the future holds for Billy is uncertain. b Billy’s future is uncertain.

Match options a of sentences 1–4 from Exercise 4 with explanations a–c below. a

□3 To add emphasis, we can begin a sentence with

words like So and Such but, as with negative inversion, the verb comes before the subject. b 2 4 We can use cleft sentences to emphasise information in a sentence and make it sound more memorable or dramatic. These often begin with What, It’s, All (that) or The (only) thing. c 1 When we want to focus on something important in a sentence (e.g. a place, a time or the way something happened), we bring it to the front of the sentence. This is called fronting.

□□ □

Grammar Reference > page 167

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 218

• As an extension to Exercise 1, refer students to the notes they made at home and ask them to tell the class about the exciting or extreme sport they would like to try. If you have a large class, students could do this in groups instead. Encourage the class/groups to ask questions about the sport.

CULTURE NOTES page 209

• After going through the second Watch Out box on page 23 with the class, ask students to write five true sentences about themselves using the sentence starters in the box (The (only) thing that, The day when, The place where, Thereason why, The person/people who). They can then share their sentences in pairs or groups, or with the class.

02 6

Read the text again and find:

WATCH OUT!

• one example of inversion after Such, • three more examples of cleft sentences, • four more examples of fronting.

Rewrite the sentences from Exercise 6 in normal word order.

Study Watch out! Then, in pairs, rewrite the text about Billy to make it sound more natural.

Cleft sentences start not only with It’s and What, but can also start with The (only) thing that, The day when, The place where, The reason why or The person/people who, e.g. The only thing that unites the group is a passion for cars. The person I want to see is you. The day when I learnt how to use cleft sentences was the best day of my life!

WATCH OUT!

Don't overuse inversion, fronting and cleft sentences as it can make a text sound unnatural, just like the text about Billy created for the purpose of this lesson.

Rewrite the sentences using inversion. Start with the words in bold. 1 He never felt sorry for himself. NOT ONCE 2 He didn’t realise how hard it would be. LITTLE 3 His injuries were so severe that he feared he’d never walk again. SO 4 The pain he felt was so bad that he cried. SUCH

10 Rewrite the sentences using fronting. 1 They got him out of the car quickly. 2 In a Formula One race concentration is vital. 3 Although he is young, Billy is striding forward in his career. 4 He’s taking part in a race next month.

11 Read an advert about the European Rally. Have you heard of rallies like this? What might they involve?

LOVE CA RS A ND D? EE THE THR ILL OF SP WANT TO ENJOY A UNIQUE DRIVING EXPERIENCE?

CONTACT

us to learn more about how YOU can take part in next year’s annual European Rally. What you can expect is good food, fast cars and great roads. What you’ll find amazing is the camaraderie that makes this a once in a lifetime adventure.

12 Look at cleft sentences 1a and 1b. Which information is emphasised? Rewrite sentences 2–4 in a similar way.

1 The camaraderie is amazing. a It’s the camaraderie that’s amazing. b What you’ll find amazing is the camaraderie. 2 You can expect good food, fast cars and great roads. a It’s . b What . 3 A passion for cars unites the group. a It’s . b What . 4 Car racing is the thing that floats Billy’s boat. a It’s . b What .

1.10 Listen to Marie. Which countries did she and Mike visit? What did she enjoy about the rally? Spain, France, Germany; the cars, the food in France and the hotels

1.10 Correct the statements about the rally from the interview, using the words in bold. Listen again and check. 1 Marie was driving the Ferrari in the rally. IT No, it was Mike who was driving the Ferrari in the rally. 2 Marie did a lot of things to help Mike. ALL 3 After reading a blog Mike talked about lots of things. ONLY 4 Marie applied to do the rally. IT 5 The rally started in France. WHERE 6 Marie liked driving a Ferrari the most. THING 7 Marie didn’t like the hotels. WHAT 8 To enter the rally Sam’s brother needs to write a letter. ONLY

15 Rewrite the underlined parts of the text using inversion, fronting and cleft sentences. In pairs, compare your texts.

Kate shuffled over to the motorbike. 1 She was tired, but she was also afraid. 2She had never raced on such a dangerous track before. 3 She wanted to get off the bike and go home, but she knew she couldn’t let down her team. 4At the first corner the motorbike wobbled on the wet tarmac. 5Her quick reactions saved her. She didn’t fall off. 6Her bike surged forward powerfully. The weather got worse, but 7she didn’t think of giving up once. 8She won her first race.

16 SPEAKING In pairs, discuss your answers to these

questions about driving and travelling. Use structures for emphasising. 1 What do you like or dislike about long journeys? It’s the boredom that gets me. I really do get bored after the first hour or so. 2 What do you enjoy or dislike about motor racing sports? 3 What do you think is difficult about overcoming physical challenges?

17 REFLECT | Society Do you think the risks involved in

Exercise 9 1 Not once did he feel sorry … 2 Little did he realise how hard … 3 So severe were his injuries that he feared … 4 Such was the pain he felt that … Exercise 10 1 Quickly, they got him out of the car. 2 Concentration is vital in a … 3 Although he is young, Billy is … 4 Next month he’s taking part in … Exercise 12 2 aIt’s good food, fast cars and great roads that you can expect. bWhat you can expect is good … 3 aIt’s a passion for cars that unites … bWhat unites the group is a … 4 aIt’s car racing that floats … bWhat floats Billy’s boat is … Exercise 14 2 No, all Marie did was to give directions. 3 No, after reading a blog the only thing Mike talked about was the rally. 4 No, it was Mike who applied to do the rally. 5 No, Spain is where the rally started./ The place where the rally started was Spain. 6 No, the thing that Marie liked the most was the food in France. 7 No, what Marie didn’t like was not being able to understand the people in Spain. 8 No, the only things Sam’s brother needs to do to enter the rally are to write a letter and find a fast car. Exercise 15 1 Not only was she tired 2 Never had she raced 3 All / The only thing she wanted to do was 4 It was at the first corner that the motorbike wobbled 5 What saved her were her quick reactions. / It was her quick reactions that saved her. 6 Powerfully, her bike surged forward. 7 not once did she think of giving up 8 It was her first race she had won.

motorsports should stop people from practising them? Say why.

□ I can use inversion, fronting and clefting to add emphasis. • After Exercise 12, ask students to find three lead sentences in the text on page 22 and rewrite them in two ways, using cleft sentences. They then swap with a partner and check each other’s work or, time permitting, read their sentences out to the class.

Exercise 7 • But Billy has given to others such inspiration that … • He wanted to become a Formula One driver. The crash also seemed to destroy his dream … He has shown us that … • A fresh-faced, confident nineteenyear-old walks onto the stage. They applaud enthusiastically. Billy lost both his legs in … He stands here.

FURTHER PRACTICE

ASSESSMENT

• Workbook pages 20–21/Online Practice

Grammar Quiz 2

• Photocopiable resource 6: Under no circumstances … , pages 270, 286

NEXT CLASS

• Extra digital activities: Grammar Checkpoint 2

Ask students to think about space tourism, what a space trip would involve and the kind of person who might take a space trip, and to make notes for the next lesson.

2D LISTENING AND VOCABULARY 1

In pairs, discuss whether you think the trend for developing space tourism will grow or decline in the future. Would you go on a trip to space? Say why.

1.11 Listen to three conversations about space tourism. Tick the topic which is NOT mentioned.

brag effect hurdles mark share speed

□ □ □ □ □

1 Do you think the space industry gets its fair share of government money? 2 What hurdles might you have to overcome to be successful in your chosen career? 3 Do you think you would enjoy travelling at breakneck ? speed 4 Do you think there are any areas on Earth where ? mark humans have not left their 5 Have you done anything recently that you might be brag about ? tempted to of 6 What might be the knock-on effect governments making cutbacks in their spending on space research?

costs of tickets to go into space 1 possible collisions of objects in space 2 life on the Space Station 3 ✓ likelihood of future settlements on planets 4 projects to clear space junk 5

1.11 Listen again and choose the correct answers. Conversation 1 1 The woman feels a critical of the type of people who will be going. b regretful that she doesn’t have enough money to go. c hopeful this will become a possibility relatively soon. 2 In the man’s opinion the attraction of becoming a space tourist is a to join an elite group of people. b to have new physical experiences. c to understand more about science.

1 We’re going for a quick getaway (away) to Scotland at the weekend. 2 The outcome (out) of the investigation into the collision will not be known before March. 3 They’ve recently made an amazing breakthrough (through) in developing driverless cars. 4 The weather outlook (out) for August sounds really good, so let’s book a holiday for then. 5 Our aim was to print the report on Friday, but due to a setback (back) it won’t be finished until next week. (out), scientists have warned of 6 From the outset the potential dangers of space junk. (out) for developing a space 7 The initial outlay tourist programme was immense, but it will eventually make a good profit. (out) if the 8 There would be a public outcry government made too many cutbacks (backs) in education.

SPEAKING In pairs, discuss ways to advertise a trip into space. Use phrasal nouns from Exercise 5. Think about: cost, attractions, dangers, timings.

REFLECT | Society In pairs, discuss whether it is better for space research to be in the hands of commercial companies or governments.

□ I can identify specific information in a conversation and talk about space.

REFERENCES AUDIO SCRIPT page 218 CULTURE NOTES page 209

EXTRA ACTIVITIES IN CLASS

Complete the sentences with the phrasal nouns made from the words in the box and the prepositions in brackets. break come cry cut get lay look set (x2)

Conversation 2 3 The woman a explains why space junk is a problem. b is astounded by the amount of traffic in space. c complains about the lack of progress in dealing with space junk. 4 The woman says the ClearSpace-1 mission a is already operating. b will destroy debris in outer space. c will tow debris to earth to have it destroyed. Conversation 3 5 The boy is surprised about a the length of time the tourist was able to spend in space. b the fact that the man’s outlook on life changed. c the cost of the trip. 6 The tourist appreciated the trip because a he was entertained by the astronauts. b he could float in the spaceship. c it influenced his attitude to life in general.

Complete the highlighted phrases from the recording with the words from the box. Then, in pairs, ask and answer the questions.

• Lead in to the topic of the lesson by referring students to the notes they made at home. Put them in pairs or small groups to discuss their views and

ideas, then invite a few students to share them with the class. • As an extension to Exercise 6, put students in groups and ask them to prepare a space trip itinerary that includes information about the type of spacecraft, place and time of departure, duration of trip, destination(s) and on-board activities.

FURTHER PRACTICE • Workbook page 22/Online Practice • Photocopiable resource 7: Spacetourism, pages 271, 287

NEXT CLASS Ask students to make a list of places they could visit with a group of friends to celebrate the end of school.

The Great Barrier Reef

Antarctica

1.12 Study the Speaking box. Then listen again and complete the phrases.

Exercise 2 1 Either the seaside or the canal – they need to decide with the rest of the group. The city would be too hot in summer.

Considering alternatives for (a couple of days in the There’s a lot to be 1 said capital). But on the other hand, … Alternatively, we could put 2 forward the idea of … You have to consider the fact that … and likewise with this option, there are some drawbacks too. There are a lot of points in 3 favour of … Well, you could 4 argue that … If you’re thinking about cost, then … but if we’re talking enjoyment, then it’s a whole different ball game.

2E SPEAKING 1

Read the definition of ‘last chance tourism’ and answer the questions. last chance tourism – a growing trend where people are travelling to visit places or see aspects of cultures that are in danger of getting wiped out because of climate change (among other factors) 1 Which places in the world do you think are last chance destinations? 2 Do you think there are other reasons why the places in the photos are endangered? 3 Are there any such destinations in your country?

1.12 Listen to some students discussing where to choose for a group outing to celebrate the end of school. Then answer the questions. 1 Where do they decide to go and why? 2 Which suggestion would you go for? Say why.

Giving preferences I’d go for … anytime! A canal trip? No 5 question (about it)! Definitely! It’s pretty clear cut to me that … On balance, I’d say … No two ways about it, my choice would be … I’m split between the … and … I’m in two 6 minds here. There are pros and cons for each. me down, I’d have to If you really wanted to 7 pin go for …

Work in pairs. Choose a quotation to use in a talk about the benefits of travelling. Prepare a short presentation. Do not follow where the path may lead. Go instead where there is no path and leave a trail. Ralph Waldo Emerson The world is a book and those who do not travel read only one page. St Augustine

□ I can consider and compare alternatives when talking about tourism. REFERENCES AUDIO SCRIPT page 219

EXTRA ACTIVITIES IN CLASS • After Exercise 3, put students in small groups and refer them to the lists they made at home. Explain that they are going to plan their own outing

to celebrate the end of school. They should share their lists and then, as a group, make a final decision, using phrases from the Speaking box in their discussion. They can then present their decision to the class.

Asinhabitants of this planet, we all have aright to travel wherever we choose. Then open up the discussion to theclass.

FURTHER PRACTICE Workbook page 23/Online Practice

• As an extension to Exercise 4, ask students to discuss the following statement in pairs or small groups:

2F WRITING AND VOCABULARY | A letter of complaint A

Hi Jon, What a nightmare journey! As you know, we were getting a coach to the airport – save on some money – and it didn’t get off to a great start! Coach was half an hour late picking us up. Rain was forecast – and guess what – while we were waiting, down it came! In buckets! The next thing that went wrong was on the coach itself. You know how cold it was on Thursday? Well, the heating on the coach stopped working after ten minutes. How we didn’t all catch our death of cold sitting there in our wet clothes was a miracle! Then to top it all there was engine trouble and the coach stopped on the motorway! We had to wait another hour for a replacement coach to arrive and then luckily we just managed to catch the plane by the skin of our teeth! Talk about cutting it fine. And not an apology from anyone! Will tell you more when I’m back. Mx

Dear Sir, I am writing to complain about a journey my friends and I recently made on one of your coaches. Although your company had been recommended to us as reliable and offering good value for money, the service definitely did not meet our expectations. We had booked the coach to arrive at 8.15 which would have enabled us to arrive at the airport in good time for our flight to Italy. We were disappointed when the coach failed to arrive on time. In fact, it was in excess of thirty minutes late. The driver admitted to having first gone to a completely different pick-up point. The second issue was with the heating system on the coach. You may remember that last Thursday was a particularly cold morning. Unfortunately, the coach’s heating system was faulty and did not work properly for the majority of our journey. Finally, to our utter disbelief, the coach suffered an engine problem and broke down on the motorway. This could not be repaired by roadside assistance and necessitated the driver arranging a replacement coach to take us the final ten kilometres. What was, in my view, completely inexcusable, was that at no time were we offered an apology of any kind, either by the driver on the day, or by the company in the days that followed. I would like to express in the strongest terms, how deeply disappointed we were with your company’s service. Not only was it clear that the coach had not been properly serviced, but also that sufficient care had not been taken over administrative matters, such as ensuring the driver had the correct address. While we were extremely fortunate in that we reached the airport just in time to catch our flight, we believe we should receive monetary compensation for the inconvenience we suffered and the disruption to the smooth running of our journey. Obviously, we hope that your coach service will be drastically improved for future customers. Yours faithfully, Matthew South

REFERENCES CULTURE NOTES page 209

EXTRA ACTIVITIES IN CLASS

• After Exercise 7, put students in pairs and get them to test each other on the adverb + adjective collocations from Exercises 6 and 7. They should begin by writing down a list of the adverbs.

Then, with books closed, they take it in turns to say an adverb from the list for their partner to provide a suitable adjective to complete the collocation.

As there are six notes, these can be divided into three per student. They should expand on the notes by giving extra information they make up.

• For Exercise 9, after students look at the notes and before they plan their letter of complaint, ask them to imagine they were on the ferry trip. Intheir pairs, they should relate to their partner some of the problems they faced.

• After Exercise 10, students look at the advert in Exercise 9 again and, in pairs, come up with 5–6 different problems to those in Exercise 9. They make notes and then use them to write a second letter of complaint as homework.

02 1

SPEAKING In pairs, discuss what might go wrong on an organised holiday.

In pairs, discuss what differences in language there might be between the types of texts below. Use the ideas in the box.

flawed inaccurate mistaken obvious opposed overrated preferable unjustified 1 2 3 4 5 6 7 8

contractions choice of vocabulary organisation punctuation use of idioms and phrasal verbs use of tenses writing conventions • an email or message to a friend, complaining about a bad holiday experience • an email or letter to an organisation/company, complaining about a bad holiday experience

3 4

Read the emails on page 26 and check your ideas from Exercise 2.

It didn’t arrive on time. It failed to arrive on time. More than thirty minutes late … In excess of thirty minutes late … The next thing that went wrong was … Our second issue was … You know that … You may remember that … To top it all … Finally, to our utter disbelief … Not an apology from anyone. At no time were we offered an apology. Luckily … We were extremely fortunate … By the skin of our teeth … Just in time …

Study the Writing box and add an example for each point from email B.

WRITING | A letter of complaint • Use clauses of concession to give balance. Although a short delay might be acceptable, ... 1

• Use passives to be less direct and more formal. We were only informed of the timetable change ... 2

• Remain polite and be assertive but not aggressive. I would like to emphasise that treatment such as this cannot be tolerated. 3

• Use emphasis to strengthen your position. Never have I experienced such discomfort.

blindingly obvious fundamentally flawed / inaccurate gravely mistaken / flawed infinitely preferable vastly overrated vehemently opposed wildly inaccurate / overrated wholly unjustified

Find formal equivalents for the following phrases in email B. 1 2 3 4 5 6 7 8

Complete the collocations with the words from the box. Use a collocations dictionary if necessary.

Read an advert for a trip organised by a ferry company with notes made about the experience. In pairs, discuss how you would plan your letter of complaint.

ORT WHY NOT GO FOR A SHON FERRIES THIS SUMMER? RT BA GETAWAY WITH

Exercise 3 email/message to a friend: abbreviations; miss out unimportant words; use idioms/ colloquialisms; expressive punctuation; familiar greeting and closing; direct questions formal email/letter: conventional greeting and closing; complete sentences; well-structured paragraphing; more precise choice of vocabulary; avoid idioms/ colloquialisms; more complex grammatical structures; use linkers and discourse markers; use passive voice Exercise 5 1 While we were extremely fortunate … to catch our flight, we believe we should receive … 2 the coach had not been properly serviced 3 I would like to express in the strongest terms, how deeply disappointed we were 4 What was, in my view, completely inexcusable, was that at no time were we … 5 Obviously, we hope that … Exercise 8 1 gravely mistaken 2 wildly inaccurate 3 vastly/wildly overrated 4 wholly unjustified 5 infinitely preferable 6 blindingly obvious

Our ferry company operates between the south of England and ports in northern France and we have a special offer you just can’t ignore! LE HAVRE CHERBOURG ST MALO CALAIS OUR UNMATCHABLE PRICE OF £500 INCLUDES • return ferry crossing for two passengers to one of these ports • 2 nights in a four-star hotel • free transport to town centre for shopping or sightseeing • excursion to a local place of interest (depending on destination)

Book now to avoid disappointment: tel. 0800 123 456.

• Use initial comment adverbs: realistically, ultimately. Ultimately, the fault lies with the supplier. 5

Complete the adverb-adjective collocations from email B with the correct words. 1 deeply disappointed 2 drastically improved 3 completely inexcusable

10 WRITING TASK Use your notes from Exercise 9 to write your letter of complaint.

FURTHER PRACTICE Workbook page 24/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 28–29.

Word List REMEMBER MORE 1 Are the statements true (T) or

false (F)? Correct the false ones. Then check with the word list. 1

2 3 4 5

Exercise 2 1 … driving me/everyone/ people up the wall. 2 … steer clear of it 3 … taking me for a ride … 4 … the driving force behind the development …

Exercise 3 1 We want to go for a getaway every weekend this summer. 2 The school had to make cutbacks in (its) spending. 3 We don’t know what the outcome of this meeting will be. 4 There has been a temporary setback in the opening of the new school.

□T When someone lurches, they

move suddenly in an unsteady way. T A person who staggers has difficulty walking. F Cease and stop are antonyms. F If you stumbled through a speech, it means you did well. T When someone parks an idea, they decide not to deal with it until later.

□ □ □ □

Rewrite the sentences with the missing words in the correct places. Then check with the word list. 1 The noise from the building site is driving up the wall. 2 There’s a huge traffic jam on the motorway, so steer clear it. 3 I realised he was taking me a ride when he asked for the money. 4 The local government was the driving force the development of the new school.

Rewrite the sentences by replacing the phrasal verbs with phrasal nouns. Then check with the word list. The children broke out in a rash. There was an outbreak of rash. 1 We want to get away every weekend this summer. 2 The school had to cut back on its spending. 3 We don’t know what will come out of this meeting. 4 The opening of the new school has been set back temporarily.

4 Choose the correct words to

complete the sentences. Then check with the word list. 1 It was blindingly obvious / unjustified that there was no money left in the budget. 2 The description of the hotel was wildly preferable / inaccurate, so we’ll be making a complaint. 3 The review was full of lies – it was gravely / fundamentally flawed. 4 The whole community is vehemently / wholly opposed to the new road.

2A VOCABULARY AND SPEAKING 5.7

whatever floats your boat /wɒtˌevə ˌfləʊts jə ˈbəʊt/ wobble(v)/ˈwɒbəl/

at sea /ət siː/ backpedal(v)/ˌbækˈpedl/ barefoot(adj)/ˈbeəfʊt/ be plain sailing /bi ˌpleɪn ˈseɪlɪŋ/ bizarre(adj)/bɪˈzɑː/ board(v)/bɔːd/ bored silly /ˌbɔːd ˈsɪli/ cluster around(phr v)/ˌklʌstər əˈraʊnd/ cram(v)/kræm/ disrupt(v)/dɪsˈrʌpt/ drive oneself /ˈdraɪv wʌnˌself/

2B READING AND VOCABULARY 5.8 adjust(v)/əˈdʒʌst/ battering ram(n)/ˈbætərɪŋ ˌræm/ bead(n)/biːd/ blinded(adj)/ˈblaɪndɪd/ bound for (London)(adj)/ˈbaʊnd fə (ˌlʌndən)/ bulge(n)/bʌldʒ/ bundle(v)/ˈbʌndl/ cease(v)/siːs/

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

claim for damage to sth /ˌkleɪm fə ˈdæmɪdʒ tə ˌsʌmθɪŋ/

driving force behind sth /ˈdraɪvɪŋ fɔːs bɪˌhaɪnd ˌsʌmθɪŋ/

clutch(v)/klʌtʃ/

flash up /ˌflæʃ ˈʌp/ fly down the road /ˌflaɪ daʊn ðə ˈrəʊd/ for the life of me /fə ðə ˈlaɪf əv mi/ go downhill /ɡəʊ ˌdaʊnˈhɪl/ gust(v)/ɡʌst/ hobble(v)/ˈhɒbəl/ hurtle(v)/ˈhɜːtl/ in the same boat /ɪn ðə ˌseɪm ˈbəʊt/ jump the lights /ˌdʒʌmp ðə ˈlaɪts/ lurch(v)/lɜːtʃ/ midair(n)/ˌmɪdˈeə/ outfit(n)/ˈaʊtfɪt/ pad(v)/pæd/ park an idea /ˌpɑːk ən aɪˈdɪə/ pinstripe(n)/ˈpɪnstraɪp/ round the bend(v)/ˌraʊnd ðə ˈbend/ rush hour(n)/ˈrʌʃ aʊə/ sail through sth(phr v)/ˈseɪl θruː ˌsʌmθɪŋ/ scramble for sth /ˈskræmbəl fə ˌsʌmθɪŋ/ shove your way through /ˌʃʌv jə ˌweɪ ˈθruː/ shuffle(v)/ˈʃʌfəl/ sink into a seat /ˌsɪŋk ˌɪntʊ ə ˈsiːt/ speed bump(n)/ˈspiːd bʌmp/ stagger(v)/ˈstæɡə/ stagger sb / be staggered by /ˈstæɡə ˌsʌmbɒdi / bi ˈstæɡəd baɪ/

dandruff(n)/ˈdændrəf/ disembodied(adj)/ˌdɪsəmˈbɒdid/ distressed(adj)/dɪˈstrest/ eastbound(adj)/ˈiːstbaʊnd/ eastwards(adv)/ˈiːstwədz/ fan(v)/fæn/ fears over sth /ˈfɪərz ˌəʊvə ˌsʌmθɪŋ/ fidget(v)/ˈfɪdʒɪt/ for dear life /fə ˌdɪə ˈlaɪf/ gasp(v)/ɡɑːsp/ glaze over(v)/ˌɡleɪz ˈəʊvə/ groan(v)/ɡrəʊn/ grind (v)/ɡraɪnd/ haul(v)/hɔːl/ heave(v)/hiːv/ hungry urgency /ˌhʌŋɡri ˈɜːdʒəntsi/ in a frenzy /ɪn ə ˈfrenzi/ ineffectual(adj)/ˌɪnəˈfektʃuəl/ insurance claim /ɪnˈʃʊərəns ˌkleɪm/ loom(v)/luːm/ make a grab /ˌmeɪk ə ˈɡræb/ marching army /ˌmɑːtʃɪŋ ˈɑːmi/ martyr(n)/ˈmɑːtə/ meek submission /ˌmiːk səbˈmɪʃən/ operating law /ˈɒpəreɪtɪŋ lɔː/ purposely(adv)/ˈpɜːpəsli/

station concourse /ˈsteɪʃən ˌkɒŋkɔːs/

relinquish(v)/rɪˈlɪŋkwɪʃ/

steer clear of sth /ˌstɪə ˈklɪər əv ˌsʌmθɪŋ/

rush of air /ˌrʌʃ əv ˈeə/

stride(v)/straɪd/

shove(v)/ʃʌv/

stumble (over words)(v)/ˈstʌmbəl (əʊvə ˌwɜːdz)/

squash sth against sth /ˈskwɒʃ ˌsʌmθɪŋ əˈɡenst ˌsʌmθɪŋ/

surge(v)/sɜːdʒ/ take sb for a ride /ˈteɪk ˌsʌmbɒdi fər ə ˈraɪd/

squeeze(v)/skwiːz/

EXTRA ACTIVITIES IN CLASS

• Write the heading Verbs of movement on the board, followed by anagrams of the verbs in Lesson 2A (hobble, lurch, shuffle, stagger, stride, stumble, surge, wobble). Individually or in pairs, students try to solve the anagrams as quickly as they can. The first student/ pair to do so wins.

• Divide the class into teams. Give each team in turn a phrasal noun from the word list for Lesson 2D. Give them some time to confer and then to use it in asentence. Each correct sentence gives each team one point, and the team with the most points at the end are the winners. To make the activity more challenging, only one person

from the team can answer the question each time, and all team members must have a go. If the answer is wrong, the other team can nominate one of their players to answer the question and earn apoint.

02 stamp(v)/stæmp/

leave your mark /ˌliːv jə ˈmɑːk/

stillness(n)/ˈstɪlnəs/

likelihood(n)/ˈlaɪklihʊd/

stretch(v)/stretʃ/

loss of gravity /ˌlɒs əv ˈɡrævəti/

throng(n)/θrɒŋ/

outbreak(n)/ˈaʊtbreɪk/

thrusting(adj)/ˈθrʌstɪŋ/

outcome(n)/ˈaʊtkʌm/

twitch(v)/twɪtʃ/

outcry(n)/ˈaʊtkraɪ/

by the skin of one’s teeth /baɪ ðə ˌskɪn əv ˌwʌnz ˈtiːθ/

upright rail /ˈʌpraɪt reɪl/

outlay(n)/ˈaʊtleɪ/

cut sth fine /ˌkʌt ˌsʌmθɪŋ ˈfaɪn/

urgency(n)/ˈɜːdʒəntsi/

outlook(n)/ˈaʊtlʊk/

faulty(adj)/ˈfɔːlti/

wad of sth /ˈwɒd əv ˌsʌmθɪŋ/

outset(n)/ˈaʊtset/

ferry crossing /ˈferi ˌkrɒsɪŋ/

overcome hurdles /ˌəʊvəˌkʌm ˈhɜːdlz/

fundamentally flawed /ˌfʌndəˌmentəli ˈflɔːd/

regretful(adj)/rɪˈɡretfəl/

fundamentally inaccurate /ˌfʌndəˌmentəli ɪnˈækjərət/

2C GRAMMAR

5.9

auditorium(n)/ˌɔːdəˈtɔːriəm/ before long /bɪˌfɔː ˈlɒŋ/ camaraderie(n)/ˌkæməˈrɑːdəri/ emphasis(n)/ˈemfəsɪs/ fighting spirit /ˌfaɪtɪŋ ˈspɪrət/ fresh-faced(adj)/ˌfreʃˈfeɪst/ hush(v)/hʌʃ/ line up(phr v)/ˌlaɪn ˈʌp/ rally(n)/ˈræli/ scarcely(adv)/ˈskeəsli/ severe injuries /səˌvɪər ˈɪnʤəriz/ stride forward /ˌstraɪd ˈfɔːwəd/ tarmac(n)/ˈtɑːmæk/

rodent(n)/ˈrəʊdənt/

setback(n)/ˈsetbæk/

gravely flawed /ˌɡreɪvli ˈflɔːd/

shuttle(n)/ˈʃʌtl/

gravely mistaken /ˌɡreɪvli məˈsteɪkən/

soar through(phr v)/ˌsɔː ˈθruː/

in excess of /ɪn ɪkˈses əv/

space junk /ˈspeɪs ˌdʒʌŋk/

in the strongest terms /ɪn ðə ˌstrɒŋɡɪst ˈtɜːmz/

tow(v)/təʊ/

inexcusable(adj)/ˌɪnɪkˈskjuːzəbəl/

towtruck(n)/ˈtəʊtrʌk/

infinitely preferable /ˌɪnfənətli ˈprefərəbəl/

trap(v)/træp/

let sth rest /ˌlet ˌsʌmθɪŋ ˈrest/

vastness(n)/ˈvɑːstnəs/

monetary compensation /ˌmʌnətəri ˌkɒmpənˈseɪʃən/

weightlessness(n)/ˈweɪtləsnəs/ whizz round /ˈwɪz ˌraʊnd/

(there are) no two ways about it /(ðeər ə) ˌnəʊ tuː ˈweɪz əˌbaʊt ɪt/

astound(v)/əˈstaʊnd/ at breakneck speed /ət ˌbreɪkˌnek ˈspiːd/ brag about sth(v)/ˈbræɡ əˌbaʊt ˌsʌmθɪŋ/ breakthrough(n)/ˈbreɪkθruː/ build-up(n)/ˈbɪldʌp/ castaway(n)/ˈkɑːstəweɪ/ cut back on sth(phr v)/ˌkʌt ˈbæk ɒn ˌsʌmθɪŋ/ cutback(n)/ˈkʌtbæk/ debris(n)/dəˈbriː/ defunct(adj)/dɪˈfʌŋkt/ exhilaration of speed /ɪɡˌzɪləˌreɪʃən əv ˈspiːd/ get a fair share /ˌɡet ə ˌfeə ˈʃeə/ get away(phr v)/ˌget əˈweɪ/

necessitate(v)/nəˈsesəteɪt/ pick-up point /ˈpɪkʌp ˌpɔɪnt/

tragedy struck /ˈtrædʒədi ˌstrʌk/

afield(adv)/əˈfiːld/

blindingly obvious /ˌblaɪndɪŋli ˈɒbviəs/

get off to a good/bad start /ɡet ˌɒf tʊ ə ˌɡʊd / ˌbæd ˈstɑːt/

2E SPEAKING

2D LISTENING AND VOCABULARY 5.10

2F WRITING AND VOCABULARY 5.12

set sth back(phr v)/ˌset ˌsʌmθɪŋ ˈbæk/

thrill of speed /ˌθrɪl əv ˈspiːd/

what the future holds /ˌwɒt ðə ˈfjuːtʃə ˌhəʊldz/

work sth out(phr v)/ˌwɜːk ˌsʌmθɪŋ ˈaʊt/

5.11

baking hot /ˌbeɪkɪŋ ˈhɒt/ be in two minds /ˌbi ɪn tuː ˈmaɪndz/ be split between /bi ˈsplɪt bɪˌtwiːn/ check sth out(phr v)/ˌtʃek ˌsʌmθɪŋ ˈaʊt/ come down in buckets /ˌkʌm ˈdaʊn ɪn ˈbʌkɪts/ crunch(n)/krʌntʃ/ go for sth(phr v)/ˈɡəʊ fə ˌsʌmθɪŋ/ group outing /ˈɡruːp ˌaʊtɪŋ/

replacement(n)/rɪˈpleɪsmənt/ roadside assistance /ˌrəʊdsaɪd əˈsɪstəns/ suffer inconvenience /ˌsʌfə ˌɪnkənˈviːniəns/ to one’s disbelief /tə ˌwʌnz ˌdɪsbəˈliːf/ unmatchable(adj)/ˌʌnˈmæʧəbl/ vastly overrated /ˌvɑːstli ˌəʊvəˈreɪtɪd/ vehemently opposed /ˌviːəməntli əˈpəʊzd/ wholly unjustified /ˌhəʊli ʌnˈdʒʌstəfaɪd/ wildly inaccurate /ˌwaɪldli ɪnˈækjərət/ wildly overrated /ˌwaɪldli ˌəʊvəˈreɪtɪd/

have a lot going for /ˌhəv ə ˈlɒt ˌɡəʊɪŋ fə/ hence(adv)/hens/ in favour of sth /ɪn ˈfeɪvər əv ˌsʌmθɪŋ/ make a pledge /ˌmeɪk ə ˈpledʒ/ money to throw around /ˌmʌni tə θrəʊ əˈraʊnd/ on balance /ɒn ˈbæləns/ on fire /ɒn ˈfaɪə/ pin sb down(phr v)/ˌpɪn ˌsʌmbɒdi ˈdaʊn/

get underway /ˌɡet ˌʌndəˈweɪ/

something to be said for sth /ˌsʌmθɪŋ tə bi ˈsed fə ˌsʌmθɪŋ/

getaway(n)/ˈɡetəweɪ/

sweltering(adj)/ˈsweltərɪŋ/

it goes without saying /ɪt ˌɡəʊz wɪðˌaʊt ˈseɪɪŋ/

wander(v)/ˈwɒndə/

knock-on effect /ˈnɒkɒn ɪˌfekt/

wipe out(phr v)/ˌwaɪp ˈaʊt/

29 • Put students in pairs and ask them to write a short paragraph using at least one word/phrase from each of the six sections of the word list (2A–2F) in the word list. If time allows, they can then can read out their paragraphs to the class, who can take a vote on the most original text.

• Divide the class into teams. Dictate to each team in turn a word from the word list to spell correctly for one point. Ensure each pair of words has similar spelling difficulty. Students get an extra point if they can use it correctly in a sentence. The team with the most points at the end are the winners.

FURTHER PRACTICE Workbook page 25/Online Practice

NEXT CLASS Ask students to revise Unit 2.

Revision

VOCABULARY AND GRAMMAR

Exercise 4 1 Under no circumstances would Ilie to you. 2 Only when I saw the sign did Ichange platforms. 3 No sooner had we set off for NewYork than the car broke down. 4 At no time have I ever had aproblem with my passport. 5 Little did he know that the plane was already boarding. 6 In no way was the cyclist to blame for the accident.

Complete the sentences with the correct form of the words in brackets. 1 The punctuality of the train service has been going downhill (hill) since the beginning of this year. 2 The increase in airline taxes is unjustified (just) and should definitely not be implemented. 3 Sometimes it’s nearly impossible to understand the disembodied (body) platform announcer’s words when you’re waiting for a train. 4 We had to overcome (come) a lot of hurdles when setting up our travel website, but now it’s doing well. 5 In my opinion, the new car model is overrated (rate) because it isn’t as reliable as the previous one. 6 Surely, it’s blindingly (blind) obvious that we cannot reduce car emissions quickly.

Exercise 5 1 What I can’t understand is the cost of space research. / It’s the cost of space research that I can’t understand. 2 The person I meant to send the query to was James, not Helena. / It was James I meant to send the query to, not Helena. 3 What we need to check before we book is the insurance cover for winter sports. / It’s the insurance cover for winter sports that we need to check before we book. 4 What astonished me was the complete lack of communication from the airline. / It was the complete lack of communication from the airline that astonished me.

Rewrite the sentences using the phrases in the box. At no time In no way Little did he know No sooner Only when Under no circumstances 1 2 3 4 5 6

Rewrite the sentences in two ways starting with the words given. 1 I just can’t understand the cost of space research. What . / It . 2 I meant to send the query to James, not Helena. The person . / It . 3 We need to check the insurance cover for winter sports before we book. What . / It’s . 4 I was astonished by the complete lack of communication from the airline. What . / It .

Choose the correct words to complete the email.

USE OF ENGLISH

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

STRATEGY | Multiple choice Read the whole text first, and then focus on the sentence with the gap. Sometimes your instinct will give you the answer. If not, choose the option that fits the best.

Dash cams and road accidents

Complete the sentences with the correct form of the verbs in the box. adjust leave relinquish steer surge take 1 I don’t mind paying a lot for a holiday, but I hate being for a ride by unscrupulous agents. taken 2 If you’re choosing a holiday insurer, I would steer clear of those who promise a lot for very little cost. 3 When they opened the doors of the concert hall, the crowd surged forward and they nearly knocked over the door attendants. 4 My mother always has to adjust the driver’s seat after my dad’s been driving the car. 5 There was a group of football fans travelling on the train left and they certainly their mark; there were sandwich wrappers and drinks cans all over the floor! 6 When Tara took me round the racing track, I refused to relinquish my hold of the grab handle – she was driving so fast!

This year has seen a significant rise in the number of dash cam images that have been uploaded from cars by car crashes they'd whose drivers were 1 seen. People have been sending in clips of incidents speeds to from those driving at break- 2 the lights in town centres. Many drivers 3 in police budgets over recent believe that the 4 years have meant that traffic control is becoming more . This overload of digital images – and more 5 more than 10,000 last year – is having a negative effect, is that many police hours are spent and the 6 watching footage of minor incidents. 1 2 3 4 5 6

a wobbled a back a shooting a setbacks a ineffectual a outlook

b lurched b head b flying b cutbacks b disaffected b turnout

c staggered c limb c jumping c outcries c unsatisfying c breakthrough

d surged d neck d bragging d outlays d unstable d outcome

Use of English > page 178

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 220

• Use of English, Student’s Book page178

CULTURE NOTES page 209

• Class debates pages 265–266

• Unit 2 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 2 and Self-check 2, Workbook pages 26–27/Online Practice

• Unit 2 Skills Test (Dictation, Listening, Reading, Communication)

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

• Units 1–2 Cumulative Review Test

• Unit 2 Writing Test • Units 1–2 Exam Speaking

LISTENING

1.13 You are going to hear three short conversations. For questions 1–6, choose the answer A, B or C which fits best according to what you hear.

The photos show different ways of travelling. Take it in turns to compare the pictures. In pairs, ask and answer the questions below.

1 You hear a couple talking about their son. 1 The couple have different opinions about the A speed of cars at that time of day. B their son’s cycling skills. C the poor air quality on the cycle paths. 2 When talking about dangers to cyclists, the man and woman disagree about A the seriousness of the problem. B the best solution to the problem. C whose fault the problem is. 2 You hear a couple at an airport security check. 3 According to the woman, the machine A should have been installed in every airport by now. B won’t cause any problems to their possessions. C will save time for travellers in the future. 4 The woman mentions her shoes A as part of an explanation. B as a complaint about their quality. C as a criticism of the way the security personnel perceive them. 3 You overhear a man and a woman talking about a future holiday plan. 5 From what the woman says about flygskam (flight shame), we can understand that A it was an idea invented by Greta Thunberg, the Swedish environmental campaigner. B although popular in theory, the idea hasn’t led to any significant changes in behaviour yet. C without Greta Thunberg, people outside Sweden might not have heard about the idea. 6 The woman makes a promise about A reducing the time spent travelling. B preparing food for the journey. C making sure the journey is pleasant.

SPEAKING

In pairs, take it in turns to ask and answer the questions. Student A 1 Do you enjoy living in your town? Say why. 2 Do you ever use English outside the classroom? Say why. 3 Which famous person do you most admire? Student B 1 Would you like to live in another part of your country? Say why. 2 How do you think you will use English in the future? 3 Which famous person would you most like to meet? Say why.

Student A 1 What might the people in the photos be thinking and why might they have chosen this form of transport? 2 Which of these forms of transport can be more stressful? Student B 1 Which of these forms of transport should people be encouraged to use more frequently and which less? Say why. 2 How could each travelling experience be improved for those using it?

WRITING

10 You travel regularly to school by train and have

LIFE SKILLS

How to make a good decision

OF MY P I THE TR DREAMS? It had always been on my bucket list. A country of such amazing contrasts, the Atacama Desert at one end of the country, and the edge of Antarctica at the other. Old colonial towns, and the modern skyscrapers of Santiago. Where am I talking about? Chile of course! I was going with my new best friend, Daisy. We hadn’t known each other that long, but we’d really hit it off right from the start. I’m quite reserved, whereas she is a real live wire, but we seemed to complement each other well. And when I mentioned my fascination with Chile, she became the driving force in actually making my dream happen. Before I knew it, we were arriving in Santiago. What an incredible city! I loved spending the days walking around the different neighbourhoods, trying some typical dishes such as caldillo de congrio (eel soup – don’t knock it ‘til you’ve tried it) and soaking up the atmosphere. But, after a few days, things started to go downhill. Daisy was bored. She wanted to go skiing in the Valle Nevado. The problem was, not only had I never been skiing, but that it was also likely to completely blow my budget. When I explained this to her, she sulked. I wasn’t sure what to do. I couldn’t really afford the trip, but, then again, I didn’t want to fall out with her, especially so early on in our holiday. So, we went. Daisy loved it and being the social butterfly she is, she soon made a whole load of new friends. Being in the mountains was great, but I can’t say that I really clicked

REFERENCES AUDIO SCRIPT page 220 CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS • Lead in to the topic of the lesson by putting students in pairs and asking

them to tell their partner about the trip of their dreams. They can talk about why they want to go there, what they would like to see and do, when they would like to go and who they would like to travel with. If there is time, ask a few students to share their answers with the class.

• After students complete the Life Skills project, ask them to think about atime when they were faced with acomplicated ethical decision. Itdoesn’t have to be about a trip – they can talk about anything they like. Did they follow any of the tips in the Life Skills box? If yes, which ones and how

01–02 2

Read the blog post about Amy’s trip to the country in the photos and answer the questions. 1 Which country did she visit? 2 What did she do there? 3 Did Amy choose her travelling companion well? Say why. 4 What dilemmas did travelling with Daisy cause Amy? Do you think Amy always made the right decisions? Say why.

1.14 Listen to Jane Boden, an ethics specialist, talking about ethical travel dilemmas. Which two issues does she mention?

REFLECT | Society Some cities are becoming very overcrowded with tourists. Do you think tourist numbers should be limited, or that accommodation should be restricted? Say why.

1.14 Complete the advice in the Life Skills box with 1–3 words in each gap. Then listen again and check.

LIFE SKILLS | How to make a good decision 1 Gather relevant information – do . 2 Make a list of possible options, and consider the pros and cons and of each. 3 Consider how these options relate to your . 4 Get some different – ask others for their views or experience. 5 Make the decision and later consider what from this experience.

In pairs, talk about some decisions you made connected with a trip, e.g. where to go, who to travel with, or perhaps a more complicated ethical decision. How did you make that decision?

Do the task below.

Exercise 2 1 Chile 2 She visited Santiago, Valle Nevado to go skiing, Moon Valley and Mars Valley, and Valparaiso. 3 No. They wanted to do different things. They didn’t agree on where to go and Amy didn’t approve of how her friend behaved in certain places. 4 Daisy wanted to go skiing and Amy didn’t. She went with her though. Amy didn’t like that Daisy was taking photos of local people and then posting them online to make fun of the locals. Exercise 3 tourist destinations are overcrowded, which may have impact on the environment and local communities; visiting countries with questionable human rights records Exercise 5 1 some research 2 possible outcomes 3 values and beliefs 4 perspectives 5 you can learn

LIFE SKILLS | Project

Work in pairs or small groups. • Choose one of the ethical travel dilemmas: 1 You are visiting South Africa and are given the opportunity to go diving (in a cage) and come face to face with the great white shark. Would you go? 2 You are visiting a country with a great deal of poverty; the local children ask you for sweets. Should you give them? 3 You are mountain trekking in a poor country. Your equipment is extremely heavy. Should you use porters who suffer appalling working conditions to carry your luggage? • Using the tips in the Life Skills box, analyse the dilemma and come to a conclusion. • Join up with a pair who chose a different dilemma and explain the decision-making process you went through, as well as what you finally decided.

33 did that help them make their decision? If not, do they think their decision might have been different if they had followed these tips? Give them a few minutes to think about their experience and make notes, then get them to tell their partner/group about it. If there is time, invite a few students to share their experiences with the class.

Hard sell VOCABULARY Business-related vocabulary, compound nouns, phrasal verbs, synonyms (persuasion), economics-related vocabulary, synonyms (decision making) GRAMMAR

The Passive

LISTENING

Inferring meaning, opinion and attitude

SPEAKING

Negotiating

WRITING

A for-and-against essay

Choco Shoe One-of-a-kind Furniture Goat Rental Service Do you need a lawn mowing or to get rid of a large area of weeds? Rather than considering what kind of machine to hire, why not rent some goats? This goat rental company will come and look at your land, provide a quote and then bring along an appropriate number of peckish goats. The USP of this kind of service is that it is very eco-friendly: no need for electric mowers or for pesticides. Not only do goats apparently particularly relish eating weeds, the service is also extremely cost-effective: just thirty-eight goats can ‘mow’ 50,000 square feet of grass in a single day.

Like chocolate? Like designer shoes? How about a business concept that effortlessly combines both things? Master chocolatier Brianna Heel designs and produces spectacular footwear that looks realistic, but is actually edible, under the tradename Choco Shoe. The start-up initially didn’t have the capital for a bricks and mortar store, so began as purely e-commerce. However, the business grew so fast through word-of-mouth that Brianna was able to set up a physical store within a year. With a price tag of £50 a pair, the shoes are not exactly bargain basement, basement but each pair is bespoke bespoke,, designed with meticulous attention to detail and absolutely delicious. They are so realistic looking that the website has to point out that they are definitely not ready to wear. Their customers are sure to fall head over heels in love with Brianna’s chocolate shoes and they’re always going to be delighted as Choco Shoe prides itself on excellent customer service. As well as a must-have for every fashionista, they are definitely a must-eat for every foodie!

3A VOCABULARY AND SPEAKING 1

SPEAKING Look at the photos before you read the texts about some unusual business ideas. What do you think each business is about?

REFERENCES AUDIO SCRIPT page 221 VIDEO SCRIPT page 243 CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS

• After Exercise 2, ask students to compare bricks and mortar stores with

e-commerce stores. They should discuss which goods and services they prefer to buy from each place. They can do this in pairs or small groups. Then open up the discussion to the class. • After Exercise 8, put students in groups of three and tell them that they each have to talk for one minute. They should use as many words

from Exercises 3, 4, 5 and 8 as they can. One student times them and the other counts the words. If they make amistake, the other students can correct them. Give students 1–2minutes to prepare before they begin. The winner is the student with the most words.

03 Business-related vocabulary

Match the highlighted words and phrases from the texts with definitions 1–12.

SPEAKING Discuss the questions about the three businesses from the texts.

Exercise 5 1 sales gimmick 2 luxury goods 3 upfront investment 4 niche market 5 Profit margin 6 tradename 7 impulse buy 8 word-of-mouth 9 start-up

1 2 3 4

Good value for money. cost-effective Extremely cheap. bargain basement Specially made for a particular person. bespoke The feature that makes a product different from and better than anything else, its unique selling point. USP 5 The estimated price that will be charged for a service. quote 6 Buildings such as houses, offices, factories. bricks and mortar 7 A new business activity. venture 7 1.15 Listen to an interview with the owner of the 8 The amount of business a company does in a set goat business. In pairs, discuss the positive aspects of period of time. turnover the business and any problems Josh has had. Use the 9 Making a new product available to be sold. launching vocabulary from the previous exercises. 10 Extended or expanded on the work normally done. branched out 11 The amount that something costs. price tag Phrasal verbs business concept 12 An idea for a business. 8 1.15 Replace the underlined parts of the sentences with the correct forms of the phrasal verbs from the box. Compound nouns Then listen again and check. 4 Read Active Vocabulary and find seven businessbreak into build up knock sth off pass up set up related compound nouns in the texts on page 34. sign up spring up win over

ACTIVE VOCABULARY | Compound nouns

1 So, what gave you the idea to start the business? set up 2 I heard about goat rental companies starting to appear all over the States. springing up 3 It seemed like it might be a good market to get involved with. break into 4 It was too good an opportunity to fail to take advantage of. of pass up 5 We often get new customers to commit on the spot. sign up 6 We’d been gradually increasing customer loyalty in that area. building up 7 Eventually, we did manage to persuade them. them win them over 8 We had to reduce the price by a lot. lot knock a lot off the price

Match the words from box A with the words from box B to make compound nouns. Then use them to complete the sentences. A impulse luxury niche profit sales start- trade upfront word-of-

B buy gimmick goods investment margin market mouth name up

10 SPEAKING In small groups, think of a new business

concept, what it would do or sell. Come up with its tradename and think about upfront investments and advertising necessary for the business to succeed. Then present your business idea to the class.

DOCUMENTARY VIDEO

1 Some fast food restaurants give away free toys with children’s meals as a/an . , 2 The government may charge more tax on such as jewellery and make-up. 3 A product-based company often requires a lot more than providing a service. than 4 Sometimes it is better to sell to a/an to make a product that appeals to everyone. is the difference between the cost of 5 making something and the price you sell it for. is important – people need to 6 A good recognise it and remember it. . 7 I didn’t intend to purchase it – it was a/an rather than having 8 I discovered the shop by seen an advertisement. 9 This town has above-average growth in jobs and . business

2 WATCH AND REFLECT Go to page 163. Watch the documentary Put Yourself in My Shoes! and do the exercises.

□ I can use compound nouns and phrasal verbs to talk about business ideas. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 28–29/Online Practice

Vocabulary Quiz 3

• Photocopiable resource 8: A head for business, pages 271, 288

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 3

Exercise 7 Positive aspects: • He had experience with livestock. • There wasn’t any competition in his area. • He doesn’t have to feed the goats much – that’s cost-effective. • Free word-of-mouth advertising. Problems: • Upfront investment (buying goats, insurance, transport and electric fences). • The goats escaped and went into the neighbours’ gardens (and houses).

Ask students to make two separate lists of words, phrases or idioms that mean ‘(be)sneaky’ and ‘(be) easily fooled’. They can use an online dictionary or thesaurus.

3B LISTENING AND VOCABULARY Exercise 1 Man: negative: crafty, cunning, devious; positive: ingenious, shrewd Customer: negative: credulous, gullible, naive; positive: trusting, unsuspecting Exercise 2 1 Asking a series of questions that people will say ‘yes’ to until you get to the thing you really want them to agree to. 2 Make people feel something is scarce and that they will miss out if they don’t get it straightaway. 3 How you present the idea, e.g. negatively or positively. 4 If you do a favour for someone, they will feel the need to do something for you, even if you only did them a very small favour. 5 People believe if others like something it must be good.

4 Reciprocation 5 Social proof

SPEAKING In pairs, answer the questions.

coax coerce convince encourage entice incite pressure prevail upon seduce sway sweet-talk urge

Exercise 5 1a coerce, incite, pressure, urge 1b coax, entice, seduce, sway, sweet-talk 1c convince, encourage, prevail upon 2 entice, seduce 3 sway 4 incite 5 sweet-talk 6a entice, pressure coax,coerce 6b encourage, convince, incite, prevail upon, urge 6c coerce, seduce, sweet-talk, sway

and attitude

□ I can infer meaning, opinion and attitude from an interview and talk about persuasion.

REFERENCES AUDIO SCRIPT page 221

EXTRA ACTIVITY IN CLASS

Complete the second sentence using the word in bold so that it means the same as the first one. Then, in pairs, discuss any difference in meaning. 1 She convinced the child to clean his teeth. COAX She coaxed the child . to clean/into cleaning his teeth 2 He encouraged her to leave her job with promises of a better salary. ENTICE He enticed her away . from her job 3 She persuaded him to stay. SWEET-TALK She sweet-talked him . into staying 4 She pressured him into taking responsibility. URGE She urged him to take . responsibility 5 He tried to coerce her into doing it. INCITE He tried to incite her . to do it

All the words and phrases in the box are synonyms for the verb persuade, but the connotation and usage of each is slightly different. Answer the questions below. Use a dictionary if necessary.

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

a phrase or idiom. Congratulate the winner. Then proceed to Exercise 1 and see if students came up with any of the words in the box.

FURTHER PRACTICE • Workbook page 30/Online Practice • Photocopiable resource 9: The art of persuasion, pages 271, 289

NEXT CLASS Ask students to make notes about the kinds of settings or businesses where haggling (= negotiating over the cost of agood or service) is acceptable and those where it is not.

3C SPEAKING 1

Look at the cartoon. In pairs or small groups, discuss the questions.

SPEAKING | Negotiating

1 Have you ever tried to negotiate with anyone, e.g. parents, teachers, schoolmates, salespeople? What was the reason, and what was the outcome? Say why. 2 Do you feel comfortable negotiating? Say why.

Asking for what you want A This is a bit awkward, but … A Would you be prepared to …? B I’m wondering if there’s any flexibility …? How about if we were to …?

□ □ □ □

Refusing an offer A I’d like to say yes, but … B I’m afraid that’s a bit out of my price range / budget / a bit less than I’d be willing to accept. B The bottom line is … A At the end of the day … A It has to be a ‘no’.

□ □ □ □ □

Accepting an offer Great, you’ve got yourself a deal. Let’s shake on that, then. OK, I can live with that.

□ □ □

Exercise 2 1 A student is negotiating with a shop assistant to get a refund. The negotiation is unsuccessful. The student doesn’t get the money back, ora credit note. 2 A student is negotiating with their landlord about rent. The negotiation is quite successful. The student gets a reduction, though perhaps not as much as they wanted. Exercise 5 1 I’d like to say 2 How about if we were to 3 that’s a bit out of my budget 4 At the end of the day 5 be prepared to 6 meet halfway on this

Trying to get to a win-win situation A I can see what you’re saying, but … Is there any room for compromise? Provided you …, I see no reason why I couldn’t … B Can we try and meet halfway on this? How does that sound?

□ □ □ □ □ 5

1.18 Complete the conversation with the phrases from the Speaking box. Listen and check. Keira Mrs Smith Keira Mrs Smith Keira Mrs Smith

1.17 Listen to two conversations which involve negotiation. For each conversation, answer the questions.

Keira

1 Who is negotiating? 2 What are they negotiating for? 3 How successful is the negotiation? Say why.

Mrs Smith

What advice would you give someone about negotiating successfully? Discuss with a partner and make a list of at least five points. Then share your ideas with another pair. 1.17 Study the Speaking box. Then listen again and write A for the phrases you hear in the first conversation or B for the phrases you hear in the second conversation.

Sorry to bother you. Is this a good time? My mum told me you were looking for a babysitter. Yes, that’s right. It’ll be a Friday or Saturday night for about four hours, say eight ‘til midnight. Would that suit you? yes, but midnight is a bit Well, 1 late for me on a Friday night. I have climbing club at 9 a.m. on Saturday. 2 say 11.30. Would that be OK? Yes, that should be fine. I usually charge £8 an hour. .4 the Oh, I’m afraid 3 children really won’t be any bother, they’re quite self-sufficient. You won’t have to do anything except watch TV. Would you 5 accept £7 an hour? ? Would £7.50 Can we try and 6 be OK? Yes, I expect so. OK, thanks. I’ll give you a ring about when we’re next going out.

In pairs, role-play two negotiation situations. Student A go to page 187. Student B go to page 189.

REFLECT | Society Kevin O’Leary, a Canadian businessman and author, believes that life is all about negotiation, and even if you are not in business, you have opportunities to practise it on an everyday basis. Do you agree with him? Say why.

□ I can accept or refuse an offer in a negotiation. REFERENCES AUDIO SCRIPT page 222

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by putting students in pairs or small groups and asking them to discuss the ideas about haggling they made notes about athome.

• After Exercise 7, have a class discussion about negotiating. Talk about the characteristics or personality traits that make someone good at negotiating, and those that may lead to poor negotiating.

FURTHER PRACTICE Workbook page 31/Online Practice

3D READING AND VOCABULARY 1

What is ‘economics’? In pairs, make a list of words or phrases you associate with this term.

Read the first paragraph of an article about economics and compare your ideas from Exercise 1 with the ones in the text.

SPEAKING Before you read the rest of the article, choose two situations and discuss them in pairs or small groups. 1

□C You have been given expensive tickets to a concert, but you feel ill. You like the band, but you don’t love them. Would you still go? B You have an essay due in a month’s time. Would you start on it straightaway or wait until the last minute? D You have an exam at 9 a.m. the next day. You have done some revision, but you don’t feel completely confident. Would you stay up late revising? E You are offered a free email service, with excellent spam filters. All you have to do is let them offer you advertising based on key words in your emails. Would you use it? A You have to choose between two different universities. One has a better reputation, but it would mean leaving home and paying for accommodation, whereas choosing the other one you can stay living at home. Which university would you choose and why?

□ □

□

Questions 1–5 from Exercise 3 could be answered using behavioural economics. Read the rest of the article and match these questions with paragraphs A–E.

Read the article again and choose the correct answers. 1 Why does the author consider that a pros and cons list isn’t very effective? a It doesn’t take the relative importance into account. b It gives a false illusion of control over the outcome. c We only use it because we’re used to doing it. d A problem isn’t always just about two alternatives. 2 The author implies that we put things off because a we are naturally inclined to be lazy. b we don’t care enough about future benefits. c we don’t have enough willpower. d we don’t sufficiently analyse our motives. 3 What had the biggest impact on whether people ate the chocolate cake? a How full they were feeling at the time. b How difficult they thought it was to get. c Who made the cake. d How fond they were of chocolate cake. 4 Which phrase could correctly replace ‘falling prey to’ in line 54? a being left unaffected by c being influenced by b being damaged by d being enhanced by 5 What lesson does the author think we should learn from the law of diminishing returns? a Don’t expect too much. b Don’t make risky investments. c Don’t do anything too obvious. d Don’t overdo things.

Study the words in the box and discuss their meaning with a partner. Then replace the underlined parts of the sentences from the text with one or two synonyms from the box. bear in mind cancel out detrimental dispassionate impartial negate notion persevere pitfall plough on propensity snare 1 Just one of the cons might easily outweigh all of the pros. cancel out, negate 2 A cost-benefit analysis allows you to be more objective. dispassionate, impartial objective 3 There are also other costs to take into account, such as the cost in your time. bear in mind 4 People have a tendency to overvalue immediate rewards. propensity 5 Another trap is the sunk-cost fallacy. pitfall, snare 6 Because you have already invested, you should persist no matter what. persevere, plough on 7 After a certain point, investing more money does not lead to increased benefits, and may even have a damaging impact. detrimental 8 Nowadays, it’s worth considering this concept when it comes to free social media sites. notion

SPEAKING In pairs or small groups, discuss the questions. Use the words from Exercise 6. 1 Give an example of a decision you need(ed) to make where a cost-benefit analysis could be applicable, and explain why. 2 One way of negating the effect of present bias is to imagine what your future self would tell you. What do you think your future self would tell you about a decision you have to make soon? 3 Try to think of another example of the sunk-cost fallacy, where having already invested time or effort doesn’t necessarily mean you should continue. 4 Which behavioural economics principle does the saying ‘too many cooks spoil the broth’ refer to? How would you express the saying in your language? 5 Do you agree that ‘there’s no such thing as a free lunch’? Say why.

□ I can identify specific details in an article and talk about behavioural economics.

REFERENCES CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS

• As an extension to Exercise 3, put students in pairs and ask them to choose a third situation from the task. They have to adopt opposing views and argue their case.

• After Exercise 7, have a class discussion. Write the following statement on the board: If you aren’t paying for aproduct, you are the product. Discuss theimplications of the statement and how students feel about the social media platforms they use. (Thestatement means that nothing isactually free, and if you are not

paying for something, you are not the customer; you are the product being sold because social media platforms sell user data to advertisers.)

FURTHER PRACTICE Workbook pages 32–33/Online Practice

HOW TO APPLY HOW BEHA BE AV A VIOURAL ECONOMICS TO YOUR DAILY LIFE

Most people think that economics is all about money, but in fact, it’s far broader than that. Economics is really all about making choices and decisions. These might indeed be related to money. For example, is it more economical to go to a cheaper supermarket if a taxi there and back needs to be included in the cost? However, economic principles, especially those of behavioural economics, can be usefully applied to all areas of our lives.

1.19

Possibly, the first thing we can take from economics is the importance of doing a cost-benefit analysis when making big decisions. Comfortable though we may be with making a list of pros and cons, we should recognise that it is actually a rather ineffective tool. Just one of the cons might easily outweigh all of the pros. A cost-benefit analysis is something altogether more sophisticated, which allows you to be more objective. For example, let’s say that you have to decide whether to make a journey by train or aeroplane. The financial cost of each journey is obvious, but there are also other costs to take into account, such as the cost in your time, the cost in terms of how tired you’ll be on arrival, the environmental cost and so on. Give each of these a score out of five, and then weigh them up against the potential benefits, scored in the same way, and the choice becomes much easier.

B 20

There are also certain in-built human biases we ought to bear in mind, for example, something known as ‘present bias’. Behavioural economics teaches us that people have a tendency to overvalue immediate rewards over long-term payoffs. A famous study showed that given the choice between receiving less money now, or more money later, most people would choose the former, even though they’d end up less well-off. This is also the reason why people procrastinate, or why you should never go food shopping when you’re hungry. Once aware of this propensity however, you can make sure you avoid it. For example, if you put your money in a savings account where you can’t get at it easily, you’ll overcome the tendency to want to spend it straightaway, rather than wait.

C Another trap many people fall into is the sunk-cost fallacy. A fallacy is an idea that is often believed to be true, but which is, in fact, false. The sunk-cost fallacy is the idea that because you have already invested time or money in something, you should persist with it no matter what. One study which demonstrated this tendency asked people to imagine they were at a party and that they were offered chocolate cake. The researchers told some people this was from a local supermarket, and others that it was an expensive handmade cake from a shop almost an hour away. Having been told the cake had required a significant investment of time and money seemed to make people much more likely to eat it all, all even though they felt uncomfortably full, or weren’t that keen on chocolate cake. The sunk-cost fallacy often leads us to do things which are really against our best interests. For example, maintaining a friendship with someone we don’t really like anymore, because we have known them a long time, and feel that nothing can be done about it. it Or persisting with a business idea, even when it’s clear that it isn’t working and is actually losing us money. Our decision-making ability can be dramatically improved by recognising when we may be falling prey to this fallacy. fallacy

D Even when we’ve made a good decision, we should also be aware of the law of diminishing returns. This economic concept states that after a certain point, investing more money (or effort) does not lead to increased benefits, and, notwithstanding the objective risk, may even have an adverse impact. For example, if you get your friends round to help you decorate your room. To begin with, having more people to help seems constructive, but if you invite too many friends round, you’ll end up with a problem: imagine twenty or thirty people all trying to paint the same room at the same time! This law can also be applied to eating pizza; the first few slices are great, but after that, it becomes less and less palatable, and if you kept going, you might even feel nauseous. This principle might seem obvious, but it is really a reminder that doing your best is good enough. If you keep pushing and trying to do even more, you’ll end up subject to the law of diminishing returns.

E Finally, be aware that, according to economists, there’s no such thing as a free lunch. Apparently, this expression comes from a time when it was common to give away lunch when you bought a drink. The lunch would be made as salty as possible, possible so you’d end up spending far more than anticipated on (expensive) beverages. Nowadays, it’s worth considering this concept when it comes to free social media sites: watch for the snare – if you aren’t paying for a product, you ARE the product.

NEXT CLASS Ask students to do an Internet search for photos of a famous person as a young adult and as an older adult, and bring them to the next class. They should make notes about the person’s age in bothphotos.

3E GRAMMAR 1

SPEAKING In pairs, discuss the questions.

1 Have you ever used an app to see what you might look like when you are older? Say why. 2 How could using an app like this help you to overcome ‘present bias’?

Exercise 2 Suggested answer Because they could visualise their future selves, they were less prone to present bias and thought more about thefuture.

1 A fallacy is an idea that is often believed to be true, but which is, in fact, false. 2 Having been told the cake had required a significant investment of time and money seemed to make people much more likely to eat it all. 3 Our decision-making ability can be dramatically improved by recognising when we may be falling prey to this fallacy. 4 Nothing can be done about it. 5 The lunch would be made as salty as possible. 6 Is it more economical to go to a cheaper supermarket if a taxi there and back needs to be included in the cost?

Read the extract from an online article and check your ideas from Exercise 1. Why do you think this was the outcome of the experiment?

recent experiment asked participants how much of their income should be put aside for retirement. Before asking the question, they showed half the participants a photo of themselves. The researchers had had the photos digitally altered to make the people in them look older. Those participants who were shown the photos of themselves consistently chose to put more of their savings aside for their future selves.

Exercise 3 1 They are all passive forms. 2 The first one is a passive using a modal verb, the second one is a causative (have something done), the third one is a reduced relative clause (who were shown).

THINK BACK In pairs, look at the sentences from the text on page 39 and discuss why you think the Passive has been used in each case.

Match sentences 1–6 from Exercise 4 with reasons for using the Passive a–f. a b

The Passive

c d

Look at the underlined phrases in the text in Exercise 2 and answer the questions. 1 What do all three phrases have in common grammatically? 2 How are they grammatically different?

□2 We are more interested in the action, e.g. describing a process, than who does it. 5 □ The agent is unknown, irrelevant or so obvious we don’t need to express it. □4 We want to avoid personal responsibility or blame. □1 We want to sound more objective or talk about general opinions. □6 There is a tendency to put the new information at the end of the sentence. □3 There is a tendency not to start a sentence with a long complex subject.

Grammar Reference > page 168

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 222

• Lead in to Exercise 1 by asking students to share the photos and information they looked up at home. Ask them if they ever think about getting old themselves and what they think their life might be like. • Before Exercise 10, ask students to write 5–6 active sentences using verbs that have two objects, then rewrite

each one in two ways. Alternatively, they can swap with a partner and rewrite their partner’s sentences. To help them, elicit and list a few double-object verbs on the board or refer them to page 169 of the Grammar reference section. When they are ready, they can check their sentences in pairs, referring to the Grammar reference section if they need help.

03 Rewrite the sentences using the Passive where appropriate. In pairs, discuss and explain your choices.

1 The fact that he had already spent good money on the ticket convinced him to stay. 2 An unknown person had added too much salt to the food. 3 People are hardly ever aware of their unconscious biases. 4 People believe that animals never fall into the trap of the sunk-cost fallacy, only humans. 5 In a cost-benefit analysis the person sums up the benefits of an action and then subtracts the costs of taking that action. 6 I made a terrible mistake. 7 A cost-benefit analysis is more complex than a list of pros and cons. 8 The study found that the people who understood present bias tended to make the best choices. 9 Even when we’ve made a good decision, we should still remember about the law of diminishing returns. 10 This concept states that investing more money may not lead to increased benefits.

1.20 PRONUNCIATION Listen to six sentences and write down how many words you hear in each sentence (contractions such as I’ve count as two words). What do you notice about the pronunciation of the verb to be? Listen again and repeat. Complete a text about Economics with the Passive form of the verbs in brackets in the correct tense. Then, in pairs, discuss if you would like to study Economics. Say why.

VERSATILE CAREER OPTIONS Economics is about much more than money and the skills that can 1_____ (develop) from studying it, like an analytical mind and a strong economic awareness of the world, may 2_____ (transfer) to numerous industries. During the course, you 3_____ (require) to employ critical thinking skills (for example interpretation, evaluation, inference, problem solving and decision making) so be prepared for a lot of challenges, but it is worth the eﬀort. It 4_____ (ﬁnd) that Economics graduates earn more than any other graduates, apart from those who 5_____ (award) a medical degree. After having completed their studies, they may 6_____ (employ) in business, industry, education or the civil service. Economists 7 _____ (often/perceive) as game-changers in many industries, which makes the job pretty exciting, contrary to popular belief.

Study Watch out! and choose the best way of continuing the sentences. 1 Behavioural Economics is well worth studying. a Good decisions are made in all areas of life when people use it. b It is used for making good decisions in all areas of life. 2 A new role is being created in my department. a George will probably be given the job. b The job will probably be given to George. 3 My brother is an economist. a He has just been awarded a promotion. b A promotion has just been awarded to him. 4 Despite the promotion, he was not entirely happy. a A bigger pay rise had been promised to him. b He had been promised a bigger pay rise.

WATCH OUT! In passive sentences where the verbs have two objects (e.g. give, show, tell, lend, promise, buy, etc.) either object can come at the beginning. We usually put the ‘new’ information at the end.

10 Choose the best options to complete the text.

r? Economics. Why bothe You may think that the only time 1you use economics / economics is used is when you’re trying to decide which pair of jeans you can afford, or when you’re saving for a special gig. However, 2at least a basic knowledge of economics is required / you require at least a basic knowledge of economics for many areas of our lives, not just financial decisions.

Exercise 7 1 The economy has been affected by the downturn. (8) 2 Every day we’re exposed to thousands of advertising messages. (10) 3 The business is slowly being built up. (7) 4 The final prices will be decided later. (7) 5 Customers are signed up on the spot. (7) 6 The marketing plan had been decided much earlier. (8) When the sentences are pronounced naturally and not slowly and clearly, the verb to be is not separated, but becomes part of a cluster of sounds (e.g. has been affected sounds like sbinaffected).

It is often said / People often say that in economics the majority is always wrong. Through studying economics 4people teach us / we are taught how to make better decisions than we might otherwise. 5 Our unconscious biases and tendencies have to be taken into account / We have to take our unconscious biases and tendencies into account, account 6 and it’s difficult to do that if no one has ever made us aware of them / we have never been made aware of them. 3

Exercise 8 1 be developed 2 be transferred 3 are/will be required 4 has been found 5 have been awarded 6 be employed 7 are often perceived

The transferable skills which 7teachers teach us / we are taught in Economics make it a great foundation for many careers.

11 SPEAKING In pairs or small groups, discuss the questions. 1 Do you agree that everyone should be taught basic economics? Say why. 2 What transferable skills do you think could be learned from other academic subjects, e.g. History?

□ I can use the Passive to focus on the action and be more objective. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 34–35/Online Practice

Grammar Quiz 3

• Photocopiable resource 10: Buying and selling, pages 271, 290

NEXT CLASS

• Extra digital activities: Grammar Checkpoint 3

Exercise 6 1 He was convinced to stay by the fact that he … (better not to start a sentence with a long complex subject) 2 Too much salt had been added to the food. (the agent is unknown or irrelevant) 3– 4 It is believed that animals… (talking about general opinions) 5 In a cost-benefit analysis the benefits of an action are summed up and then the costs of taking that action are subtracted. (we are more interested in the action or process; the agent is unknown or irrelevant) 6 A terrible mistake was made. (appropriate if you want to avoid responsibility) 7– 8 The study found that the best choices were made by the people who … (new information at the end) 9 Even when a good decision has been made, we should… (talking about general opinions) 10 –

Ask students to do an Internet search for information about the ‘Buy Local’ movement, and to make notes about the concept and what produce and products they can buy in their local area.

? D A B R O D O O G : L A C O L BUYING spend the whole day in a shopping centre; instead you are able to devote some of it to your family and friends. In recent years, there has been a move away from stocking up on essentials at mega supermarkets towards buying more frequently from local retailers. In my opinion, there are several excellent reasons for this trend, but also a number of pitfalls to buying local. Perhaps the most important rationale for buying local goods is the growing awareness of climate change, and the obvious issues related to goods being flown in from the other side of the world. In addition, more and more people are perturbed about products having been manufactured under terrible working conditions. Cheaper though the items may be, worries about modern slavery often negate any discount. Another benefit of buying local is that such shops frequently offer fresher foodstuffs, and display their wares for the customer to choose from. It is also quite easy to get in contact with the owner and ask them to carry the products you need. Last but not least, there is the positive aspect of time one saves when shopping locally – you do not need to

In spite of these benefits, it should be recognised that there are some clear drawbacks to shopping locally. Price is definitely an issue; although shopping in big supermarkets is time-consuming and definitely not eco-friendly, convenience stores are always more expensive so many people economise by buying in bulk from chain stores and prefer to shop around for the best deals. deals There is also likely to be much less choice available in local shops. Many people enjoy spending hours mooching around the shops in a big shopping centre – whether we like it or not, it has become part of our culture. It is somewhat harder to go on a shopping spree if there is only one local clothes boutique. In conclusion, while there are undoubtedly some downsides to buying locally, no one wants bricks and mortar shops to disappear and to be forced into a situation where they are unable to run errands in their neighbourhood. I would argue that the potential benefits for our local economy and for the world as a whole clearly cancel out any disadvantages.

EXTRA ACTIVITIES IN CLASS • Start the lesson by putting students in pairs or small groups and asking them to discuss the ideas they made notes about at home. If there is time, open up the discussion to the class.

• After Exercise 4, ask students to write four gap-fill sentences to practise the collocations from Exercise 3. They should only gap one word from each collocation. In pairs, they then swap sentences, complete them, and check their answers with their partner.

FURTHER PRACTICE Workbook page 36/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 44–45.

3F WRITING AND VOCABULARY | A for-and-against essay 1

ACTIVE WRITING | Paraphrasing

SPEAKING Work in pairs or small groups. Look at the photo. What reasons does it suggest for buying local, rather than from a national or international chain of shops? What other reasons can you think of?

Read an essay about buying local and make a list of reasons the author mentions for and against buying local.

Complete the collocations with the words from the box. Then check your answers in the essay. buy carry display go on mooch around run shop around for stock up on go on a shopping spree 1 2 shop around for the best deal 3 stock up on essentials run a few errands 4 in bulk 5 buy their wares 6 display 7 mooch around the shops the products 8 carry

It is important to use paraphrasing in order to avoid repetition, which may cause the reader to lose interest in your writing. Paraphrasing words and phrases also helps the reader to follow the way in which your ideas are linked through the text. Some common ways of paraphrasing are: • using synonyms, • changing the form of words, e.g. from verbs to nouns or adjectives, or vice versa, • changing from active to passive, or vice versa, • changing the grammatical structure. Note that successful paraphrasing requires the use of multiple techniques each time.

Write a paraphrased background statement for each of these essay titles. 1 Recent growth in e-commerce is impacting upon the way we do our shopping. Some people see this as a positive development, while others see negative consequences. Discuss the arguments of both sides and give your opinion. 2 More and more people are choosing to run a business from home, rather than being employed by a company. What are the advantages and disadvantages of this?

Complete the sentences with the correct forms of the collocations from Exercise 3. 1 I really enjoy the shops, even when I don’t actually have any money to spend. 2 As long as you have somewhere to store the goods, it’s usually cheaper to . 3 I don’t have time to , I just want to buy whatever I need quickly, even if it costs more. 4 I love wandering round the market looking at everything. The stallholders so beautifully. 5 I’ll post the letter for you. I have to in town today anyway. 6 There was a great sale on so I for school, like pens and pencils. 7 He inherited £1,000, but it disappeared very quickly when he in all the designer stores. 8 I love this shop! It vintage jewellery and antiques.

Complete the introduction for each of the essay questions in Exercise 7 by adding a thesis statement, summarising what you are going to say in the essay.

In pairs, read the essay question and make a list of arguments for and against it. Increasingly, people see shopping not as a necessity but as a leisure activity. Is this a positive thing? Discuss the arguments of both sides and give your opinion.

10 WRITING TASK Write your essay. Use your ideas from Exercise 9 and remember about paraphrasing.

Look at this alternative introduction to the essay in Exercise 2. Which introduction is better? Say why. In recent years, there has been a growing movement towards buying local. People are starting to see that this is more beneficial for the environment, and for the local economy.

Study Active Writing. Then find examples of ways in which extracts 2–5 are paraphrased in the essay in Exercise 2. 1 There is a growing movement towards buying local. In recent years, there has been a move away from stocking up on essentials at mega supermarkets. 2 disadvantages 3 reason 4 a growing number of people are concerned about 5 I would argue that

□ I can use paraphrases when writing a for-and-against essay.

Exercise 2 for: climate change, goods produced in bad working conditions, local economy, riskof losing local shops, possibility of fresher or more unusual goods against: more expensive, lesschoice available Exercise 4 1 mooching around 2 buy in bulk 3 shop around for the best deals 4 display their wares 5 run a few errands 6 stocked up on essentials 7 went on a shopping spree 8 carries Exercise 5 The original example is better. • The background statement paraphrases the question, rather than repeating it word for word. • It contains a clear thesis statement, setting out what the writer is going to do in the essay. Exercise 6 2 pitfalls/drawbacks/downsides 3 rationale 4 more and more people are perturbed about 5 in my opinion Exercise 7 Sample answers 1 More and more people are choosing to do their shopping online rather than using bricks and mortar shops. 2 A growing number of people are opting to run a business out of their own home rather than becoming an employee in someone else’s business. Exercise 8 Sample answers 1 More and more people are choosing to do their shopping online rather than using bricks and mortar shops. While it is clearly convenient to shop online, there are some significant drawbacks. 2 A growing number of people are opting to run a business out of their own home rather than becoming an employee in someone else’s business. There are several practical advantages to doing this. However, there are also a number of pitfalls.

Word List REMEMBER MORE

3A VOCABULARY AND SPEAKING 5.13

1 Decide if the meaning of the

sentences in each pair is the same (S) or different (D). Then check with the word list. 1

□S a My family set up this

business 100 years ago. b My family started this business 100 years ago. 2 D a I got a chance to work for a start-up, but I decided to pass up on the opportunity. b I got a chance to work for a start-up, and I decided to sign up for the opportunity. 3 S a After selling my products in Europe for five years, I decided to break into the Chinese market. b After selling my products in Europe for five years, I decided to start selling in China too.

□ □

2 Choose the correct words

to complete the sentences. Sometimes more than one answer is correct. Then check with the word list. 1 I didn’t want to buy the ring, but the sales assistant was so nice and coerced / sweet-talked me into getting it. 2 I had to entice / sway my daughter away from the playground. 3 The new manager persuaded / urged me to take the job even though I wasn’t entirely sure.

Exercise 3 1pitfall (Pitfall is more formal.) 2damaging (Detrimental is more formal.) 3impartial (Impartial is more formal.) 4tendency (Propensity is more formal.)

3 Match the words in the box with

branch out(phr v)/ˌbrɑːntʃ ˈaʊt/

price tag(n)/ˈpraɪs ˌtæɡ/ pride oneself on sth /ˈpraɪd wʌnˌself ɒn ˌsʌmθɪŋ/ prized(adj)/praɪzd/

bread and butter /ˌbred ən ˈbʌtə/

product-based company /ˈprɒdʌkt beɪst ˌkʌmpəni/

break into(phr v)/ˌbreɪk ˈɪntə/

profit margin(n)/ˈprɒfɪt ˌmɑːdʒɪn/

break out(phr v)/ˌbreɪk ˈaʊt/

profit-making(adj)/ˈprɒfɪt ˌmeɪkɪŋ/

bricks and mortar (store) /ˌbrɪks ən ˈmɔːtə (ˌstɔː)/

provide a quote /prəˌvaɪd ə ˈkwəʊt/

build up(phr v)/ˌbɪld ˈʌp/

relish(v)/ˈrelɪʃ/

business concept /ˈbɪznəs ˌkɒnsept/

sales gimmick /ˈseɪəlz ˌɡɪmɪk/

chocolatier(n)/ˌtʃɒkəˈlætiə/

set up(phr v)/ˌset ˈʌp/

combine(v)/kəmˈbaɪn/

compensate(v)/ˈkɒmpənseɪt/

speechwriter(n)/ˈspiːtʃˌraɪtə/

confide in sb(phr v)/kənˈfaɪd ɪn ˌsʌmbɒdi/

spring up(phr v)/ˌsprɪŋ ˈʌp/

cost-effective(adj)/ˌkɒst ɪˈfektɪv/

start-up(n)/ˈstɑːtʌp/

crave(v)/kreɪv/

tag(n)/tæɡ/

customer loyalty /ˌkʌstəmə ˈlɔɪəlti/

tradename(n)/ˈtreɪdneɪm/

customer service /ˌkʌstəmə ˈsɜːvɪs/

turnover(n)/ˈtɜːnˌəʊvə/

e-commerce(n)/ˈiː kɒmɜːs/

upfront investment /ˌʌpˈfrʌnt ɪnˌvestmənt/

edible(adj)/ˈedəbəl/

USP (unique selling point) /juː es ˈpiː (juːˈniːk ˌselɪŋ ˌpɔɪnt)/

utterly(adv)/ˈʌtəli/ venture(n)/ˈventʃə/ weed(n)/wiːd/ win over(phr v)/ˌwɪn ˈəʊvə/ word-of-mouth(n)/ˌwɜːd əv ˈmaʊθ/

3B LISTENING AND VOCABULARY 5.14 be taken aback(phr v)/bi ˌteɪkən əˈbæk/

goat rental company /ˌɡəʊt ˈrentl ˌkʌmpəni/

bewildered(adj)/bɪˈwɪldəd/

impulse buy /ˈɪmpʌls ˌbaɪ/

clinical psychologist /ˌklɪnɪkəl saɪˈkɒlədʒɪst/

damaging impartial pitfall tendency

ivy(n)/ˈaɪvi/

coax(v)/kəʊks/

knock sth off(phr v)/ˌnɒk ˌsʌmθɪŋ ˈɒf/

coerce(v)/kəʊˈɜːs/

1 2 3 4

kudzu(n)/ˈkʊdzuː/

connotation(n)/ˌkɒnəˈteɪʃən/

launch a business /ˌlɔːntʃ ə ˈbɪznəs/

convince(v)/kənˈvɪns/

livestock(n)/ˈlaɪvstɒk/

crafty(adj)/ˈkrɑːfti/

lose your marbles /ˌluːz jə ˈmɑːblz/

credulous(adj)/ˈkredjələs/

luxury goods /ˈlʌkʃəri ˌɡʊdz/

cunning(adj)/ˈkʌnɪŋ/

meticulous(adj)/məˈtɪkjələs/

devious(adj)/ˈdiːviəs/

mow a lawn /ˌməʊ ə ˈlɔːn/

diner(n)/ˈdaɪnə/

niche market /ˈniːʃ ˌmɑːkət/

distant(adj)/ˈdɪstənt/

on the spot /ˌɒn ðə ˈspɒt/

drive sb insane /ˌdraɪv ˌsʌmbɒdi ɪnˈseɪn/

one of a kind(adj) /ˌwʌn əv ə kaɪnd/

effortless(adj)/ˈefətləs/

pass up(phr v)/ˌpɑːs ˈʌp/

encourage(v)/ɪnˈkʌrɪdʒ/

paste sth onto sth /ˈpeɪst ˌsʌmθɪŋ ˈɒntə ˌsʌmθɪŋ/

entertained(adj)/ˌentəˈteɪnd/

peckish(adj)/ˈpekɪʃ/

entice(v)/ɪnˈtaɪs/

trap detrimental objective propensity

EXTRA ACTIVITIES IN CLASS • Write Phrasal verbs on the board. Dictate short definitions of phrasal verbs from Lesson 3A, e.g. start abusiness (set up). Students supply the correct phrasal verb for each definition.

bespoke(adj)/bɪˈspəʊk/

their near synonyms below. Decide which word in each pair is more formal. Then check with the word list.

ACTIVE VOCABULARY | Synonyms

bargain basement(n)/ˌbɑːɡən ˈbeɪsmənt/

physical store /ˈfɪzɪkəl ˌstɔː/

As a follow-up, you could ask students to write a mini-conversation using at least two of the phrasal verbs. • Play Charades. Divide the class into teams. In turn, give a member of each team a word or phrase from the

word list to mime for their team. The rest of the team must not see or hear the word. Each time a team guesses the correct word or phrase, they earn apoint, and the team with the most points at the end are the winners.

03 envious(adj)/ˈenviəs/

3D READING AND VOCABULARY 5.16

(be) subject to a law/rule/penalty /(bi) ˌsʌbdʒɪkt tə ə ˈlɔː / ˈruːl / ˈpenəlti/

framing(n)/ˈfreɪmɪŋ/

adverse impact /ˌædvɜːs ˈɪmpækt/

sunk-cost fallacy /ˌsʌŋk ˈkɒst ˌfæləsi/

gullible(adj)/ˈɡʌləbəl/

against one’s best interest /əˌɡenst wʌnz best ˈɪntrəst/

take into account /ˌteɪk ˌɪntʊ əˈkaʊnt/

enticing(adj)/ɪnˈtaɪsɪŋ/

incite(v)/ɪnˈsaɪt/

anticipate(v)/ænˈtɪsəpeɪt/

infer(v)/ɪnˈfɜː/ inference(n)/ˈɪnfərəns/ ingenious(adj)/ɪnˈdʒiːniəs/ livid(adj)/ˈlɪvɪd/ miss out (on)(phr v)/ˌmɪs ˈaʊt (ˌɒn)/ naive(adj)/naɪˈiːv/

pressure (sb into)(v)/ˈpreʃə (ˌsʌmbɒdi ˌɪntə)/ prevail upon(v)/prɪˈveɪl əˌpɒn/ reciprocate(v)/rɪˈsɪprəkeɪt/ reciprocation(n)/rɪˌsɪprəˈkeɪʃən/ scarcity principle /ˈskeəsəti ˌprɪnsəpəl/ seduce(v)/sɪˈdjuːs/ shrewd(adj)/ʃruːd/ simplistic(adj)/sɪmˈplɪstɪk/ social proof /ˈsəʊʃəl ˌpruːf/ staggering difference /ˌstæɡərɪŋ ˈdɪfərəns/ sway(v)/sweɪ/ sweet-talk(v)/ˈswiːt tɔːk/ tempt(v)/tempt/ the long and (the) short of it /ðə ˈlɒŋ ən (ðə) ˈʃɔːt əv ɪt/ trusting(adj)/ˈtrʌstɪŋ/ unsurprised(adj)/ˌʌnsəˈpraɪzd/ unsuspecting(adj)/ˌʌnsəˈspektɪŋ/ urge(v)/ɜːdʒ/ wary(adj)/ˈweəri/

3C SPEAKING

applicable(adj)/əˈplɪkəbəl/

too many cooks spoil the broth /tuː ˌmeni ˈkʊks ˌspɔɪl ðə ˈbrɒθ/

bear in mind /ˌbeər ɪn ˈmaɪnd/

trap(n)/træp/

behavioural economics /bɪˈheɪvjərəl iːkəˌnɒmɪks/

unaffected(adj)/ˌʌnəˈfektɪd/

bias(n)/ˈbaɪəs/

willpower(n)/ˈwɪlˌpaʊə/

cancel out(phr v)/ˌkænsəl ˈaʊt/ concept(n)/ˈkɒnsept/

persuasion(n)/pəˈsweɪʒən/

5.15

tendency(n)/ˈtendənsi/

cost-benefit analysis /ˌkɒst ˈbenɪfɪt əˌnælɪsɪs/ damaging(adj)/ˈdæmɪdʒɪŋ/

3E GRAMMAR

5.17

civil service(n)/ˌsɪvəl ˈsɜːvɪs/ consistently(adv)/kənˈsɪstəntli/

detrimental(adj)/ˌdetrəˈmentl/

contrary to popular belief /ˈkɒntrəri tə ˌpɒpjələ bəˈliːf/

dispassionate(adj)/dɪsˈpæʃənət/

digitally altered /ˌdɪdʒɪtəli ˈɔːltəd/

enhanced(adj)/ɪnˈhɑːnst/

downturn(n)/ˈdaʊntɜːn/

fall prey to /ˌfɔːl ˈpreɪ tə/

income(n)/ˈɪŋkʌm/

fallacy(n)/ˈfæləsi/

game-changer(n)/ˈɡeɪm ˌtʃeɪndʒə/

feel nauseous /ˌfiːl ˈnɔːziəs/

put sth aside(phr v)/ˌpʊt ˌsʌmθɪŋ əˈsaɪd/

immediate reward /ɪˌmiːdiət rɪˈwɔːd/

subconscious(adj)/sʌbˈkɒnʃəs/

impartial(adj)/ɪmˈpɑːʃəl/

subtract(v)/səbˈtrækt/

inbuilt(adj)/ˈɪnbɪlt/

transferable skills /trænsˌfɜːrəbəl ˈskɪlz/

inclined (to)(adj)/ɪnˈklaɪnd (tə)/

unconscious(adj)/ʌnˈkɒnʃəs/

ineffective tool /ˌɪnəˌfektɪv ˈtuːl/

versatile(adj)/ˈvɜːsətaɪl/

law of diminishing returns /ˌlɔː əv dɪˌmɪnɪʃɪŋ rɪˈtɜːnz/ long-term payoff /ˌlɒŋ ˌtɜːm ˈpeɪɒf/

3F WRITING AND VOCABULARY 5.18

negate(v)/nɪˈɡeɪt/

buy in bulk /ˌbaɪ ɪn ˈbʌlk/

notion(n)/ˈnəʊʃən/

carry the products /ˌkæri ðə ˈprɒdʌkts/

notwithstanding /ˌnɒtwɪθˈstændɪŋ/

convenience store(n)/kənˈviːniəns ˌstɔː/

objective(adj)/əbˈdʒektɪv/

display wares /dɪˌspleɪ ˈweəz/

outweigh(v)/aʊtˈweɪ/

(the) downside to doing sth /(ðə) ˈdaʊnsaɪd tə ˌduːɪŋ ˌsʌmθɪŋ/

overdo things /ˌəʊvəˈduː ˌθɪŋz/

economise(v)/ɪˈkɒnəmaɪz/

at the end of the day /ət ði ˌend əv ðə ˈdeɪ/

overvalue(v)/ˌəʊvəˈvæljuː/

come down (by)(phr v)/ˌkʌm ˈdaʊn (ˌbaɪ)/

palatable(adj)/ˈpælətəbəl/

company policy /ˈkʌmpəni ˌpɒləsi/

persevere(v)/ˌpɜːsəˈvɪə/

credit note(n)/ˈkredɪt ˌnəʊt/

persist with sth(v)/pəˈsɪst wɪð ˌsʌmθɪŋ/

gift card /ˈɡɪft ˌkɑːd/

pitfall(n)/ˈpɪtfɔːl/

mooch around the shops /ˈmuːtʃ əˌraʊnd ðə ˌʃɒps/

meet halfway /ˌmiːt ˌhɑːfˈweɪ/

plough on(phr v)/ˌplaʊ ˈɒn/

rationale(n)/ˌræʃəˈnɑːl/

reasonably priced /ˌriːzənəbli ˈpraɪst/

present bias /ˈprezənt ˌbaɪəs/

retailer(n)/ˈriːteɪlə/

return policy /rɪˈtɜːn ˌpɒləsi/

principle(n)/ˈprɪnsəpəl/

run a few errands /ˌrʌn ə fjuː ˈerəndz/

the bottom line is /ðə ˌbɒtəm ˈlaɪn ɪs/

procrastinate(v)/prəˈkræstəneɪt/

shop around for the best deal /ˌʃɒp əˈraʊnd fə ðə ˌbest ˈdiːl/

propensity(n)/prəˈpensəti/ put sth off(phr v)/ˌpʊt ˌsʌmθɪŋ ˈɒf/ snare(n)/sneə/

foodstuff(n)/ˈfuːdstʌf/ go on a shopping spree /ˌɡəʊ ɒn ə ˈʃɒpɪŋ ˌspriː/ modern slavery /ˌmɒdn ˈsleɪvəri/

stallholder(n)/ˈstɔːlˌhəʊldə/ stock up on essentials /ˌstɒk ˈʌp ɒn ɪˌsentʃəlz/

sophisticated(adj)/səˈfɪstɪkeɪtɪd/

45 • In pairs, students write a conversation about a word or phrase in the word list but without mentioning the word itself. They can then act out the conversation to another pair for them to guess the word/phrase. If the second

pair cannot guess, the first pair can give them aclue by saying which section the word is in. If students still cannot guess, the original pair can role play their conversation for the class to guess at the end of the activity.

FURTHER PRACTICE Workbook page 37/Online Practice

NEXT CLASS Ask students to revise Unit 3.

Revision

VOCABULARY AND GRAMMAR Exercise 4 1 We were lent the money to develop the website. / Themoney was lent to us to develop the website. 2 The board will be given reports by the accountants next week. / Thereports will be given to the board by the accountants next week. 3 Thousands of clients had been sent warnings about the new scams by the bank. / Warnings about the new scams had been sent by the bank to thousands of clients / to thousands of clients by the bank. 4 She has been owed significant amounts of money by some customers for a long time. / Significantamounts of money have been owed to her by some customers for a long time. Exercise 5 1 need to have done 2 might be helped 3 am given 4 ’ve been asked 5 should be designed 6 been asked 7 been given 8 get/be paid

SCAMS GALORE

Exercise 6 1 need to have been implemented before/by the end of March 2 to buy in bulk if/should you 3 we being given a choice 4 children run errands (for them) 5 booking tickets we were sold insurance 6 must bear in mind (that)

Complete the sentences with the correct form of the phrasal verbs in the box. cancel out plough on set up spring up stock up win over 1 My grandparents a very lucrative furniture set up business thirty years ago and it is still doing well. 2 I’m afraid the recent downturn in sales has cancelled out any profits we made in the last quarter. 3 The management is hoping that the wide range of special offers will win over new customers. 4 When the microphone stopped working in the middle of his speech, he just ploughed on and spoke more loudly! I really admired him. 5 There are warnings of food shortages and many people are stocking up on pasta and rice. 6 Charity shops are springing up in High Streets all over the country where traditional shops are closing down.

Complete the dialogue with the Passive verb forms. A Hey! I’ve got a challenge for you. (need / have / do) this time? B What do you 1 (might / help) A No! It’s about how you 2 by something I’ve just been informed about. (give) B Right. It’s just that when I 3 a challenge by you, it’s usually like … getting me to finish an assignment in return for a free lunch out! (ask) by a cousin of mine to A No, this time I 4 help set up a website for sending cards. He and I are good (should / at tech and business, but the cards 5 design) by someone with your talent! Please say yes! (ask) so politely, and having B Well, having 6 7 (give) the opportunity to 8 (pay) for indulging in my hobby, how could I say no?

Choose the correct words to complete the text.

Online and phone scams have been on the rise for several years and many people have been 1coerced / enticed / prevailed upon to part with significant amounts of money. And it is not only the 2crafty / gullible / impartial who have been taken in by the scammers. The scams are becoming ever more 3devious / naive / credulous and often use well-known 4USPs / tradenames / niches to hide behind. Emails 5persevering / signing / urging us to click on a link to check a balance or a potential benefit can catch out even the 6most impulsive / shrewdest / most bespoke of us. Some fraudsters develop extremely elaborate and 7detrimental / dispassionate / ingenious scenarios designed as a 8 snare / gimmick / incitement for us, and we could well be giving away confidential details before we’re aware of what is really going on.

Rewrite each sentence in two ways using the Passive. 1 They lent us the money to develop the website. We . / The money . 2 The accountants will give their reports to the board next week. The board . / The reports . 3 The bank had sent thousands of clients warnings about the new scams. Thousands of clients . / Warnings . 4 Some customers have owed her significant amounts of money for a long time. She . / Significant amounts of money .

Complete the collocations in the sentences. 1 The High Street shops need to keep coming up with new sales gimmicks to encourage people into the shops. 2 I have to return this jacket. It was an impulse buy when I was browsing online last week. I can’t afford it, and I don’t need it. 3 The company’s profit margins are low this year, so they will be hoping for better sales next year. 4 When someone wins a large amount of money, the first thing they will probably do is go on a shopping s pree and splash out on things they’ve always dreamed about. 5 You would imagine that in a recession the sale of luxury goods would be the first to suffer, but that is not always the case. 6 It took a lot of creative meetings before we came up with a new business concept for a chain of bakeries.

USE OF ENGLISH

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

STRATEGY | Sentence transformation Remember that the word given must not be changed. This can give you an indication whether you need to create a passive form, use a gerund, etc. 1 Managers need to implement the recent health and safety regulations before the end of March. HAVE The recent health and safety regulations . 2 If you buy a lot of things at once, you can often save money. BULK It can be a good idea want to save money. 3 Are they giving us a choice about how we want to pay? GIVEN Are about how we want to pay? 4 Some children help their parents out by doing a few things for them. RUN It is helpful for some parents when their . 5 The company sold us insurance after we had booked tickets. BOOKING After by the company. 6 We must remember that the shops do not open until 10.30. BEAR We the shops do not open until 10.30. Use of English > page 179

REFERENCES

FURTHER PRACTICE

ASSESSMENT

CULTURE NOTES page 210

• Use of English, Student’s Book page 179

• Unit 3 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 265–266 • Self-assessment 3 and Self-check 3, Workbook pages 38–39/Online Practice • Extra digital activities: Use of English, Reading, Listening

• Unit 3 Skills Test (Dictation, Listening, Reading, Communication) • Unit 3 Writing Test

READING

Read the article about advertising and choose the correct answers.

On the hunt for customers The issue of targeted advertising has aroused strong opinions in recent times, but what exactly is it and what do opponents object to? The idea of targeted advertising is as old as the industry itself and its aim is to direct adverts only to those who are likely to buy the items being promoted. This kind of advertising is focused on audiences with certain demographic traits and its origins can be traced back to the 1920s when the soap opera was born. It started as a serialised drama aired several times a week on the radio. The storyline was melodramatic and sentimental so it appealed mostly to women. The assumption that the majority of listeners would be female led to the advertising of domestic products, like soap, during the commercial breaks, hence the name of the genre which is now mainly associated with television. In the same way, adverts during sports events would have targeted mostly male spectators with products such as cars or shaving creams. At a time when there were marked differences in male and female behaviour patterns, this worked to a large extent. However, in today’s changing world, the division is becoming less obvious. With the growth of the Internet, targeted advertising has become much more effective, but critics complain about the lack of privacy. Unless users have the technological skills to prevent it, web browsers and social media sites are able to harvest huge amounts of data on our viewing habits and histories which they can monetise by selling the information to advertisers. In addition, almost every website we visit will install cookies onto our computers which, quietly and unbeknown to the unaware, will also collect information about us. Apart from not liking the idea of being spied upon for commercial reasons, there is also a fear that this information may end up in the wrong hands and be used for less honest purposes. Apparently, it isn’t just cookies and browsing history that is being used to spy on us. There are stories about people having conversations about a particular product and then seeing an advert for that exact same thing online. Are we being listened to or is it just pure coincidence, unlikely as that may seem? Perhaps, instead, a family member may have used our computer to browse websites without our knowledge? Whatever the reason, as we fill our homes with more and more smart gadgets, along with their obvious advantages, they give advertisers a greater opportunity to find out information about us. Our smart TVs track our viewing habits, our smart fridges make our eating habits public and voice assistants may listen to us at any time. Even if the Orwellian nature of targeted advertising disturbs you, you may find it comforting that the software isn’t always effective enough. Ironically, the more advertisers find out about us, the more mistakes are made. We may, for example,

research home appliances and, when we have purchased one, find that the webpages we browse are full of adverts for a product we no longer need. If people were involved in the process, they would notice the problem, but the artificial intelligence used to match adverts to customers hasn’t been perfected yet. Advertisers may also be wasting their time with adverts for products which we buy very often. If someone regularly goes to the same restaurant, why advertise it to them at all? However invasive advertising has been so far, the future may see the industry becoming even more personal. A new idea is contextual advertising, which works in real time and uses key words in a web search or online articles to bring us links to related adverts. So, if you go online to search for fridges, you will get adverts for many other household items. As soon as you move to another website, the adverts will change to reflect its content. It is a good idea but, at this early stage, there are still teething problems. An article about a plane crash, for example, may be wrongly paired with adverts for flights to exotic destinations. Whatever happens, targeted advertising is here to stay and, as more and more of our lives are spent online, it seems inevitable that advertisers will keep on hunting for us. 1 According to the writer, in the past, targeted advertising a made untrue assumptions about the target audience. b was ineffective as it often missed its target audience. c was based on research of customers’ buying habits. d depended on the audience’s gender. 2 In the text, the writer claims that information about us a can be collected even if we try to block access. b is worth collecting for financial reasons. c is kept by Internet providers for their own use. d is sometimes used dishonestly. 3 The writer suggests that we a might be listened to by smart devices. b need to switch off computers when not using them. c should not allow other people to use our computers. d can disregard suggestions that we are being spied on. 4 Nowadays, targeted advertising isn’t successful because it a can be affected by human error. b can advertise goods people are unlikely to buy. c doesn’t know what products we really like. d can put people off buying a product. 5 One similarity between contextual advertising and targeted advertising is that they both a use past behaviour to decide what you will see. b may show you adverts for recently bought items. c match the adverts to the website you are looking at. d rely on an imperfect form of artificial intelligence.

Tastes VOCABULARY Adjectives related to food, partitives, verbs related to eating, food items extended, idioms GRAMMAR

Advanced conditional structures, inversion in conditional forms

READING

Identifying paraphrases, synthesising information

SPEAKING

Proposing solutions, giving reasons and justifications

WRITING

A restaurant review

A Learn about a food stylist’s work. Create the perfect

B Explore your creative side during our weekend course

picture of a gooey chocolate cake, oozing with light ﬂuﬀy cream, tempting burgers glistening with cheese. Discover how to make food look its best. Our ten-week course will train you in the basic skills required to enhance food for photography sessions.

on food art. Watch demonstrations by experienced food artists and try your hand at it yourself. Create ﬂamingos from strawberries, the Mona Lisa using seeds and berries, or make edible asparagus forests.

4A VOCABULARY AND SPEAKING 1

Exercise 3 1 patience, creativity, imagination, craft – ability to use tools 2 to make food look good for photos 3 blowtorch, paintbrush, wood varnish, cocktail sticks – paint on varnish to make shiny / hold up food that is drooping

SPEAKING In pairs, discuss the questions.

1 What do you think a food stylist and food artist do? 2 What does each job involve?

In pairs, describe the photos. Which shows the work of a food stylist and which the work of a food artist? Read the college course adverts and check your answers.

2.1 Listen to a food stylist talking about her job and answer the questions. 1 What personality traits and skills does a food stylist need? 2 Why is a food stylist necessary? 3 What tools of her trade does she mention?

REFERENCES AUDIO SCRIPT page 222 CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 3. Drawstudents’ attention to photo A

on page48 again and ask them what they think about food that is styled for advertising purposes. Ask if food should be shown as it is in reality or styled to look its best. Students can initially discuss in pairs and then as a class. • Do this activity after Exercise 6. Put students in pairs and ask them

to tell their partner about a good restaurant experience they have had and a bad one. They should use as many adjectives as appropriate from Exercises 4–6. This can become a game where a point is earned for each adjective correctly used, with the winner amassing the most points.

04 Adjectives to describe food

Partitives

2.1 Listen again and match the food from the recording with the adjectives that describe it. 1 2 3 4 5

6 7 8 9

mouldy cheese stodgy pudding succulent chicken cake gooey

1 2 3 4 5 6 7 8 9 10 11 12 13

Match adjectives 1–7 with their synonyms a–g. 1 2 3 4 5 6 7

tender beef velvety sauce scalding soup soggy cabbage meat gristly

□b succulent □d velvety □c scalding □e soggy □g gristly □a stodgy □f gooey

a b c d e f g

heavy juicy hot smooth moist sticky and soft chewy

Decide whether the adjectives in the box have negative (N) or positive (P) connotations. Then complete the customer comments with the correct adjectives.

Partitive expressions allow us to quantify things, usually uncountable ones, e.g. information is uncountable, but if we use a piece of with information, then we can count it (one piece of information, two pieces of information, etc.) It is possible to use some partitives with different nouns, e.g. a piece of advice / fruit, but there are often specific nouns that collocate with specific partitives, e.g. a fit of anger, a clove of garlic.

1 I was expecting the steak to be tender , but instead, it was tough and very chewy . 2 I couldn’t drink the tea immediately – it was scalding and burned my tongue!

4 They served the fish with a smooth and sauce.

10 Choose the correct partitives to complete the sentences. 1 Always add a pinch / drop of salt to beaten eggs. 2 I had two handfuls / scoops of vanilla ice cream with a sprig / sprinkle of grated chocolate and it was delicious. 3 We used to dip segments / slabs of oranges into sugar as a snack when we were children. 4 She finished off the cake with a dab / dusting of sugar. 5 I like a scoop / heel of bread with my soup. 6 There was a pinch / dab of chocolate sauce on her nose after she’d made the cake. 7 The only green vegetable my dad will eat is a handful / sprig of peas now and again. 8 We should all eat five portions / cloves of fruit and vegetables every day.

velvety

5 The chocolate pudding looked lovely, but it was too heavy and stodgy for me. 6 The croutons should have been light and crisp, but they’d been in the soup too long and were all soggy – yuk! 7 I sent back my cheese board because the cheese was mouldy ! 8 The cheesecake looked tempting , but I’d eaten a lot and I just finished off the meal with a peach.

7 8

In pairs, name two foods that could be described using the adjectives from Exercise 6.

a clove of garlic glue a dab of a drop of oil a dusting of icing sugar a handful of peas a heel of bread a scoop of ice cream a segment of fruit a slab of chocolate a slice of lemon a spoonful of tomato sauce herbs a sprig of a sprinkle of grated chocolate

ACTIVE VOCABULARY | Partitives

□NN chewy N□P fluffy □NP greasy □N mouldy □N scalding □ soggy □ stodgy □ tempting □P tender □P velvety

fluffy – 3 The mashed potatoes were light and better than the greasy chips my sister had – dripping with oil!

2.2 Study Active Vocabulary. Then listen again and complete the partitives with the nouns to make collocations from the recording.

11 SPEAKING If you could choose to have a job related to

2.2 Listen to a food artist talking about his job. Complete the sentences with 1–4 words in each gap.

food, what would it be and why? Think about: food stylist, food artist, chef, chocolate taster.

12 REFLECT | Culture In pairs, discuss the questions. 1 The job of a food artist is considered (to be) strange/weird 1 Is the local food and cuisine in your country more by many. popular than the cuisine of other cultures? Say why. 2 The speaker was impressed when he saw a cake that 2 What is your regional cuisine famous for? Describe resembled a country cottage. the food using the words and phrases from this 3 Some food art is not edible / as its main purpose is to lesson. inedible be displayed. 3 Why are traditional foods important to a culture? 4 The speaker suggests that people can look up examples/images of food art on the Internet.

□ I can use adjectives and partitive expressions to talk about food. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 40–41/Online Practice

Vocabulary Quiz 4

• Photocopiable resource 11: A fine example, pages 272, 291

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 4

Ask students to think about the situations that trigger their appetite and the kind of food they tend to develop cravings for, and to make notes.

4B READING AND VOCABULARY

Exercise 3 1 I’m sure this is what triggered 2 onset, insomnia, late night eating habits 3 The paraphrase is shorter.

SPEAKING Read the introduction to an online article about appetite triggers. In pairs, discuss what you think might be mentioned in the contributions.

Read contributions A–D. Do they mention any points that came up in your discussion?

Read extract a and its paraphrase b. Then study Active Reading and answer questions 1–3 below.

1 I’m always tempted by the gorgeous meals I see in magazine adverts. an absolute sucker for 2 Even if you’re not particularly hungry, if you smell freshly baked bread, you get a sudden message from your stomach. stomach your stomach gives a lurch 3 It’s important to let your body digest dinner before doing anything energetic. let your dinner go down 4 When I come home from sports training, I usually eat everything I can find. nd eat everything in sight 5 Come over now and I’m sure I can quickly cook something to eat. rustle up 6 Even when you’re watching your diet, I think it’s OK to go for something tasty and full of unhealthy things, things just occasionally! naughty indulgences

a I used to be a midnight snacker. I’m sure this is what triggered my sleepless nights. b He blames the onset of his insomnia on late night eating habits.

ACTIVE READING | Identifying paraphrases • You can use reporting verbs to introduce paraphrased opinions and information, e.g. criticise, blame, point out, acknowledge, verify, etc. Some people don’t know when to stop eating and he says that this is completely their own fault. Paraphrase: He criticises people who lack self-control over their eating. • The paraphrase may use synonyms: He thinks that … – He is of the opinion that … a catastrophic event – a disastrous incident power – immense influence. • The paraphrase may be shorter and combine information from more than one sentence, e.g. Research suggests that there is no specific area of the brain involved in prompting us to eat. On the other hand, recent statistics seem to indicate the opposite. Paraphrase: He mentions contradictory research evidence regarding parts of the brain responsible for appetite triggers.

Match questions 1–10 with writers A–D. Each writer may be chosen more than once. Which writer … 1 B connects an appetite trigger to an emotion or a state of mind? 2 A wants the reader to visualise a situation? 3 C believes people are manipulated to eat unhealthily? 4 C mentions something that does not only trigger a desire for food? 5 D considers his food weakness quite unusual? 6 D rarely finds what he initially had a desire to eat? 7 A mentions more than one sense that reacts to the appetite trigger? B compares his appetite trigger with other people’s? 8 9 A cites other appetite triggers that do not affect him? 10 D is not usually negatively affected after indulging his habit?

□ □ □ □ □ □ □ □ □ □

1 I had to through all my old emails to find trawl the information I was looking for. 2 I was starving and devoured the whole plate of sandwiches in five minutes. 3 The smell of roast lamb wafting from the kitchen always makes my stomach rumble. 4 By the fifth kilometre of the marathon my enthusiasm for the experience had wavered /.was wavering 5 When I was young, I used to sneak into the kitchen to snack at night. 6 We’re bombarded with adverts for fast food every day on TV and online. 7 The smell of my mum's lemon cheesecake always makes my mouth _______. water triggered a massive response from the 8 His action _______ people. strike 9 My hunger demons ________ when I get anxious about something. 10 John _________ succumbed to temptation and had a second serving of the stew.

Work in pairs. Tell your partner about: • • • • • •

things we are bombarded with on a regular basis, places you sneaked into when you were young, times your enthusiasm has wavered, items you’ve trawled through recently, food you can devour very quickly. a smell (pleasant or disgusting) that seems to waft through the air in a place you visit.

SPEAKING In pairs, discuss another appetite trigger. Then write your own contribution for the article.

□ I can identify paraphrases in an article and talk about appetite triggers.

REFERENCES CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, refer students to the notes they made at home and get them

Complete the sentences with the correct forms of the verbs from the box. bombard devour sneak strike succumb trawl trigger waft water waver

1 Which phrase from extract a is reflected in the reporting verb blame in paraphrase b? 2 In sentence b, find synonyms for triggered, sleepless nights and I used to be a midnight snacker. 3 What other main difference do you notice between the extract and the paraphrase?

Look at the highlighted phrases in the text and guess their meaning. Then match them with the underlined parts of the sentences.

to share their answers in pairs or small groups. After Exercise 2, ask them if any of their own triggers were mentioned in contributions A–D on page 51. • After Exercise 8, divide the class into two teams, A and B, and have a class debate about the role of TV advertising

in poor health outcomes around the world. Team A must support the view that advertising can be blamed, in part, for a number of serious health issues, while Team B must support the view that advertising is not responsible for the choices of individuals.

What tickles

your taste buds? Everyone knows that it’s important to have a regular routine regarding meals, but it’s also true to say that it’s often impossible to ignore hunger pangs outside regular mealtimes, when we give in to temptation of one type or another and indulge ourselves. We wanted to hear what can trigger people’s appetites – when and why they succumb to temptation. Here are some contributions from different readers. Can you relate to any of these?

2.3

icture the moment. ou e had a really lling meal of dumplings and tender chicken casserole, and you’re chilling out on the sofa watching an hour or so of mindless TV to let your dinner go down and forget the day’s issues. It’s a police 5 series, nothing too exciting. But then, oh no – the detective goes into a sh and chip shop. our senses are suddenly on full alert. You can smell the vinegar, hear the chips sizzling in the fryer, and your stomach gives a lurch. The policeman bites into the sh, and your mouth starts to water. hat do you do ell, what 10 I do is head for the kitchen, rustle up what I’ve just seen on the screen – and then feel awful afterwards. I’m an absolute sucker for the foodie delights I see on TV. The saltiness of the sh, the feeling of greasy chips on my ngers. rresistible. Pictures in a book or magazine or online don’t do it for me, 15 but moving visuals do. It’s useless trying to ignore the pangs, I’m afraid I’m a lost cause.

I’m usually careful to avoid the temptations that lead to snacking between meals. But, unfortunately, when boredom sets in, the healthy habits waver. Some of my friends 20 maintain that it’s stress or anger that leads them straight to the crisp packet or a slice of gooey cream cake. They say that comfort eating helps them cope with whatever situation it is that they’re facing. I have no such excuses. My hunger demons strike when I’m between activities. Work’s done, but I have an hour to 25 kill before meeting up with friends, and more likely than not, I’m fed up with trawling social media. My brain thinks, ‘What shall do now nd my stomach ic s in with, ell, e got an idea emember that bo of chocolates you got for your birthday nd before now it, the bo is beside me, half empty 30 nd, unli e my friends – I don’t feel better afterwards – I’m just too full

We’re continually being bombarded with information, advice, warnings and threats relating to healthy eating, but then the shops and supermarkets sabotage everything. 35 I could be walking down the street to the bus stop without a thought of food in my head – when the smell of freshly baked bread wafts out of the baker’s and stops me in my tracks. I’m sure most people would agree that smells like this have the uncanny ability to communicate directly with 40 our stomachs, completely bypassing the brain. So, then I devour a hot sausage sandwich (or two) and feel really guilty. The supermarkets are even worse. They’ve researched the smells that trigger food responses in us, and they purposely release them in certain aisles to encourage us to buy. 45 For me smell is a very powerful sense and it can take me back to a childhood walk in the country, or, in the case of bread, chocolate and coﬀee straight into a caf or a shop

My problem is a little odd – I’m a midnight snacker, and it’s all down to the power of my dreams. pparently, eating is 50 rare in dreams. Experts say you can see the food and be about to eat it, but then your imagination will jump to the point after you have eaten and there is no experience of actually tasting or swallowing. Well, in my dreams I don’t usually get as far as the eaten stage – I wake up at the about to eat point and nd myself 55 absolutely ravenous. So, I sneak downstairs to the kitchen. I don’t binge and eat everything in sight – just a few pieces of cheese or a handful of crisps will be enough. I’ve usually forgotten what I wanted in the dream, which is just as well as we don’t keep great supplies of chicken curry or wedding cake 60 (two things I quite often dream about) in our kitchen. You’d think cheese in the middle of the night would give me nightmares, but I usually sleep like a baby after my naughty indulgences.

FURTHER PRACTICE

NEXT CLASS

• Workbook pages 42–43/Online Practice

Ask students to look online for information about an organic farming technique, preferably one that is used in their country, and to make notes.

• Photocopiable resource 12: Are you ready to cook? Go!, pages 272, 292

4C GRAMMAR Exercise 3 b 3 has a present result, 6 has a past result. c But for strengthens focus on the following noun. As long as strengthens the condition. Exercise 4 1 If the big industrial manufacturers hadn’t been so greedy, we wouldn’t be in this situation now. 2 If the big food producers found …, this might … 3 If farmers hadn’t used …, thebee populations would be … 4 If more and more people demand it, then things will change! 5 If you ever talk to a beekeeper, they’lltell you … 6 If there had been more information, people would have started … Exercise 6 1 If this ancient Chinese tradition had not been rediscovered, farmers … 2 If they continued, the crop itself … 3 If it were adopted on alargerscale …

SPEAKING In pairs, discuss what the benefits and drawbacks of eating organic foods might be. Make a list and compare with the class.

2.4 Read the questions from the survey. In pairs, discuss your answers. Then listen to the survey, summarise the speakers’ answers and compare them with your ideas.

ORGANIC FOODS AND PESTICIDES SURVEY

1 2 3 4 5

Exercise 7 1 to use insecticides, the rice would be contaminated with chemicals 2 they not shared the advice online, other farmers wouldn’t have been able to learn about it 3 the ducks not eat the weeds, thecrops would be strangled by them 4 they to spend more money on researching natural alternatives to pesticides, itcould help farmers 5 climate change be reversed/ scientists reverse climate change, this would lower global temperatures / global temperatures would be lowered

DUCKS LEND A HELPING BEAK

Why don’t more people eat organic foods? Why is it important to develop organic foods? What can big food producers do to help? Why have pesticides been used for so long? Do you think pesticides will be completely banned in the future?

Advanced conditional structures

Chinese farmer, Tang, employs a strange group of workers in his fields – ducks! They gorge themselves on the insects and weeds, which would otherwise destroy his crops, and in addition to this, they also fertilise the soil. A Had this ancient Chinese tradition not been rediscovered, farmers, like Tang, would be forced into using a whole range of pesticides to deal with increasing numbers of insects, breeding because of today’s higher temperatures. As it is, his organic rice now commands high prices. However, as the tempting crops begin to bear fruit, the ducks are withdrawn. B Were they to continue, the crop itself might well disappear along with the insects and weeds! This technique is being copied in villages all across Asia, in France, Iran and South places, Africa. CShould it be adopted on a larger scale in other places, it could reduce our dependency on pesticides.

Sentences 1–6 from the recording in Exercise 2 use advanced conditional forms. Read them and answer questions a–c. a b

2 5 Find two sentences where the proposition is □□ less likely than with a normal conditional form. 3 6 Find two sentences which emphasise and focus □□

Inversion in conditional forms

Look at the photo above. Why do you think the ducks are in the field? Read the article and check your ideas.

Look at the three underlined sentences in the text and answer the questions. Then rewrite the sentences using basic conditional forms. 1 Which word that usually appears in basic conditional sentences has been omitted? if 2 What has happened to the word order of these sentences? The subject and verb have been inverted. 3 What has happened to the word not in the sentence that is negative? It has been moved to later in the sentence, after the subject. 4 Why has inversion been used in the sentences?

on nouns by using the structure If+noun/pronoun+to be. What is the difference in time reference between them? c 1 4 Find two sentences where if has been replaced. How do these changes affect the meaning?

□□

1 But for the greed of the big industrial manufacturers, we wouldn’t be in this situation now. 2 If the big food producers were to find alternative ways to protect crops, this might safeguard people’s health. 3 If it weren’t for farmers having used these pesticides so much over the decades, the bee populations would be much safer now. 4 As long as more and more people demand it, then things will change! 5 If you should ever talk to a beekeeper, they’ll tell you about the real problems bees are encountering. 6 If it hadn’t been for lack of information, I’m sure people would have started eating organic foods a long time ago. Grammar Reference > page 169

Rewrite the sentences in Exercise 3 using basic conditional structures.

To make the sentences more formal.

Grammar Reference > page 169

Rewrite the sentences using conditional sentences with inversion. 1 They don’t use insecticides because they don’t want the rice to be contaminated with chemicals. Were they . 2 They shared the advice online so that other farmers could learn about it. Had . 3 The ducks eat the weeds so that the crops aren’t strangled by them. Should . 4 They don’t spend a lot of money on researching natural alternatives to pesticides which could help farmers. Were . 5 Reversing climate change would lower global temperatures. Should .

REFERENCES AUDIO SCRIPT page 223 CULTURE NOTES page 210

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, ask students what their understanding of organic farming

is and if organic foods are grown in their area. Then refer them to the notes they made at home and ask them to share their information about organic farming techniques. This can be done initially as pair or group work and then opened up to a class discussion.

• As an extension to Exercise 12, put students in pairs and ask them to think of another sentence/situation like the ones in the exercise and write it on apiece of paper. When they are ready, they swap sentences with another pair, who have to make as many conditional sentences as they can using if, inversion and alternatives to if.

04 8

Choose the correct options to replace the underlined words and phrases in the text. Then decide which of them have similar use.

YOU SCRATCH MY BACK …

PONDERING OVER A MENU Supposing you had to organise a feast, what sort of food would you serve? 2Without knowing all your guests’ dietary preferences, it would be hard to decide. You could play safe and get in a huge amount of pizza, chicken nuggets or burgers. But 3should you do that, the vegetarians might feel left out. However, 4as long as you served up fluffy roast potatoes and succulent cheesy omelettes, they should be happy. 5Unless they were vegans, of course. 6Assuming you decided to go for a buffet, you would encounter other problems. 7Provided that you had plenty of space and enough money to hire a cook, it would be a great option. 8Otherwise, people would have to eat standing up and you’d have to cook yourself. In any case, you should avoid scalding hot soups that get cold fast and deep-fried food that may become soggy. 9But for dishes like those, anything could be on the table. 10 On condition that it’s healthy and fresh. 1

1 2 3 4 5 6 7 8 9 10

Unless / Imagine If you knew / If you didn’t know If you had done / If you were to do If you served / If you didn’t serve If they were / If they weren’t If / Unless If you had / If you didn’t have If / If not Apart from / If not If it’s / Should it be

Supposing / Provided that you were trying to find a hive full of honey in the wild (2unless / assuming you weren’t a bee!) – how would you go about it? Well, 3should / but for you belong to a certain African tribe, the Yao in Mozambique, you’d give a particular call involving a complicated rolling rrrr sound and, 4otherwise / provided that your call was correct, a bird called the greater honeyguide might appear and show you the way. 5But for / Assuming the help of this amazing bird, the search for honey would be long and complex and, more often than not, unsuccessful. Scientists call this an example of mutualistic behaviour – animal and man interacting for a common outcome. The Yao need the honey from hives, which are usually hidden high up in tall trees, and 6on condition that / unless guided there by the honeyguide, there would be little chance of finding them. In return, the birds feed on the wax and grubs that remain after the honey has been extracted. 7Unless / As long as the Yao don’t deny the birds their reward, as has unfortunately happened in other places, the special relationship will go on. And long may it continue, 8 without / otherwise, a nourishing food source would remain unexploited. 1

10 Choose the correct words and phrases to complete

the article about a bird called the greater honeyguide. In pairs, discuss what would happen if this relationship between the birds and humans did not exist. The food source would not be exploited.

11 Complete the sentences with your own words. Then,

in pairs, compare your answers. Ask for and give more details.

1 Were I to be asked to cook for ten people, I . 2 Should I ever go to Africa, I . 3 Had I known at the age of fifteen that 4 But for the cost of the ticket . 5 Provided that you come with me, 6 Unless I’m completely mistaken, 7 I wouldn’t be here now if I . 8 If it hadn’t been for my first teacher, I

Complete the table with the words and expressions from the box. assuming on condition otherwise provided (that) should + noun without Very similar to if. Normal condition.

as long as should + noun provided (that) on condition

The condition is taken for granted.

supposing

Adds a negative meaning to the condition.

unless

Adds a negative meaning to the condition and requires a gerund or a noun.

but for

. . .

12 Read sentences 1 and 2 and make as many conditional sentences as possible, using if if,, inversion, and words and phrases to replace if if..

assuming

1 You need to finish preparing your part of the meal soon or we won’t be able to serve it on time. 2 The council gave local farmers some funding and they found alternatives to using so many pesticides.

otherwise

without

13 SPEAKING Think about the steps involved in food

production – farming, animal husbandry, shopping or cooking. Tell your partner under what conditions you might take part in these activities.

□ I can use conditional forms to make hypotheses about the past, present and future. FURTHER PRACTICE • Workbook pages 44–45/Online Practice • Photocopiable resource 13: Say it like this, pages 272, 293

• Photocopiable resource 14: What if?, pages 272, 294 • Extra digital activities: Grammar Checkpoint 4

ASSESSMENT Grammar Quiz 4

NEXT CLASS Ask students to look online for information about the world’s growing population and its effect on food supply, and to make notes. Tell them also to note down possible solutions to the problem.

4D SPEAKING Exercise 1 Problems left: overpopulation right, top left: climate change right, top right: food waste right, bottom: food poverty Exercise 2 1 food poverty 2 People on really low incomes are often having to choose between rent, heating, clothes or food. They often go hungry / aremalnourished. 3 food banks, getting people into permanent employment, organising courses to give budgetary advice – helping people manage their incomes, giving tips about how to eat well for less

Look at photos showing potential problems related to food. What issues do they show? What might the consequences be?

2.5 Listen to two students talking about one of the topics from Exercise 1 and answer the questions. 1 Which problem are they discussing? 2 What consequences do they talk about? 3 What solutions do they propose?

Work in pairs. Do you agree with the solutions that the students proposed? Discuss other solutions for this problem and share them with another pair.

2.5 Listen again and complete the phrases in the Speaking box with one word in each gap.

Mark Sarah Mark

SPEAKING | Proposing solutions, giving reasons and

Sarah

justifications

When discussing and justifying options, always acknowledge the other person’s suggestions politely, even if you disagree.

Mark

Proposing options forward could be (organising courses). Another 1 way In my opinion, we should also be 2 looking at (giving tips about …) We need to 3 confront this problem by (getting people into …) Given the difficulty/urgency of the problem, we need to … Giving reasons (justifications) My 4 reason for saying that is … The reasoning 5 behind that is that … The logic underpinning such an approach is that … What I’m 6 trying to say is that some people … Acknowledging another person’s suggestions Yes, I see where you’re 7 going with that. Actually, that’s a really 8 feasible option. Good 9 thinking . You’re spot on!

2.6 Complete the conversation about another problem from Exercise 1 with the correct words and phrases from the Speaking box. Listen and check.

Sarah Mark Sarah Mark

What else could we write about … How about food waste? Did you know that a third of the food that we produce is wasted? What are the 1 reasons behind that, do you think? Let me see ... Hmm ..., as supermarkets have appearance quality standards, they reject perfectly good food just because it doesn’t look right. that. What I see where you’re 2 going with at bulkelse … We should also 3 be looking size packaging at shops. And large portions served in restaurants? We’re consuming ever bigger meals than thirty years ago. People will rarely buy a second helping, but they’ll take the option of a larger size. 4 thinking. Good 5 trying to say is that they do it so What I’m as not to appear so gluttonous. Probably. Last but not least, households buy more food than needed. on! OK, so we’ve got the spot You’re 6 reasons. Now what about the solutions to the problem?

In pairs, discuss solutions for the problem in Exercise 5. Compare with another pair. Use the phrases from the Speaking box.

Work in small groups. Choose one of the problems from Exercise 1 that hasn’t been discussed yet. Talk about why this problem has occurred, its consequences and potential solutions. Then share your ideas with the rest of the class.

□ I can propose solutions, and give reasons and justifications when talking about food.

REFERENCES

FURTHER PRACTICE

AUDIO SCRIPT page 223

Workbook page 46/Online Practice

EXTRA ACTIVITY IN CLASS

NEXT CLASS

After Exercise 7, put students in pairs and ask them to discuss the information they prepared at home. They should use phrases from the Speaking box to discuss their solutions.

Ask students to find information online about unusual table manners in other countries, and to make notes.

4E LISTENING AND VOCABULARY 1

SPEAKING Look at photos A–C. Would you ever do these things when eating with other people? What other things would you not do when eating in public?

2.7 Listen to Kate talking about table manners on her vlog. Which of the things in the photos does she mention? photo C: not using cutlery (eating straight from a

Put topics a–f in the order Kate mentions them.

become bring feeling go haul mind slurp 1 The programme on nutrition really brought it home to me how dangerous some foods are for our health. 2 I got hauled over the coals a lot as a child for sneaking chocolate bars into class and eating them. 3 I hate hearing someone slurp/slurping their drink – it is so rude! 4 I’ve got a sinking feeling that the bill for this meal is going to be astronomical. go by the board when 5 My manners completely I’m hungry and eating alone. 6 Children asking permission to leave the table has definitely become a thing of the past in my country. my manners 7 My mum used to tell me to mind when I had tea at schoolfriends’ houses.

takeaway carton or wrapper and not a plate)

□ □ □ □ □ □

a 3 Reasons for the importance of good table manners. b 5 Whose responsibility developing children’s manners is. 6 Imposing rules at mealtimes. c d 1 Kate’s own manners. e 4 Reasons for the decline in manners. f 2 How she found out about changes in table manners.

2.7 Listen again and complete each sentence with a word or a short phrase in each gap.

1 Kate thinks her parents would most object to her not plate using a when eating on her own. 2 Kate was particularly surprised by a documentary about modern table manners. 3 Kate uses the word nightmare to describe a hypothetical experience in a restaurant. 4 Kate believes that the most important thing about having good table manners is that it is a sign of for others. respect 5 According to Kate, children are using TV characters as role models for table manners. 6 Kate mentions that certain schools currently use (mealtime) supervision to help develop good manners in their students. 7 Kate would most like to see a phone ban in restaurants . 8 Kate uses the word indefensible to describe her attitude to people playing with food at the table.

Complete the sentences with the correct forms of the words from the box.

REFLECT | Culture In pairs, discuss the questions. 1 Do you think good table manners are important today? Say why. What can we learn about a person from their table manners? 2 Do you think table manners have changed in your country since you were a child? Is this a good or a bad thing in your opinion? Say why. 3 List any table manners you think are special to your country. Do you know of examples of table manners in other countries that are different to yours? Give examples.

C B

□ I can understand the development of ideas in a vlog and talk about table manners. REFERENCES AUDIO SCRIPT page 223

following the discussion, the class can take a vote on the strangest or funniest table manners.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

As an extension to Exercise 6, students can tell the class about the unusual table manners they researched at home, and

• Workbook page 47/Online Practice • Photocopiable resource 15: Tablemanners, pages 273, 295

NEXT CLASS Ask students to think about the last time they ate at a restaurant or a café and to make notes with marks or stars out of5 for the service, the cost, the qualityof the food and the cleanliness of the establishment.

THE BIG COMBO – BIG TASTES A

Do you appreciate the delicate spices that flavour Asian food and yet often yearn for some naughtily unhealthy American burgers or deep-fried chicken? Yes? Then you will love the new fusion restaurant – The Big Combo. In common with other fusion restaurants, it brings together the tastes of different cultures in an unexpected way. I ate there last night and, as I’m a great fan of both American and Asian cuisine, I’d been really looking forward to the evening. It certainly didn’t disappoint. The décor is stunning. Clever use of various shades of blue has created a relaxing eating area, and there are some amazing food art works on the walls. The tables were simple in a classy, minimalistic way with a total absence of flowery centrepieces or sauces. However, what made a lasting impression on me was the food. Every dish on the menu sounded tempting, but I eventually went for the southern fried duck. This combined deep-fried breadcrumbed duck (a US dish) with a velvety Peking sauce and a generous portion of pancakes (from Asia). It was a combination that I would never have believed would work, had I not tried it myself. The meat was both tender and crisp – a difficult balance. In the hands of a less skilled chef it could have become either tough and chewy, or greasy and soggy. Here, it was perfect. If you are looking for somewhere new and good value for money to go that provides an exciting eating experience, then you need look no further than The Big Combo. I cannot praise it highly enough. The service, atmosphere and quality of the food were all excellent. Were it not for the calorie content of many of the dishes, I would be happy to eat there every day of the week!

(NEVER) MIND THE DINER! B

Went to the new fusion restaurant that’s just opened in Timborne High Street and what a letdown! All the hype made out that it was going to be a really affordable eatery with a menu to suit all tastes. No way. Pricy, tiny portions, dirty cutlery and rude staff. And if you don’t like curry, then you’re out of luck. Décor’s good – will give it that. But take my advice and give it a wide berth!

REFERENCES

EXTRA ACTIVITIES IN CLASS

CULTURE NOTES page 210

• After Exercise 1, refer students to the notes they made at home and get them to share their views with the class. Ask if any other students have eaten at the same establishment and if they agree with the ratings given.

• As an extension to Exercise 2, have aclass discussion about online reviews. Ask students if they read them, which sites they use and what they pay the most attention to in a review, i.e. is it the overall score? Do they read all the negative reviews? Do they see how many other reviews the reviewer hasposted?

4F WRITING AND VOCABULARY | A restaurant review 1

SPEAKING Discuss the restaurants and bars in your local area. Think about: target customers, cost, décor and atmosphere, service, menu.

Where might you expect to find reviews for restaurants and cafés? Are you influenced by such reviews? Say why.

Read two reviews of the same restaurant and answer the questions. 1 What facts do the reviewers agree and disagree about? 2 Do you consider both reviews informative and fair? Say why. 3 Who do you think the target audience is for the reviews? Say why. 4 Why might some people leave an inaccurate / incorrect review online?

Read the reviews again and tick the pieces of advice about writing a review that are correct.

□ □ □ □ □ □ □ □

Always use a formal style. 1 2 ✓ Offer a recommendation. 3 ✓ Summarise your opinion in the conclusion. 4 ✓ Give brief background details, including the name and when you went there. Describe the restaurant in detail. 5 Use direct language if you disapproved of something. 6 7 ✓ Give your personal impression. 8 ✓ Engage the reader from the beginning.

Match the colloquial words and phrases from the box with their more formal synonyms. give it a wide berth hype I’ll give it that a letdown made out that value for money yearn for 1 2 3 4 5 6 7

Study the Writing box and complete it with examples from review A.

WRITING | A restaurant review • Use nominalisation (verb becomes a noun) to avoid wordiness, e.g. The designers have cleverly used various shades of blue to create a beautifully relaxing eating area = 1 • Use synonyms to avoid repetition, e.g. stunning = amazing duck = 2 • Use words and phrases of comparison and contrast, e.g. In common with ... As many other restaurants have done ... Other restaurants have done likewise/similarly ... By way of contrast ... • Use phrases of recommendation, e.g. I cannot praise it 3 . 4 If somewhere new and exciting then ... This restaurant should be a first choice for a big celebration. I would have to say that the restaurant doesn’t score highly on the value for money scale. Should the technical problems be resolved quickly then I wouldn’t hesitate to recommend …

Rewrite the sentences using nominalisation, starting with the words given.

Exercise 3 1 agree: décor is good; disagree: price/quality of food, size of portions 2 Review B is negative and uninformative. Review A is positive, with examples and details, whichmake it more informative. 3 B: online audience who are looking for brief comments; A:audience more interested in detail 4 They had a bad experience./ Theymay have a competing restaurant. Exercise 6 1 Clever use of various shades of blue has created arelaxing eating area 2 the meat 3 highly enough 4 you are looking for Exercise 7 1 The recent rise in popularity of fusion food has influenced many restaurant menus. 2 Easy access from a rear car park has contributed to the restaurant’s success. 3 Expert advice on eating more healthily is beginning to affect the number of fast food outlets.

1 Fusion food has risen in popularity in recent years and this has influenced many restaurant menus. The . 2 The restaurant is easily accessed from a rear car park, which has contributed to its success. Easy . 3 Experts have advised people to eat more healthily and this is beginning to affect the number of fast food outlets. Expert .

a letdown a disappointment indicated made out that avoid give it a wide berth hype advertising and previews really desire yearn for not too expensive value for money that’s one point in its favour I’ll give it that

Rewrite review B to make it less direct and better balanced. Use as many points from the Writing box as you can.

In pairs, design the menu for a new fusion restaurant. First, decide which cultures’ food you would like to combine. Share your menus with the class and vote on the best ideas.

10 WRITING TASK Write a review, either for a review website or for a magazine. You can use the restaurant discussed in Exercise 9 or choose a place you have visited recently. Remember to follow the rules from the Writing box.

□ I can write a restaurant review. • After Exercise 3, put students in pairs and ask them to discuss the restaurant in the reviews on page 56. Tell them to consider whether they would eat there and if fusion food in general interests them. This can also be opened up to a class discussion about fusion food, timepermitting.

FURTHER PRACTICE Workbook page 48/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 58–59.

Word List REMEMBER MORE 1 Find and correct a mistake in

Exercise 1 1 gristly succulent 2 gooey soggy/greasy 3 scalding stodgy 4 chewy velvety/smooth

each sentence. Then check with the word list. 1 The meat was really soft and juicy – it was gristly. 2 The fried potato was full of oil – I couldn’t eat it, it was so gooey. 3 The cake was really sweet and heavy – quite scalding actually. 4 The chocolate cream just melted in my mouth – it was so chewy.

2 Are the behaviours below

positive (P) or negative (N)? Explain why. Then check with the word list.

1 2 3 4

□N slurp your drink □N succumb to temptation □P have manners □N eat everything in sight

4A VOCABULARY AND SPEAKING 5.19 appetising(adj)/ˈæpətaɪzɪŋ/ blowtorch(n)/ˈbləʊtɔːtʃ/ canvas(n)/ˈkænvəs/ chewy(adj)/ˈtʃuːi/ clove of garlic /ˌkləʊv əv ˈɡɑːlɪk/ cocktail stick(n)/ˈkɒkteɪl stɪk/ con(v)/kɒn/ craft(n)/krɑːft/ crouton(n)/ˈkruːtɒn/

with one word. Then check with the word list. 1 a After a long drive, we finally stopped at one of the food outlets on the road. b With the number of hungry people increasing, we should try to reduce the amount of food waste. 2 a It’s a fact that eating cheese can give you nightmares. b The food at this restaurant isn't really good; you should give it a wide berth.

4 Complete the sentences with the words from the word list.

1 Our meal was terrible, it was a real letdown . 2 The takeaway was really cheap – good value for money. 3 The food wasn’t better than anything else we had eaten, but it was well-priced, I’ll give it that. 4 The review made out that it was a really good restaurant, but we actually didn’t like it.

5 Do the task below. A good way to learn and remember new vocabulary is to see how it is used in authentic contexts, for example in recipes. Choose 4–6 food-related words or phrases and check online if you can find a recipe which uses these words. Share it with the class.

trade secret(n)/ˌtreɪd ˈsiːkrət/ try your hand at sth /ˈtraɪ ˌjə ˈhænd ət ˌsʌmθɪŋ/ velvety(adj)/ˈvelvəti/ wood varnish /ˈwʊd ˌvɑːnɪʃ/

4B READING AND VOCABULARY 5.20 acknowledge sth(v)/əkˈnɒlɪdʒ ˌsʌmθɪŋ/ appetite trigger /ˈæpətaɪt ˌtrɪɡə/ be (all) down to sb/sth /bi (ɔːl) ˈdaʊn tə ˌsʌmbɒdi / ˌsʌmθɪŋ/

crumble(v)/ˈkrʌmbəl/

be a sucker for sth /bi ə ˈsʌkə fə ˌsʌmθɪŋ/

dab of glue /ˌdæb əv ˈɡluː/

be about to do sth /bi əˈbaʊt tə duː ˌsʌmθɪŋ/

dripping with oil /ˌdrɪpɪŋ wɪð ˈɔɪl/

be bombarded with information /bi bɒmˈbɑːdɪd wɪð ˌɪnfəˌmeɪʃən/

drop of oil /ˌdrɒp əv ˈɔɪl/

3 Complete the pairs of sentences

tired-looking(adj)/ˌtaɪəd ˈlʊkɪŋ/

dusting of icing sugar /ˌdʌstɪŋ əv ˈaɪsɪŋ ˌʃʊɡə/

binge(v)/bɪndʒ/

enhance(v)/ɪnˈhɑːns/

bombard(v)/bɒmˈbɑːd/

facelift(n)/ˈfeɪslɪft/

bypass(v)/ˈbaɪpɑːs/

finish sth off(v)/ˌfɪnɪʃ ˌsʌmθɪŋ ˈɒf/

catastrophic event /ˌkætəˈstrɒfɪk ɪˌvent/

fit of anger /ˌfɪt əv ˈæŋɡə/

chicken casserole /ˌtʃɪkən ˈkæsərəʊl/

fluffy(adj)/ˈflʌfi/

comfort eating /ˈkʌmfət ˌiːtɪŋ/

food artist/stylist /ˈfuːd ˌɑːtɪst/ˌstaɪlɪst/

contradictory evidence /ˌkɒntrəˈdɪktəri ˌevɪdəns/

glisten with sth(v)/ˈɡlɪsən wɪð ˌsʌmθɪŋ/

creep(v)/kriːp/

gooey(adj)/ˈɡuːi/

devour(v)/dɪˈvaʊə/

greasy(adj)/ˈɡriːsi/

digest(v)/daɪˈdʒest/

gristly(adj)/ˈɡrɪsli/

disastrous incident /dɪˈzɑːstrəs ˌɪnsɪdənt/

handful of peas /ˌhændfʊl əv ˈpiːz/

dumpling(n)/ˈdʌmplɪŋ/

heel of bread /ˌhiːl əv ˈbred/

eat everything in sight /ˌiːt ˌevriθɪŋ ɪn ˈsaɪt/

knock sth up(phr v)/ˌnɒk ˌsʌmθɪŋ ˈʌp/

filling meal /ˌfɪlɪŋ ˈmiːl/

limp(adj)/lɪmp/

foodie delights /ˌfuːdi dɪˈlaɪts/

mouldy(adj)/ˈməʊldi/

fryer (frier)(n)/ˈfraɪə/

ooze with sth(v)/ˈuːz wɪð ˌsʌmθɪŋ/

give in to sth(phr v)/ˌɡɪv ˈɪn tə ˌsʌmθɪŋ/

pinch of salt /ˌpɪntʃ əv ˈsɔːlt/

give sb nightmares /ˌɡɪv ˌsʌmbɒdi ˈnaɪtmeəz/

scalding(adj)/ˈskɔːldɪŋ/

head for (a place)(v)/ˈhed ˌfə(r) (ə pleɪs)/

scoop of ice cream /ˌskuːp əv ˌaɪs ˈkriːm/

hunger demons /ˈhʌŋɡə ˌdiːmənz/

segment of fruit /ˌseɡmənt əv ˈfruːt/

hunger pangs /ˈhʌŋɡə ˌpæŋz/

slab of chocolate /ˌslæb əv ˈtʃɒklət/

indulge yourself /ɪnˈdʌldʒ jɔːˌself/

slice of lemon /ˌslaɪs əv ˈlemən/

insomnia(n)/ɪnˈsɒmniə/

soggy(adj)/ˈsɒɡi/

just as well /ˈdʒəst əz ˌwel/

spoonful of tomato sauce /ˌspuːnfʊl əv təˈmɑːtəʊ sɔːs/

kick in(phr v)/ˌkɪk ˈɪn/

sprig of herbs /ˌsprɪɡ əv ˈhɜːbz/

lost cause /ˌlɒst ˈkɔːz/

sprinkle of grated chocolate /ˌsprɪŋkəl əv ˌɡreɪtɪd ˈtʃɒklət/

make one’s mouth water /ˌmeɪk ˌwʌnz ˌmaʊθ ˈwɔːtə/

stodgy(adj)/ˈstɒdʒi/

midnight snacker /ˌmɪdnaɪt ˈsnækə/

succulent(adj)/ˈsʌkjələnt/

mindless(adj)/ˈmaɪndləs/

tempting(adj)/ˈtemptɪŋ/

more likely than not /ˌmɔː ˈlaɪkli ðən ˌnɒt/

let your dinner go down /ˌlet jə ˈdɪnə ˌɡəʊ ˈdaʊn/

tender(adj)/ˈtendə/

EXTRA ACTIVITIES IN CLASS • Students choose 4–5 partitives from the word list for Lesson 4A and write gap-fill sentences. In pairs, they swap sentences, complete them and check answers with their partner. • Put students in pairs and ask them to choose eight two-part nouns from the

word list for Lessons 4B and 4D (e.g. appetite trigger, food waste). Get them to fold an A4 piece of paper in half four times, to give them sixteen small rectangles. Ask them to tear the paper down the lines to make sixteen bits of paper. On them they should write the nouns, putting the first part of each noun in one pile and the second part in

another pile. They can then swap piles with another pair to match up. Finally, they should check their answers with the other pair. • In pairs, students take it in turns to describe to their partner a familiar dish without saying its name, using adjectives and phrases from the word

04 (your) mouth starts to water /(jə) ˈmaʊθ ˌstɑːts tə ˈwɔːtə/

greed(n)/ɡriːd/

second helping /ˌsekənd ˈhelpɪŋ/

grub(n)/ɡrʌb/

moving visuals /ˌmuːvɪŋ ˈvɪʒuəlz/

sticking plaster solution /ˈstɪkɪŋ ˌplɑːstə səˌluːʃən/

hive(n)/haɪv/

naughty indulgence /ˌnɔːti ɪnˈdʌldʒəns/

you’re spot on /jə ˌspɒt ˈɒn/

honeyguide(n)/ˈhʌnigaɪd/

on full alert /ɒn ˈfʊl əˌlɜːt/ onset(n)/ˈɒnset/

in any case /ɪn ˈeni ˌkeɪs/ insecticide(n)/ɪnˈsektəsaɪd/

prompt sb to do sth /ˈprɒmpt ˌsʌmbɒdi tə duː ˌsʌmθɪŋ/

lend a helping hand /ˌlend ə ˌhelpɪŋ ˈhænd/

purposely(adv)/ˈpɜːpəsli/

more often than not /ˌmɔːr ˈɒfən ðən ˌnɒt/

ravenous(adj)/ˈrævənəs/

Mozambique /ˌməʊzəmˈbiːk/

rustle up sth(phr v)/ˌrʌsəl ˈʌp ˌsʌmθɪŋ/ sabotage sth(v)/ˈsæbətɑːʒ ˌsʌmθɪŋ/ saltiness(n)/ˈsɔːltɪnəs/ self-control over sth /ˌself kənˈtrəʊl ˌəʊvə ˌsʌmθɪŋ/ set in(phr v)/ˌset ˈɪn/

mutualistic behaviour /ˈmjuːtjʊəlɪstɪk bɪˌheɪvjə/ on condition that /ɒn kənˈdɪʃən ˌðæt/ pesticide(n)/ˈpestɪsaɪd/ play (it) safe /ˌpleɪ (ɪt) ˈseɪf/ ponder over sth(v)/ˈpɒndər ˌəʊvə ˌsʌmθɪŋ/ provided that(conj)/prəˈvaɪdɪd ðət/

sizzle(v)/ˈsɪzəl/

4E LISTENING AND VOCABULARY 5.23 appalling(adj)/əˈpɔːlɪŋ/ become a thing of the past /bɪˌkʌm ə ˌθɪŋ əv ðə ˈpɑːst/ bring sth home to sb /ˌbrɪŋ ˌsʌmθɪŋ ˈhəʊm tə ˌsʌmbɒdi/ bugbear(n)/ˈbʌɡbeə/ culprit(n)/ˈkʌlprɪt/ cutlery(n)/ˈkʌtləri/ finger food(n)/ˈfɪŋɡə ˌfuːd/ go by the board /ˌɡəʊ ˌbaɪ ðə ˈbɔːd/

reverse(v)/rɪˈvɜːs/

haul sb over the coals /ˈhɔːl ˌsʌmbɒdi ˌəʊvə ðə ˈkəʊlz/

rolling r sound /ˌrəʊlɪŋ ˈɑː ˌsaʊnd/

indefensible(adj)/ˌɪndɪˈfensəbəl/

safeguard(v)/ˈseɪfɡɑːd/

mind your manners /ˌmaɪnd jə ˈmænəz/

scald(v)/skɔːld/

stop in your tracks /ˌstɒp ɪn jə ˈtræks/

rigid rules /ˈrɪdʒɪd ˌruːlz/

strangle(v)/ˈstræŋɡəl/

succumb to temptation /səˌkʌm tə tempˈteɪʃən/

sinking feeling /ˈsɪŋkɪŋ ˌfiːlɪŋ/

unexploited(adj)/ˌʌnɪksˈplɔɪtɪd/

tickle your taste buds /ˌtɪkəl jə ˈteɪst ˌbʌdz/

slurp your drink /ˌslɜːp jə ˈdrɪŋk/

wax(n)/wæks/

snatch(v)/snætʃ/

trawl (through)(phr v)/ˌtrɔːl ˈθruː/

withdraw(v)/wɪðˈdrɔː/

trigger sth(v)/ˈtrɪɡə ˌsʌmθɪŋ/

table manners(n)/ˈteɪbəl ˌmænəz/

you scratch my back, I’ll scratch yours /ju: ˌskrætʃ ˈmaɪ ˌbæk ˌaɪl ˌskrætʃ ˈjɔːz/

talk with your mouthful /ˌtɔːk wɪð jə maʊθˈfʊl/

4D SPEAKING

when all is said and done /ˌwen ˈɔːl s ˌsed ən ˈdʌn/

snack between meals /ˈsnæk bɪˌtwiːn ˌmiːəlz/ sneak into a place /ˈsniːk ˌɪntʊ ə ˌpleɪs/ (your) stomach gives a lurch / stomach lurches /(jə) ˌstʌmək ˌɡɪvz ə ˈlɜːtʃ / ˈstʌmək ˌlɜːtʃɪz/

uncanny(adj)/ʌnˈkæni/ waft(v)/wɑːft/ waver(v)/ˈweɪvə/

4C GRAMMAR

5.21

animal husbandry(n)/ˌænəməl ˈhʌzbəndri/ assuming that /əˈsjuːmɪŋ ðət/ be forced into doing sth /bi ˈfɔːst ɪntə ˌduːɪŋ ˌsʌmθɪŋ/ bear fruit /ˌbeə ˈfruːt/ breed(v)/briːd/ but for /ˈbʌt fə/ command (high prices)(v)/kəˈmɑːnd (ˌhaɪ ˈpraɪsɪz)/ common outcome /ˌkɒmən ˈaʊtkʌm/ contaminate(v)/kənˈtæməneɪt/ crops(n)/krɒps/

5.22

appearance quality standards /əˈpɪərəns ˌkwɒləti ˌstændədz/ budgetary advice /ˈbʌdʒətəri ədˌvaɪs/ bulk-size packaging /ˌbʌlk saɪz ˈpækɪdʒɪŋ/ confront a problem /kənˌfrʌnt ə ˈprɒbləm/ deteriorate(v)/dɪˈtɪəriəreɪt/

toe-curling(adj)/ˈtəʊ ˌkɜːlɪŋ/

wrapper(n)/ˈræpə/

4F WRITING AND VOCABULARY 5.24 calorie content /ˈkæləri ˌkɒntent/ centrepiece(n)/ˈsentəpiːs/

feasible option /ˌfiːzəbəl ˈɒpʃən/

classy(adj)/ˈklɑːsi/

food bank(n)/ˈfuːd ˌbæŋk/

décor(n)/ˈdeɪkɔː/

food poverty /ˈfuːd ˌpɒvəti/

eatery(n)/ˈiːtəri/

food waste /ˈfuːd ˌweɪst/ get to the root of the problem /ˌɡet tə ðə ˌruːt əv ðə ˈprɒbləm/ given the difficulty / urgency of the problem /ˌɡɪvən ðə ˈdɪfɪkəlti / ˈɜːdʒəntsi əv ðə ˌprɒbləm/

food outlet /ˈfuːd ˌaʊtlet/ fusion(n)/ˈfjuːʒən/ give sth a wide berth /ˌɡɪv ˌsʌmθɪŋ ə ˌwaɪd ˈbɜːθ/ hype(n)/haɪp/

gluttonous(adj)/ˈɡlʌtənəs/

I’ll give it that /ˌaɪəl ˌɡɪv ɪt ˈðæt/

I see where you’re going with that /aɪ ˈsiː weə jə ˈɡəʊɪŋ wɪð ˌðæt/

lasting(adj)/ˈlɑːstɪŋ/

dietary preferences /ˌdaɪətəri ˈprɛfərənsɪz/ extract(v)/ɪkˈstrækt/

last but not least /ˈlɑːst bət nɒt ˌliːst/

feast(n)/fiːst/

logic underpinning an approach /ˈlɒdʒɪk ˌʌndəˌpɪnɪŋ ən əˈprəʊtʃ/

dependency on sth /dɪˈpendənsi ɒn ˌsʌmθɪŋ/

feed on sth(phr v)/ˈfiːd ɒn ˌsʌmθɪŋ/ fertilise(v)/ˈfɜːtəlaɪz/ gorge yourself on sth /ˈɡɔːdʒ jɔːˌself ɒn ˌsʌmθɪŋ/

malnourished(adj)/ˌmælˈnʌrɪʃt/ reasoning/reason behind sth /ˈriːzənɪŋ / ˈriːzən bɪˌhaɪnd ˌsʌmθɪŋ/

letdown(n)/ˈletdaʊn/ make out (that)(phr v)/ˌmeɪk ˈaʊt (ðət)/ praise(v)/preɪz/ value for money /ˌvæljuː fə ˈmʌni/ yearn for sth /ˈjɜːn fə ˌsʌmθɪŋ/

59 list, as well as some extra information such as when it is eaten, what utensils are used to eat it, if it is usually homemade or bought, etc. Their partner must guess the dish and then have a turn. • Put students in groups of four to play a game of word association. Ask astudent to choose a word from the

word list. The student says the word, then the next student should say aword they associate with the first word. It is then that student’s turn to choose a word for the next person in the group, etc. The group continues in this way until one student cannot think of a word. They are out and the game continues until there is a winner.

FURTHER PRACTICE Workbook page 49/Online Practice

NEXT CLASS Ask students to revise Unit 4.

Revision

VOCABULARY AND GRAMMAR Exercise 5 1 Should enough people enrol 2 If enough people were to enrol/ Were enough people to enrol 3 Unless enough people enrol 4 Provided (that) enough people enrol 5 As long as enough people enrol 6 enough people to enrol on (...), otherwise it will not start on 4 September. 7 on condition that enough people enrol

1 Without / But for Maria’s help, we would not have been able to present the report on time. 2 If it hadn’t been / weren’t for the lecture by a local chef, my brother would never have gone into hospitality. 3 If you would / should arrive before the main group, could you please check that the restaurant has laid enough places at the tables? 4 Were they to change / Should they have changed to a plant-based diet, their health might improve. 5 There will be a dramatic reduction in plastic waste if / should the new packaging policy be adopted.

Complete the sentences with the correct form of the words in the box. drop dusting pinch segment slab slice spoonful pinch 1 Don’t forget to add a of salt to the mixture before baking it in the oven. 2 Breakfast at the hotel was a full English with two of toast, a couple of eggs, some mushrooms slices and several spoonfuls of baked beans. 3 After my daughter made a cake, there was a dusting of flour over the whole work surface. 4 I’m concerned because all he’s eaten today is a few segments of orange. 5 You will only need a couple of drops of chilli oil, otherwise it will be far too fiery! 6 The cook on the programme used an enormous of tofu and it looked really unappetising. slab

1 2 3 4 5 6 7 8

a velvety a gristly a trawling a an appetite a coals a dropping a chewy a slurping

b tender b mouldy b rumbling b hunger b board b rustling b succulent b ravenous

c fluffy c greasy c killing c a trigger c tracks c wavering c soggy c devouring

d stodgy d gooey d lurching d indulgence d cause d sinking d wafting d wavering

Complete the sentences with the missing words. 1 This dessert t a k e s me back to my childhood when my gran used to cook it every Sunday. 2 The smell of fish and chips was w a f t i n g down the road, and we had to stop and buy some. It was lovely! 3 I just can’t cut down on chocolate! I’m afraid I’m a l o s t cause. 4 I was so hungry I started on the soup immediately. It was s c a l d i n g and I burned my tongue. 5 The chocolate cake looked extremely t e m p t i n g , but I was good and just had a biscuit. 6 I read about the effects of too much salt and sugar in our food. It brought it h o m e to me how unhealthy my diet actually is.

Complete sentences 1–7 using the information from the sentence in italics and the words in bold. We need enough people to enrol on the nutrition course for it to start on 4 September. 1 , the nutrition course will start on 4 September. SHOULD 2 the nutrition course would start on 4 September. WERE 3 , the nutrition course won’t start on 4 September. UNLESS 4 , the nutrition course will start on 4 September. PROVIDED 5 , the nutrition course will start on 4 September. AS LONG 6 We need the nutrition course, . OTHERWISE 7 The nutrition course will start on 4 September . CONDITION

Choose the correct words a–d to complete the dialogue. A So, are you ready for this evening’s competition? B As ready as I can be. Just hoping that the beef comes . My nightmare is to watch the judges out 1 piece of meat! chewing for ages on a 2 A No, that won’t happen. You’ll be fine. I have to say, . looking at your recipes – my stomach is 3 B Well, I’m so nervous that I certainly haven’t got much . of 4 A Once you’re up there under the spotlight, any ideas . will go by the 5 feeling that my B You’re right. I have a 6 , but with luck, the judges pudding will be 7 and won’t notice. will be 8

Choose the correct words to complete the sentences.

USE OF ENGLISH

Complete the text with one word in each gap.

STRATEGY | Gaps completion Read the whole text for global meaning and then focus on the gapped sentence. Pay attention to the words before and after the gap as they will help you decide which part of speech is missing.

What a taste! onsidering its impact on our daily lives, you would find research you to compare into the sense of taste rather limited 1 were it to research into our other senses. nd if it hadn’t been 2 for the work of a few scientists, we 3 would still be thinking that our tongues could only detect four basic tastes. 4 asked, anyone could probably reel off the standard If someone had list salt, sugar, bitter and sour, and 5 unless been in isolation for the last few years, they 6 would be aware of the addition of a fifth taste umami’. What may be news to people is that a si th taste, fat’, and even potentially a seventh taste, carbohydrates’, are being investigated. 7 Should these be confirmed, it could e plain why some people are more prone to e cessive calorific and fat intakes. Use of English > page 180

REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 224

• Use of English, Student’s Book page 180

CULTURE NOTES page 210

• Class debates pages 265–266

• Unit 4 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 4 and Self-check 4, Workbook pages 50–51/Online Practice

• Unit 4 Skills Test (Dictation, Listening, Reading, Communication)

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

• Units 3–4 Cumulative Review Test

• Unit 4 Writing Test • Units 3–4 Exam Speaking

LISTENING

WRITING

10 You see the following announcement on a website.

2.8 You are going to hear a lecturer talking about how ethnic cuisine adapts in different parts of the world. Complete sentences 1–8 with a word or short phrase. 1 According to the speaker, in the Far East, dishes often include a mixture of . 2 The earliest Chinese immigrants to the USA found employment in the industry. 3 The speaker says that more Chinese nationals arrived in the USA during the . 4 At home, the Chinese would never combine ideas from . 5 The speaker mentions that, as well as lots of unusual flavours, Americans particularly liked that the Chinese meals contained . 6 Nowadays, many people in the USA, especially those who , are looking to eat something more authentic. 7 According to the speaker, early Indian takeaway restaurants in the UK were often opened in what used to be . 8 The use of curry tree leaves in Indian cooking is restricted to cuisines from some in the south of the country.

We’re trying to find out about the sort of places today’s teenagers enjoy spending time in. Send us a review of a place that you and your friends like to hang out in. Explain why you have chosen it as a place to meet. How did it first attract you? Who else goes there regularly? Is there anything about it that could be improved?

Exercise 7 1 sweet and sour ingredients 2 construction 3 1960s 4 different parts of the country 5 (a lot of / plenty of) meat 6 have travelled/been to China 7 fish and chip restaurants 8 coastal states

Write your review.

SPEAKING

The photos show different part-time jobs young people can get in the food industry. Take it in turns to compare the pictures. In pairs, ask and answer the questions below. Student A 1 What might the people in the photos like about their work and what difficulties might they face? 2 Which of these jobs do you think might be the most memorable experience? Say why. Student B 1 What skills would be needed to be a success in each job and what kind of people should avoid them? 2 Which of these jobs requires the most motivation? Say why.

Look at the prompts showing some habits that people sometimes get into regarding food. In pairs, talk to each other about why people might get into these habits. Then decide which situation you think would be the easiest to change for someone who wants to save money. Why might people get into these habits regarding food? • Using ready-made or pre-packed food • Wasting food • Eating out • Buying out of season fruit and vegetables • Not using the cheapest supermarket

LIFE SKILLS

How to think critically about food choices

2 1

D O O F E H T T A H T S K C TRI S U S D E E F Y R T S U D N I These days manufacturers know that quite a lot of people want to feel that they are eating more healthily. Yet there is generally a bigger profit margin on junk food and it’s more likely to be purchased as an impulse buy. So, they reason, rather than actually producing healthier food, why not just make it seem healthier? You might notice breakfast cereal with a big splash of colour on the packet, announcing, ‘no artificial flavours or colouring’. Fair enough, but if you concluded that made it healthy, you’d be gravely mistaken. What about the nine teaspoons of sugar in every serving? Or how about reduced-fat peanut butter? Surely this must be better for you than the regular kind? Not if the fat has been replaced by sugar or corn syrup. If we want to eat healthily, we need to take some responsibility for casting a more critical eye over some of the manufacturer’s claims. Look at the label. The ingredients are listed in weight order, from biggest to smallest. So, if sugar is in the top three ingredients, as it is in most cereals, you can be sure that there’s a lot. Also, when comparing products,

look at the amount per 100 grams, not per portion (the manufacturers might be giving an unrealistically tiny portion to make it look better). Generally speaking, you can assume that the longer the list of ingredients, the worse it is likely to be for you. That’s why a slab of dark chocolate is likely to have much less sugar and other additives than a so-called healthy cereal bar. Research by the consumer group, Which?,, found that more than half the cereal bars they analysed contained over thirty percent sugar. Veggie crisps may be made of vegetables, but if they’re deep fried and greasy, with high levels of sodium, plain popcorn would be a much healthier choice. And watch out for other clever tricks from the junk food industry aimed at getting you to eat more, such as biscuit packets that won’t seal until you have devoured six or seven of them, extra large ‘grab bags’ of crisps, or ploys used by supermarkets to get you to buy more unhealthy food, such as tempting BOGOF deals (‘buy one, get one free’). As a final tip, you’ll probably buy healthier food if you plan ahead what to get, and remember – don’t go shopping when you’re ravenous.

REFERENCES AUDIO SCRIPT page 224

EXTRA ACTIVITY IN CLASS

After Exercise 6, ask students to imagine that they will be taking part in a new government initiative called ‘The Truth About Food.’ It requires food producers and advertisers to be completely honest

about the food or drinks they are selling and promoting. In pairs or small groups, students choose a food or drink product and make a list of the information that should be included on the packaging and in TV and print advertising. Encourage them to think about the information in the Life Skills box. They then present their ideas to the class.

03–04 1

Look at photos 1–4. Which is the healthier option? Say why.

Exercise 2 Chocolate bar: A slab of dark chocolate is likely to have much less sugar and other additives than a so-called healthy cereal bar. Regular peanut butter: Reduced-fat is not healthier if the fat has been replaced by sugar or corn syrup. Popcorn: Veggie crisps may be made of vegetables, butif they’re deep fried and greasy, with high levels of sodium, plain popcorn would be a much healthier choice.

• Cereal bar or dark chocolate bar? • Regular peanut butter or reduced-fat peanut butter? • Veggie crisps or popcorn?

Read the article and check your answers to Exercise 1. Then look at the illustrations showing two packets of snacks and compare the nutritional information. Which one is healthier or less healthy? Say why.

Complete the advice in the Life Skills box with 1–3 words in each gap. Then read the article again and check.

LIFE SKILLS | How to think critically about food

Exercise 4 1 Not thinking critically. Shedidn’t follow points 2 and 6. 2 Not thinking critically. Hedidn’t follow point 5 (andwas also influenced byan advert). 3 Thinking critically. Shefollowed points 2 and 4. 4 Not thinking critically. Hedidn’t follow point 2.

choices

1 Don’t assume that 1 reduced fat, or no 2 artificial flavours or colouring means that food is healthy. 2 Look at the labels. The ingredients are printed in 3 weight order , with the first few items being the most important. It is vital to check how much saturated fat, sugar and 4 sodium/salt the product contains. 3 When making comparisons between different foods, don’t look at the amount of saturated fat and other ingredients per 5 portion , but per 100 grams, so you can be sure you’re comparing like-for-like. list of 4 As a general rule, the lengthier the 6 ingredients , the less healthy a food item is likely to be, as there are likely to be a lot of 7 additives . 5 Don’t let the 8 junk food industry entice you into eating more than you had planned. 6 If you’re feeling 9 ravenous , it probably isn’t a great time to do your weekly food shopping.

2.9 Listen to four interviews with shoppers buying food in a supermarket and decide if the speakers are thinking critically about their food purchases. Say why.

DEBATE In groups, discuss the question. Use the arguments below to help you. What are the pros and cons of introducing a tax on junk food?

FOR • Would encourage people to eat less sugar, salt and fat. • Could encourage manufacturers to make food healthier. • Tax could be spent on healthcare.

AGAINST • Difficulty in deciding which foods to tax. • Poorer people are likely to be taxed more as junk food is cheaper. • Exercise is as important as healthy eating.

Do the task below.

LIFE SKILLS | Project Work in pairs or small groups. • Choose one of the following types of food: breakfast cereals, biscuits, confectionery, ready meals. Carry out an investigation into your chosen food (at home and perhaps in a shop). • Look at some different examples and compare the nutritional information. Which ones are healthier or less healthy? Say why. • Look at the suggested portions and compare them with what you would usually eat. Do any of these portion sizes surprise you? • Do any of the products set out to appear healthier than they really are? How? Think about what aspects are emphasised, or maybe hidden away in small print. • Report back to your class.

Do your best VOCABULARY Idioms (studying), collocations with attempt and effort, verbs + dependent prepositions; discipline, personal qualities; prepositional phrases; synonyms GRAMMAR

Modals and related verbs

LISTENING

Recognising word clusters in fast speech

SPEAKING

Buying time

WRITING

An essay

Idioms

3 Exercise 2 Speaker 1: Bedroom, listening to music. Theymight go blank if they don’t have music. Speaker 2: Outside in the fresh air. Too much wind or heat can be aproblem. Speaker 3: With other people in a study group. Working alone, they find it hard to concentrate.

5A VOCABULARY AND SPEAKING

Exercise 3 1 running on empty 2 go blank 3 drummed, into 4 breezed through 5 get my head down 6 keep, on track 7 getting the hang of

SPEAKING Look at the photos. Which of these ways of studying do you like best or find most productive? Say why. What can stop you from working efficiently?

2.10 Listen to three students talking about their learning preferences and answer the questions. 1 Where and how does each student prefer to study? Say why. 2 What can stop them from being able to study or perform effectively?

2.11 Complete the sentences from the recording with the correct forms of the idioms from the box. There are two extra idioms. Then listen and check. be on a steep learning curve breeze through something drum something into someone get your head down get the hang of something give something your best shot go blank keep (someone) on track run on empty 1 I’m exhausted and really . 2 You might just and be unable to think of anything when you get into the exam room. 3 They just the information us, repeating it again and again. 4 I’ve always exams, really. Never had to make much effort. 5 I realised that I would really need to , concentrate and work harder. 6 We don’t mess about, and we each other ; this helps us to stay focused. 7 I’m really what’s needed for the exam now. I understand it all much better.

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 225

• This activity can be done after Exercise3. Put students in pairs and ask them to write a dialogue using some of the idioms from the exercise as well as the two extra idioms that were not used in the task. When they have finished, invite different pairs to read out their dialogues to the class.

VIDEO SCRIPT page 244 CULTURE NOTES page 211

• To finish the lesson, put students in small groups and ask them to make a checklist of what not to do when preparing for an exam. They can head their list with Don’t … and then add their tips below it. Allow 4–5 minutes for this, then invite students from different groups to share their ideas with the class.

How to use your time most productively BJ20

My top tip is to stop trying to multitask. I used to think it was very efficient but, in fact, it usually backfires 1 you. Rather than trying to cram too many different tasks 2 into/in the same couple of hours, on one task at a time, and get loads more done. I now apply myself 3 to

Jimbo3

Get your desk tidy first – as the saying goes, ‘a cluttered desk is a sign of a cluttered mind’. It may take you an hour piles, but you’ll be in a better mental state to start cramming 5 your exam. to sort the papers 4 into for MariaM

I do think it’s important to work at a desk. Working on a sofa is a terrible idea. Your brain associates this place 6 with sleep and rest, and you’ll soon find your studying is a lost cause. BroomX

Take more breaks. Most people find it hard to concentrate for more than thirty minutes at a time. They get started at the screen. Turn off all your notifications and then their focus goes and they spend ages gaping blankly 7 what you’re doing. Try using the Pomodoro Technique: you work for – they’re designed to deflect you 8 from twenty-five minutes, then take a five-minute break. Do that four times and then take a longer break: go for a walk something. You’ll be amazed how much more you get done. or munch 9 on

Complete the sentences with the correct forms of the idioms from Exercise 3. Are the sentences true for you? 1 I find studying quite easy and my work. 2 I get easily distracted and then it’s hard for me to and work. 3 Even when I find something difficult, I’m always willing to give it . 4 If I’m finding something too much of a steep , I tend to give up. 5 Some things are easy to remember, while others I have to my head. 6 I love having a study partner to keep me .

Verbs + dependent prepositions

prepositions

Some verbs are usually followed by a specific preposition before the object of the verb, e.g. He apologised for handing his homework in late. Some verbs pair with different prepositions with a change in meaning, e.g. You’ll be in a better mental state to start cramming for your exam. Trying to cram too many different tasks in/into the same couple of hours is quite challenging.

Study Watch out! Then match the collocating adjectives for attempt and effort with their definitions. frantic futile half-hearted last-ditch misguided strenuous sustained valiant 1 2 3 4 5

Very brave. 6 After a series of failures. With no enthusiasm. 7 Almost out of control. Achieving nothing. 8 Using a lot of energy. Determined and continuing for a long time. Based on wrong information.

Read Active Vocabulary. Then complete the discussion forum in Exercise 7 with correct prepositions.

ACTIVE VOCABULARY | Verbs + dependent

Collocations with attempt and effort

What advice would you give someone who wanted to use their study time more efficiently? Read the discussion forum above ignoring the gaps and compare with your ideas.

1 Cheating in an exam may blow up in your face. BACKFIRE 2 Put the books in three piles. SORT 3 If you make an effort with the work, you’ll succeed. APPLY 4 The magician made a big noise to divert the audience’s attention away. DEFLECT 5 The guard stared at me with no emotion and I felt awkward. BLANKLY 6 His success came about through many years of hard work. ASSOCIATED

WATCH OUT!

SPEAKING Complete the questions with the correct adjectives from Exercise 5. Discuss the questions in pairs. 1 Are there some subjects where you need to put in a/an effort to do well? Which? 2 Have you ever put some work off and then had to make a/an attempt to get it finished?

10 SPEAKING In pairs, talk about a new study habit

Exercise 5 1 valiant 2 half-hearted 3 futile 4 sustained 5 misguided 6 last-ditch 7 frantic 8 strenuous Exercise 6 1 strenuous/determined/ sustained 2 strenuous/sustained/ frantic/last-ditch Exercise 9 1 Cheating in an exam may backfire on you. 2 Sort the books into three piles. 3 If you apply yourself to the work, you’ll succeed. 4 The magician made a big noise to deflect the audience’s attention. 5 The guard gaped at me blankly and I felt awkward. 6 His success is associated with many years of hard work.

presented in this lesson that you would like to implement. Say why.

DOCUMENTARY VIDEO

An attempt is when you try to achieve a specific goal, e.g. I made a few half-hearted attempts. An effort can replace an attempt in many cases, especially when you are more positive about the outcome, e.g. a determined effort/attempt. More negative adjectives are used with attempt, but effort can collocate with both positive and negative adjectives.

Rewrite each sentence using the word in bold so that it means the same as the sentence that is given.

Exercise 4 1 breeze through 2 get my head down 3 my best shot 4 learning curve 5 drum into 6 on track

3 WATCH AND REFLECT Go to page 164. Watch the documentary Programming Bootcamp and do the exercises.

□ I can use verbs and dependent prepositions, collocations and idioms to talk about studying.

FURTHER PRACTICE

ASSESSMENT

NEXT CLASS

• Workbook pages 52–53/Online Practice

Vocabulary Quiz 5

Ask students to make notes about the way secondary students are assessed for university entrance in their country and in another country that approaches it differently. Ask them to think about which system they prefer and why.

• Photocopiable resource 16: Time for a pep talk, pages 273, 296 • Extra digital activities: Vocabulary Checkpoint 5

5B GRAMMAR 1

Exercise 2 Jake: maths exam; stayed up late studying and overslept Cara: driving test; mistook a line of parked cars for a traffic jam Eloise: music exam; had a spider come out of her trumpet

SPEAKING In pairs or small groups, discuss the questions.

1 Write down three adjectives you associate with doing exams. Compare your words with your partner(s). Why do you feel this way? 2 How do you prepare for an exam? Do you start revising weeks or months before, or cram everything in at the last minute? Which do you think works best? Say why. 3 Do you think your test results usually reflect your true abilities? Say why.

Exercise 4 Present: 1, 3, 7, 9, 10 Past: 2, 4, 5, 6, 8, 11, 12 When referring to the past, we use past modals: modal verb + have + past participle.

Exercise 5 1 I couldn’t say I had enjoyed … 2 I probably ought to put in … 3 I needed to do a lot of revision … 4 I know I have to / must get at least a 6 … 5 Oh dear, I can imagine what might/may/will happen. 6 I don’t need to bother revising at all! 7 Surely they had to give you a second chance … 8 It can’t be that bad, … 9 I had to not / wasn’t allowed to be impatient. 10 The driving inspector turned to me and said I could drive on. 11 I can’t understand what he means. 12 I should be practising every day, but I haven’t taken the trumpet …

2.12 Listen to Jake, Eloise and Cara talking about their experiences of exams. For each speaker, note down what exam or test they were taking, and what happened to them on the day.

Modal and related verbs

2.13 THINK BACK Choose the correct forms to complete the sentences from the recording. Then listen again and check. 1 2 3 4 5 6 7 8 9 10 11 12

I can’t / mustn’t say I enjoyed the exams though. I probably must / ought to have put in a bit more effort. I need to / can’t do a lot of revision to get stuff to stick. I knew I had to get / must have got at least a 6 in order to study Psychology next year. Oh dear, I can imagine what can’t / must have happened. I needn’t have bothered / didn’t need to bother revising at all! Surely they have to / must give you a second chance when something like that happens? It mustn’t / can’t have been that bad, you passed after all, didn’t you? I needn’t / mustn’t be impatient. The driving inspector turned to me and said, ‘You can / may drive on now.’ I couldn’t / didn’t need to understand what he meant. I must / should have been practising every day, but I hadn't taken the trumpet out of the box for weeks.

Match sentences 1–12 from Exercise 3 with their functions a–g. Say if the sentences refer to the past or present. How is the form of the verbs different when we refer to the past? a b c d

1 11 ability □□ 2 12 mild obligation □□ 3 4 7 strong obligation □□□ □6 lack of obligation

□ □ □□

e 10 permission f 9 prohibition g 5 8 speculation

Grammar Reference > page 170

Rewrite the sentences from Exercise 3 changing tenses from present to past or from past to present. When do you need to use a completely different verb?

2.14 Study Watch out! Then think of two different possible meanings for sentences 1–3. Listen and check your ideas. 1 He must be responsible. speculation, obligation 2 He could have eaten it. speculation, complaint 3 He won’t tell anyone. refusal, prediction

WATCH OUT! Modal verbs are weak words in a sentence so they are not emphasised. However, sometimes we can stress them to convey different meanings and so their functions change. • If we stress the modal verb may/might/could, it expresses possibility, e.g. You may may//might might//could have told me. (It was possible.) Compare: If we stress the main verb, we can use may/might/could with a similar meaning to should to complain, e.g. You might/could have helped me! (Why didn’t you?) • If we stress the modal verb must, it will express speculation, e.g. She must be home. I can hear somebody talking. Compare: He must stay home and do homework. (obligation) • If we stress the modal verb won’t, it will express refusal, e.g. She won’t go to school. I can do nothing about it. Compare: He won’t do it again. It was too stressful. (prediction) Grammar Reference > page 170

REFERENCES AUDIO SCRIPT page 225

EXTRA ACTIVITIES IN CLASS

• In pairs or small groups, students use the notes they made at home to talk about university entrance exams and if they think such exams are atrue reflection of a student’s abilities.

This can be done as an extension to Exercise1 or at the end of the lesson, after Exercise 10. • After Exercise 4, ask students to write a sentence for each function using appropriate modal and related verbs. They then swap with a partner and check each other’s work. Ask individual students to read out their sentences to the class.

• Do this activity after Exercise 9. Put students in pairs and ask them to fold an A4 piece of paper in half four times to make sixteen squares and tear down the folds to make sixteen small pieces of paper. On each piece they should write a modal or related verb from the lesson. To help them, you could refer them to page 170 of the Grammar reference section or elicit verbs they could write

05 9

Complete the story with the correct forms of the verbs from the box. be forced to couldn’t can’t have might not manage to must be must have need to not be allowed to shouldn’t

A COOING DISTRACTION This is the kind of story that you 1 even believe really happened – but I promise it did! I was taking my final exams at school and we were all sitting in the big hall. It was really hot so the teacher 2 to open all the windows. Usually the school kept them closed because they were very high up, which meant the teacher 3 climb up a step ladder to open them.

Anyway, the exam started and I was just getting my head down when I heard a kind of rustling noise. someone To be honest, I thought it 4 fiddling with the exam papers or looking for something in their bag, though we weren’t actually allowed to bring in bags. I didn’t give it too much thought until I heard another strange noise, a kind of cooing. I looked up and saw that a bird, a pigeon to be precise, was flying round the room. It 5 come in through the open windows.

Rewrite the underlined parts of the sentences with modal verbs and the correct forms of the verbs. There is one sentence where this is not possible. Say why. 1 I don’t seem to be able to keep the information in my head. 2 I was required to pass it in order to study Psychology. 3 I was supposed to get up at about 7 a.m. 4 I was so tired I managed to sleep right through the alarm. 5 Were you allowed to take the test again? 6 I mean, surely I wasn’t meant to overtake all the cars. 7 I was forced to practise every night in front of them for a few months. 8 I was banned from going out with my friends for a couple of weekends.

The teacher made a speech about how we let it deflect our attention from our exam, and that we 7 talk or anything, and then she started going around, climbing on the step ladder and trying to shoo the pigeon out of one of the windows. But the pigeon just 8 find its way out at all. It was getting more and more agitated, and making more and more noise. The teacher 9 expected us to just ignore it all! direct the pigeon Eventually, she 10 towards an open window, and it flew off, no doubt very relieved to have escaped.

10 SPEAKING Tell your partner about an exam experience

you had, either positive or negative. What did you learn from the experience? Use modal and related verbs.

□ I can use modal and related verbs to complain or express possibility. • Photocopiable resource 17: You’ve got to think of a sentence!, pages 273, 297

on their cards and list them on the board. Students put the cards face down on the table and take it in turns to turn them over and make a sentence using the verb. Their partner has to decide if the verb has been used correctly or not.

ASSESSMENT

FURTHER PRACTICE

Grammar Quiz 5

• Workbook pages 54–55/Online Practice

Exercise 9 1 might not 2 was forced 3 needed to 4 must have been / must be 5 must have 6 shouldn’t 7 weren’t allowed to / shouldn’t 8 couldn’t 9 can’t have 10 managed to

Complete the second sentence using the word in bold so that it means the same as the first one. 1 It wasn’t necessary for you to make so much effort. NEEDN’T You needn’t have made so . much effort 2 I can’t find my key anywhere. Perhaps I left it at home? MIGHT I can’t find my key anywhere. I might have left it at home . 3 He wasn’t allowed to enter the building. BANNED the building He was banned from entering . 4 You shouldn’t have told him. SUPPOSED You weren’t supposed to.tell him 5 They made me attempt it, even though I knew it was futile. FORCED They forced me to attempt. it, even though I knew it was futile 6 You weren’t meant to see that! SEEN You shouldn’t have seen !that 7 I think it was a mistake to tell him about the party. OUGHT I don’t think you ought to have told . him about the party 8 The school says I have to study for three hours a night. REQUIRE I am required to study.three hours a night by the school

Exercise 7 1 can’t keep 2 had to pass 3 ought to have got up 4 Not possible – the closest modal, could, has a different meaning from managed to. 5 Could you take 6 couldn’t/shouldn’t overtake 7 had to practise 8 couldn’t go out

• Extra digital activities: Grammar Checkpoint 5

NEXT CLASS Ask students to do an Internet search for an underdog sports story about (an) unlikely champion(s) in an individual or team sport. Tell them to consider why the person or team managed to win. Theyshould make some notes for the next lesson.

5C READING AND VOCABULARY 1

What factors do you think contribute to sporting success? In pairs, choose three most important qualities from the box. being a self-starter boundless energy natural aptitude perseverance raw talent rivalry willingness to make sacrifice(s) self-conviction stubborn streak tenacity

Exercise 3 1 Self 1 is the ‘invented’ self that we have developed as a result of criticism and wanting to please others. Self 2 is the real self, with the naturalness and confidence of a child. 2 The author encouraged her not to think about what she was doing, but just to do what came naturally to her. 3 The author helped Molly to stop listening to Self 1, which was only holding her back, and trust her natural instincts.

In pairs or small groups, discuss the questions. 1 How would you describe the difference between Self 1 and Self 2? 2 What did the author do to help Molly to improve her tennis game? 3 How does he explain her rapid improvement?

Match the words from the box with their definitions 1–7. adroit barrage exuberance interference leap mediocrity pertinent 1 The quality of not being very good. mediocrity 2 Directly relevant. pertinent 3 A malicious attempt to prevent someone from completing a task. interference 4 A great number of questions, criticisms, etc. directed at someone. barrage 5 To make a large jump. leap 6 Skilful. adroit 7 The quality of being very energetic. exuberance

Exercise 5 1 a laughable idea 2 poetry in motion 3 run the show 4 no room for 5 unlocked the mystery 6 came into focus

Read the extract from The Inner Game of Stress: Outsmart Life's Challenges and Fulfil Your Potential by Timothy Gallwey. Complete gaps 1–4 in the text with paragraphs A–E. There is one extra paragraph.

Complete the sentences with the highlighted collocations from the text, making any necessary changes. 1 There was no way he would ever agree to give her a pay rise. It was ! 2 The ballerina was incredibly graceful. Watching her was . 3 Who is going to when Sally retires? She’ll be very hard to replace. 4 There is simply doubt. It must have been him! 5 A British scientist has finally of the Yeti. 6 Just how vital it is that we care for the environment really after the bushfires in Australia.

6 7

SPEAKING In pairs, think of any times when your Self 1 has got in the way of your success. What advice do you think Timothy Gallwey would give you? SPEAKING What do you think is more important for success, hard work or your mental mindset? Say why.

achieved with a set of instructions and positions. It’s natural. Children pick themselves up, move, fall, get up, and try again. There is no self-judgment, just trial and correction. There is both simplicity and joy in this natural learning.

This realisation came into focus many years ago when I was coaching tennis, and it unlocked a mystery for me. Why was it that I and my students played so well at times, only to see our games fall back into a habitual mediocrity. In both myself and my students, I saw a continuous inner dialogue going on. While the ball was approaching, there was a barrage of self-instructional thoughts: Bend your knees … get your racquet back early, meet the ball in front of you, follow through … Damn! You missed it … Watch the ball … Oh, this is embarrassing … Come on … Come on …

C One day, while reflecting about the relationship between Self 1 and Self 2 in tennis, I saw a cycle of reactions that I called the ’uh-oh‘ experience. This cycle is very pertinent to many of the stress reactions we experience in everyday life.

D She missed the first shot. I encouraged her

not to worry, but to just keep saying ’bounce-hit‘ on time, and she didn’t miss another ball. Not only did she not miss, but I could see her stroke developing before my eyes. Her rhythm was natural and synchronised. After about seventeen shots, she finally ran all the way across the court and stretched out to hit a forehand, which struck the top of the net and fell onto my side of the court, winning the point. She leaped up in the air with spontaneous exuberance. Molly’s Self 2 was displaying what natural learning could look like. It was poetry in motion. motion

E Self 1 was filled with the concepts and

expectations of others, and usually delivered them with the voice of a drill sergeant. He couldn’t play, but, boy, did he have plenty of criticisms! The dialogue created an inner environment of stress that was ultimately destructive to the goal of hitting the ball well. The more Self 1 was engaged, the worse Self 2 performed.

□ I can identify specific details in an article and talk about success.

EXTRA ACTIVITIES IN CLASS

A It’s a laughable idea. idea Learning to walk is not

• This activity can be done as a leadin to Exercise 1 or at the end of the lesson, after Exercise 7. In pairs or small groups, students use the notes they made at home to talk about the unlikely winners they researched. Openthis up to a class discussion aboutwhat it takes to win.

• After Exercise 7, put students in pairs and ask them to talk about their goals in life and what they need to do to achieve them. They can use the qualities in the box in Exercise 1. Ifthere is time, invite a few students toshare their ideas with the class.

FURTHER PRACTICE Workbook pages 56–57/Online Practice

NEXT CLASS Ask students to look up the carrot and stick approach to positive and negative motivation and to make notes for the next lesson.

2.15

My aim as a tennis coach became to help people learn to play tennis ignoring the stressful interference of Self 1 and calling on their own natural abilities. 35

Clearly, there were two ’selves‘ on the court – the one who was actually playing tennis, and the one who was instructing, judging and worrying. I called the one doing the talking Self 1 – the invented self that was filled with concepts and expectations about right and wrong, should and shouldn’t, desirable and not desirable. I called the one doing the actual playing – Self 2. The problem in tennis – and, I came to see, in life – was that Self 1 was like a dime-store calculator trying to run the show, show, and in the process getting in the way of the performance of a billion-dollar supercomputer, Self 2.

I started thinking about the body’s natural wisdom. I like to describe it in terms of learning to walk. What would happen if we taught children to walk the way we teach people to play tennis? You can imagine the instructions: ’Hold your left foot parallel to your right foot … lift it three inches off the ground … now set it down three inches to the front, while moving your body forward … then lift your right foot … watch your arms … they should be swinging slightly forward … no, not too much …’

My experience with a woman named Molly shows what is possible when Self 1 is silenced. Molly was a white-haired, somewhat overweight woman in her fifties, who was sure that nothing could make her able to play tennis. During the warm-up, Molly completely missed every ball that was hit to her. I asked Molly to do a simple focusing exercise. ’First, I’ll hit a few balls, and I want you to say the word “bounce” the moment the ball hits the court, and “hit” the moment the ball would hit the racquet. Don’t worry about hitting the ball, just say “hit” when you would hit the ball.’ I observed Molly carefully as she was watching the ball, and after a few moments I noticed that she was quite focused and relaxed. I saw that she was unconsciously micro moving her racquet in perfect time with the ’bounce-hits‘. Then I asked her to go ahead and swing whenever she felt comfortable.

There are many ways to explain this beginning performance. One is that the lady focused her attention so completely in the present that there was simply no room for Self 1’s stressful instructions or judgments, good or bad. Rather, Self 2, in a very childlike but adroit manner, was allowed to express the talent she didn’t know she had. D

Another way to explain it is that Molly was in a state of relaxed concentration for the entire lesson, and the learning environment was safe enough (free of judgment) that in spite of all the reasons she might have had for being stressed, her stress system was never triggered. It was a remarkable example of Self 1 being silenced so that Self 2’s inner resources could be manifested.

FACT BOX Timothy Gallwey Timothy Gallwey is a sports psychologist who has developed a method of coaching called ‘the inner game’. The principles have been applied to the fields of sport, stress management and business as well as education.

5D LISTENING AND VOCABULARY 5

2.16 Listen to the radio phone-in again. For Task One, match each speaker with the aspect of their personality which prevents them from making progress. For Task Two, match each speaker with the disadvantage of the method they use. There are two extra options for each task.

□ □ □ □

Task One – Speaker: 1 d 2 a 3 e 4 c a being easily distracted b being disorganised c having little self-belief d being unable to maintain motivation e being overambitious f being overly self-critical

□ □ □ □

Task Two – Speaker: 1 f 2 b 3 e 4 a a It requires a constant fresh supply. b It wastes valuable time. c It can be very expensive. d The method is rather complicated. e It can undo what you’re trying to achieve. f Choosing a suitable partner is vital.

Exercise 2 Speaker 1: 1 get fit; 2 using an accountability partner to keep yourself motivated and on track Speaker 2: 1 needs to get the money together for a trip around Europe; 2 making avision board to try and visualise what you want Speaker 3: 1 studying for exams next year; 2 giving yourself little rewards along the way Speaker 4: 1 preparing for university interviews; 2 using motivational quotes

SPEAKING In pairs or small groups, discuss the questions. 1 Can you give an example of a time when you felt very motivated? 2 What motivates you best, wanting to achieve something or fear of not achieving it? Say why. 3 Do you find it motivating to get a reward for your effort? Say why.

SPEAKING Which of the four speakers do you think is most likely to succeed in their task? Say why.

Complete the sentences from the recording with prepositions. steam 1 After a few weeks, I run out of and stop. in on 2 Someone who would check me from time to time. on for the back 3 Someone to pat you your achievements. up going, it sounds great. 4 I’m really for a change. 5 I’d love to go abroad for at stake. 6 I know that there’s a lot From personal experience, I know that … 7 myself. 8 I can sometimes lose faith in 9 One of my favourite motivational quotes by far is … 10 We have to be willing to step out of our comfort zone.

2.16 Listen to a radio phone-in where four people describe how they motivate themselves. Answer the questions. 1 What are they trying to motivate themselves to do? 2 What method do they use to motivate themselves?

Exercises 3–4 1 Well, for example, a group of my friends are planning to do a trip. 2 What you do is to cut out pictures of what you want to achieve. 3 I don’t know about you, but Ifind it hard to stay motivated. 4 You have to be a bit careful though. 5 So long as I don’t set too many targets. 6 I’ve actually got loads of quotes.

2.17 Study Active Listening. Then listen to six word clusters and write down what you hear.

ACTIVE LISTENING | Recognising word clusters in fast speech

Exercise 8 1 step out of their comfort zone 2 running out of steam 3 pat you on the back for 4 up for

In more careful speech, we can identify specific rules for the way words run together in the stream of speech, e.g. elision, assimilation or intrusion. However, in faster speech, and when groups of words are very commonly said together, these rules may not apply, and the sounds in words are reduced and changed further. This can make them difficult to recognise and understand, e.g. Do you know what I mean? can sound like narp meme? and then they can sound like anenay something special can sound like sumink speshal we don’t have any can sound like wedunnavenay Learning to expect and recognise these kinds of word clusters can really help with understanding natural fast speech.

2.18 Listen to the word clusters in more context. Can you understand them better now? Say why.

Replace the underlined parts of the sentences with the prepositional phrases from Exercise 7. Make any necessary changes. Then ask and answer the questions. 1 Why do you think people are often reluctant to do something different? erent 2 If you were trying to learn a new skill, but losing motivation, what could you do to get the motivation back? 3 Who is the first person you would tell about an achievement, so they could congratulate you on it? 4 What would you be interested in doing: doing learning to drive or learning to ski? Say why.

SPEAKING Do you agree with the final speaker that if we want to achieve anything, we have to be willing to step out of our comfort zone, and do something difficult or different? Say why.

□ I can recognise word clusters in fast speech and talk about motivation.

REFERENCES AUDIO SCRIPT page 226

EXTRA ACTIVITIES IN CLASS • After Exercise 1, put students in pairs to discuss the notes they made at home. They should discuss their views and consider in which situations ‘the carrot’

might be more effective than ‘the stick’, and vice versa. If there is time, open up the discussion to the class. • After Exercise 7, put students in pairs and get them to discuss items 8–10. Is 8 true for them? How would they complete 9? Do they agree with 10? Ifthere is time, invite different students to share their ideas with the class.

FURTHER PRACTICE • Workbook page 58/Online Practice • Photocopiable resource 18: Self-motivation, pages 274, 298

5E SPEAKING 1

Read some real questions asked at job interviews. In pairs or small groups, discuss what you would say if you were asked these questions. 1 If you were a tree, what kind of tree would you be, and why? 2 You’ve been given an elephant. You can’t give it away or sell it. What would you do with it? 3 If you had a choice between two superpowers, being invisible or flying, which would you choose, and why?

Look at some more typical job interview questions and decide on what would be a good answer to each one. What should you not say? 1 What work experience do you have? What did you learn from it? 2 What’s your biggest achievement so far? 3 Where do you see yourself in five years’ time?

2.19 Listen to two interviews and answer the questions.

Exercise 2 Suggested answer 1 to find out whether people can think creatively, and something about their personality

1 How well does each interviewee do in your opinion? Say why. 2 What does each interviewee do when they are given a difficult question?

Exercise 4 1 b; Obviously better to show an interest in studying than in nightlife. 2 a; No university or course wants to be seen as second choice. 3 b; This weakness is less likely to cause problems.

2.19 Study the Speaking box. Then listen to the interviews again and tick the phrases that you hear.

SPEAKING | Buying time

In pairs, discuss the questions. 1 Why do you think companies might ask the kinds of questions in Exercise 1? 2 What experience do you have of being interviewed? 3 What different things might you be interviewed for in the future?

In pairs, look at the selection of possible questions and answers for an interview to get a university place. Choose the better answer in each case. Say why. 1 Why did you choose this university? a Because I heard that the nightlife is great. b Because the facilities here are so good. 2 Why did you choose to study Dentistry? a Because I like working with people and helping them. b Because I didn’t think my grades would be good enough to study Medicine. 3 What is your biggest weakness? a I’m not very good at taking criticism. b I can be a bit too over-optimistic about how long something will take. I’m working on that.

In any interview situation you may be asked a tricky question and find that you just can’t think of what to say. You can use these phrases to buy yourself time to think. I’m sorry, I’m really nervous and my mind has gone blank. Let me think about it for a minute. I’m not certain I follow you. Could you explain a bit more about what you mean? ✓ Well, I’m glad you asked that question … ✓ So, let me see … I suppose … ✓ That’s quite a tough question. Let me have a minute to think about it. ✓ Well, to be honest, that requires a bit of thought … ✓ Actually, I don’t really have strong feelings one way or the other, but if I had to choose, I would say … Could you just explain what you mean by …? Wow, that really needs a moment’s thought … I suppose it depends on what you mean by …

□ □ □ □ □ □ □ □ □ □ 7

2.20 PRONUNCIATION Listen to three of the phrases from the Speaking box. What function does the first word have in each case? What do you notice about the way that word is pronounced?

8 9

2.20 PRONUNCIATION Listen again and repeat.

Exercise 5 Suggested answers 1 Interviewee 1 does better. Her answers are more fluent and she comes across as interested in her subject and fairly knowledgeable. 2 Interviewee 1 plays for time to think. Interviewee 2 tries to avoid the question altogether– though not successfully. Exercise 7 The first word is elongated and pronounced with a fall–rise intonation, which is often used when the speaker is not quite sure of the answer or is reluctant to answer.

Work in pairs. Imagine you are being interviewed for a place on a sports team. In turns, interview each other using the questions on page 187 (Student A) and 189 (Student B). If you can’t answer a question immediately, use the phrases from the Speaking box to buy yourself time.

10 What is the key thing you will take away from this lesson about doing well in an interview? Tell your partner about it and explain why.

□ I can use phrases to buy myself time to think. REFERENCES AUDIO SCRIPT page 227

EXTRA ACTIVITY IN CLASS After Exercise 10, put students in pairs and ask them to choose a context/situation for an interview (e.g. for a university place, a job, a scholarship), and to write

4–5 interview questions, one of which is unusual, as in Exercise1. In pairs, students practise their interview using phrases from the Speaking box.

FURTHER PRACTICE Workbook page 59/Online Practice

NEXT CLASS Ask students to think about the kinds of things they have had to memorise and what methods they used to memorise them. They should make some notes for the next lesson.

Memorisation of facts and figures is useless for the ‘Google generation’ generation’..

eing able to look up facts and figures instantly online, it is debatable whether it is still necessary for students to learn information by heart. However, I believe that there are substantial benefits to memorising key facts.

Those who would agree that memorisation is now an outmoded skill would contend that the time teachers spend drumming information into their students could be better employed in teaching them how to think. It is certainly a practical approach as this way students learn how to interpret and apply the knowledge. This critical thinking skill comes in handy when looking for a job as it is now highly valued by employers, leading to an overall greater emphasis on such skills within the field of education. 72

REFERENCES CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS

• This activity can be done as a lead-in to the lesson or after Exercise 1. Students use the notes they made at home to talk about memorisation. They compare notes with a partner

On the other hand, having spent a great deal of time learning my times tables as a child, I am now able to easily do simple sums in my head, and I greatly value that ability. Naturally, we all have access to a calculator on our phones these days, but do we really want to be so utterly dependent on technology? We should be able to do basic maths unaided, and we ought to have at least a rudimentary knowledge of world history and science. There is also an argument that we need to continue to use our capacity to memorise or it is likely to atrophy. The brain is quick to adapt to the new normal, and discard any skills it perceives as unnecessary. In conclusion, while it is of course important to leave room in the curriculum for developing creativity and thinking skills, it is ultimately vital that we continue to memorise. I would therefore argue that we need to retain both our ability to do so, and our ability to function without being reliant on technology.

before discussing as a class. Find out what students think is a good way to memorise something. • After Exercise 6, ask students to write a few sentences about their own experience of learning English, using a range of participle clauses. They can read them out to the class or share them with a partner.

• After Exercise 8, put students in pairs for some peer correction. Get them to read each other’s essays and think about what their partner has done well and what could be improved. Students can then rewrite their essays at home, using their partner’s feedback.

5F WRITING AND VOCABULARY | An essay 5

SPEAKING Read the title of the essay on page 72. In pairs or small groups, discuss how far you agree.

Look at the Writing task. Do the notes agree or disagree with the topic of the panel discussion? Are any of the ideas in the notes similar to your ideas?

WATCH OUT! Participle clauses are an alternative way of explaining the reason for / result of something, e.g. As he cannot use a calculator, he will have to work out the sum in his head. Not being able to use a calculator, he will have to work out the sum in his head. Many people automatically use calculators these days, which has resulted in an inability to do mental arithmetic. Many people automatically use calculators these days, resulting in an inability to do mental arithmetic.

Read an essay written for the task in Exercise 2. Answer the questions. 1 Which two ideas did the student choose to discuss from the question? 2 Which idea did the student consider most important? What reasons did they give? 3 What is the topic of each paragraph?

arguable old-fashioned argue completely without help basic weaken throw away

debatable outmoded contend utterly unaided rudimentary atrophy discard

Replace the underlined parts of the sentences with participle clauses. 1 Due to the fact that I memorised certain poems at school, I can still recite them. 2 Because I did a lot of revision, I passed the test easily. 3 I missed a lot of classes, which left me struggling in the exam. 4 Because they know critical thinking is important, teachers try to include it in lessons. 5 I got up late, which meant that I missed my bus to school. 6 As I am not very good at Maths, I need to practise more.

Find synonyms for these words in the essay. 1 2 3 4 5 6 7 8

Study Watch out! Then rewrite the sentences without using the underlined participle clauses. 1 Being able to look up facts and figures instantly online, it is arguably no longer necessary for students to learn information by heart. 2 Critical thinking skills are now highly valued by employers, leading to a greater emphasis on them within education. 3 On the other hand, having spent a great deal of time learning my times tables when I was younger, I am now able to easily do simple sums in my head.

Your class has attended a panel discussion on the topic Memorisation of facts and figures is useless for the ‘Google generation’. You have made the notes below: • Memorisation is a necessary first step in learning. For example, learning letters and sounds in order to read. disagree • If we don’t spend too much time memorising facts, that frees up our time and brain power to do more challenging things. agree • If we are too reliant on technology to remember things for us, we may lose our ability to memorise. disagree Write an essay for your tutor discussing two of the ideas in your notes. Explain which idea is most important and provide reasons to support your opinion.

Exercise 3 1 the second two ideas 2 They chose the last idea as the most important. Reasons: 1 […] do we really want to be so utterly dependent on technology? We should be able to do basic maths unaided, and […] have at least a rudimentary knowledge of world history and science. 2 The brain is quick to adapt to the new normal, and discard any skills it perceives as unnecessary. 3 Paragraph 1: introduction (summarising the debate and mentioning the writer’s own opinion); Paragraph 2: The time spent on memorising facts and figures could be better employed in learning how to think. Paragraph3: The brain needs practice to function properly. Paragraph 4: conclusion Exercise 5 1 Because they can / areable to 2 with the result that there is / which has led to 3 because I spent Exercise 6 1 Having memorised 2 Having done 3 leaving me 4 Knowing 5 missing 6 Not being very good

Work in pairs. Read the essay question. Which of these methods do you think is most effective and why? Do you agree with the opinions expressed?

Your class has listened to a radio discussion about different ways to learn a language. You have made the notes below. Ways of learning a language: • with a self-study app, • with a teacher, • living in the country where the language is spoken. Some opinions expressed in the programme: • ‘A teacher isn’t always available in the way that an app is.’ • ‘Having lived abroad, I think it’s much easier to learn the language because you’re surrounded by it all the time.’ • ‘A teacher can explain things so you really understand.’

WRITING TASK Write an essay discussing two of the ways of learning a language in the notes in Exercise 7. You should explain which way is the best and provide reasons to support your opinion.

□ I can write an essay considering other people’s points of view.

FURTHER PRACTICE Workbook page 60/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 74–75.

Word List REMEMBER MORE 1 Complete the pairs of phrases

with one verb. Then check with the word list. 1

little self-belief / plenty of criticisms 2 run out of steam / on empty 3 sort something into piles / something out 4 come in handy / into focus Exercise 2 1 We’re on a steep learning curve. 2 You should always give it your best shot. 3 I’m starting to get the hang of this system. 4 I breezed through the test.

have

2 Rewrite the sentences using the words in bold. Do not change their form. Then check with the word list.

1 We’re finding it difficult to learn all the new things. STEEP 2 You should always try as hard as possible. SHOT 3 I’m starting to understand how this system works. GET 4 The test was very easy and I finished it quickly. THROUGH

3 Choose the correct words. Then check with the word list.

1 What do you call a final attempt? last-ditch / misguided 2 What is the quality of not giving up called? self-conviction / tenacity 3 What is another word for ‘throw away’? free up / discard 4 Which word collocates with ‘idea’? laughable / adroit

5A VOCABULARY AND SPEAKING 5.25 apply yourself to sth /əˈplaɪ jɔːˌself tə ˌsʌmθɪŋ/

set up a group /ˌset ˈʌp ə ˌɡruːp/ sleep through sth /ˌsliːp ˈθruː ˌsʌmθɪŋ/

associate sth with(v)/əˈsəʊʃieɪt ˌsʌmθɪŋ wɪð/

sort sth into (piles)(phr v)/ˈsɔːt ˌsʌmθɪŋ ɪntə (ˌpaɪlz)/

aversion(n)/əˈvɜːʃən/

strenuous(adj)/ˈstrenjuəs/

backfire on sb(v)/ˌbækˈfaɪə ɒn ˌsʌmbɒdi/

study aid /ˈstʌdi ˌeɪd/

background music /ˈbækɡraʊnd ˌmjuːzɪk/

sustained(adj)/səˈsteɪnd/

be on a steep learning curve /bi ɒn ə ˌstiːp ˈlɜːnɪŋ ˌkɜːv/

tricky(adj)/ˈtrɪki/ valiant(adj)/ˈvæliənt/

blankly(adv)/ˈblæŋkli/ blow up in one’s face /ˌbləʊ ˈʌp ɪn ˌwʌns ˌfeɪs/

5B GRAMMAR

breeze through sth(phr v)/ˌbriːz ˈθruː ˌsʌmθɪŋ/

agitated(adj)/ˈædʒɪteɪtɪd/

cluttered(adj)/ˈklʌtəd/

ban from(v)/ˈbæn frəm/

come about(phr v)/ˌkʌm əˈbaʊt/

coo(v)/kuː/

cram in/into/for(phr v)/ˌkræm ˈɪn / ˈɪntəː / ˈfɔː/

crawl(v)/krɔːl/

deflect sb from sth(v)/dɪˈflekt ˌsʌmbɒdi frəm ˌsʌmθɪŋ/

fiddle with sth(phr v)/ˈfɪdl wɪð ˌsʌmθɪŋ/

determined(adj)/dɪˈtɜːmɪnd/

junction(n)/ˈdʒʌŋkʃən/

divert sb/sth (away)(v)/daɪˈvɜːt ˌsʌmbɒdi / ˌsʌmθɪŋ (əˈweɪ)/

mess about(phr v)/ˌmes əˈbaʊt/

driving inspector /ˈdraɪvɪŋ ɪnˌspektə/ drum sth into sb(phr v)/ˌdrʌm ˌsʌmθɪŋ ˈɪntə ˌsʌmbɒdi/ frantic(adj)/ˈfræntɪk/ futile(adj)/ˈfjuːtaɪl/ gape at sth(v)/ˈɡeɪp ət ˌsʌmθɪŋ/ get the hang of sth /ˌget ðə ˈhæŋ əv ˌsʌmθɪŋ/ get your head down /ˌget jə ˈhed ˌdaʊn/

5.26

get a fright /ˌɡet ə ˈfraɪt/

mouthpiece(n)/ˈmaʊθpiːs/ overtake(v)/ˌəʊvəˈteɪk/ rustling noise /ˌrʌsəlɪŋ ˈnɔɪz/ shoo sb out/away(phr v)/ˌʃuː ˌsʌmbɒdi ˈaʊt / əˈweɪ/ sleep through(phr v)/ˌsliːp ˈθruː/

5C READING AND VOCABULARY 5.27

give sth your best shot /ˌɡɪv ˌsʌmθɪŋ jə ˌbest ˈʃɒt/

adroit(adj)/əˈdrɔɪt/

go blank /ˌɡəʊ ˈblæŋk/

barrage(n)/ˈbærɑːʒ/

prepositions. Then check with the word list. Ask and answer the questions with your partner.

half-hearted(adj)/ˌhɑːf ˈhɑːtɪd/

bend the knees /ˌbend ðə ˈniːz/

hand sth in(phr v)/ˌhænd ˌsʌmθɪŋ ˈɪn/

bounce(v)/baʊns/

1 Do you have a natural aptitude for anything? What is it? 2 Have you ever crammed for a test? How did the test go? 3 When would you be willing to step out of your comfort zone? 4 What kind of things do you have to learn by heart?

keep (sb) on track /ˌkiːp (ˌsʌmbɒdi) ɒn ˈtræk/

boundless energy /ˌbaʊndləs ˈenədʒi/

last-ditch(adj)/ˌlɑːstˈdɪtʃ/

call on sb/sth(phr v)/ˈkɔːl ɒn ˌsʌmbɒdi / ˌsʌmθɪŋ/

make an effort /ˌmeɪk ən ˈefət/

come into focus /ˌkʌm ˌɪntə ˈfəʊkəs/

mature student /məˌtʃʊə ˈstjuːdənt/

cycle of reactions /ˌsaɪkəl əv riˈækʃənz/

mental state /ˈmentl ˌsteɪt/

desirable(adj)/dɪˈzaɪərəbəl/

mess about(phr v)/ˌmes əˈbaʊt/

destructive (to sth)(adj)/dɪˈstrʌktɪv (tə ˌsʌmθɪŋ)/

misguided(adj)/mɪsˈɡaɪdɪd/

dime-store calculator /ˌdaɪm stɔː ˈkælkjəleɪtə/

multitask(v)/ˈmʌltɪˌtɑːsk/

drill sergeant /ˈdrɪl ˌsɑːdʒənt/

Dependent prepositions

munch on sth(v)/ˈmʌntʃ ɒn ˌsʌmθɪŋ/

exuberance(n)/ɪɡˈzjuːbərənts/

When you learn new words always check if they come with any prepositions. Look at the word list and find five words and their dependent prepositions. Write sentences using these words.

nowhere near /ˌnəʊweə ˈnɪə/

fall back into sth(phr v)/ˌfɔːl ˈbæk ˌɪntə ˌsʌmθɪŋ/

opt to do sth /ˈɒpt tə ˌduː ˌsʌmθɪŋ/

focusing exercise /ˈfəʊkəsɪŋ ˌeksəsaɪz/

put more effort into sth /ˌpʊt mɔːr ˈefət ˌɪntə ˌsʌmθɪŋ/

fulfil your potential /fʊlˌfɪl jə pəˈtenʃəl/

put sb off doing sth /ˌpʊt ˌsʌmbɒdi ˈɒf ˌduːɪŋ ˌsʌmθɪŋ/

habitual(adj)/həˈbɪtʃuəl/

4 Complete the questions with

ACTIVE VOCABULARY |

get in the way /ˌɡet ɪn ðə ˈweɪ/

run on empty /ˌrʌn ɒn ˈempti/

have plenty of criticisms /ˌhæv ˈplenti əv ˈkrɪtɪˌsɪzəmz/

see the point /ˌsiː ðə ˈpɔɪnt/

hit a forehand /ˌhɪt ə ˈfɔːhænd/

EXTRA ACTIVITIES IN CLASS

• Divide the class into two teams and give them a few minutes to look over the word list for Lesson 5A. Then, with books closed, students list as many idioms from Lesson 5A as they can in a given time limit. When the time is up, the team with the most idioms write them on the board. If the idiom

is correct, the team gets a point. If it is incorrect, the team loses a point and another team can challenge. If the challenger provides the correct idiom, they earn the point. The team with the most points are the winners. • Ask students to choose 3–4 words or phrases from the word list and write each word/phrase on a piece of paper.

Collect all the pieces of paper, put them in a bag and get each student to take out 3–4 pieces of paper. They must write one sentence with each of the words/phrases they picked. To make the activity more challenging, you could ask students to use the words/ phrases in such a way that they form acohesive piece of writing.

05 inner dialogue /ˌɪnə ˈdaɪəlɒɡ/

build your confidence /ˌbɪld jə ˈkɒnfɪdəns/

interference(n)/ˌɪntəˈfɪərəns/

by far /ˌbaɪ ˈfɑː/

5F WRITING AND VOCABULARY 5.30

laughable idea /ˈlɑːfəbəl aɪˌdɪə/

check in on sb/sth(phr v)/ˌtʃek ˈɪn ɒn ˌsʌmbɒdi/ ˌsʌmθɪŋ/

atrophy(v)/ˈætrəfi/

congratulate sb on sth(v)/kənˈɡrætʃəleɪt ˌsʌmbɒdi ɒn ˌsʌmθɪŋ/

attend a panel discussion /əˌtend ə ˈpænl dɪˌskʌʃən/

cost a fortune /ˌkɒst ə ˈfɔːtʃən/

be employed in (doing) sth /bi ɪmˈplɔɪd ɪn (ˌduːɪŋ) ˌsʌmθɪŋ/

leap up in the air /ˌliːp ˈʌp ɪn ði ˌeə/ lift sth off the ground /ˌlɪft ˌsʌmθɪŋ ɒf ðə ˈɡraʊnd/ manifest(v)/ˈmænəfest/ mediocrity(n)/ˌmiːdiˈɒkrəti/ mental mindset /ˌmentl ˈmaɪndset/ micro move /ˌmaɪkrəʊ ˈmuːv/ natural aptitude for sth /ˌnætʃərəl ˈæptɪtjuːd fə ˌsʌmθɪŋ/ (there is) no room for /(ðeər ɪz) nəʊ ˈruːm fə/ outsmart sb(v)/aʊtˈsmɑːt ˌsʌmbɒdi/ parallel (to sth)(adj)/ˈpærəlel (tə ˌsʌmθɪŋ)/ perseverance(n)/ˌpɜːsəˈvɪərəns/ pertinent (to sth)(adj)/ˈpɜːtɪnənt (tə ˌsʌmθɪŋ)/ poetry in motion /ˌpəʊətri ɪn ˈməʊʃən/ proposition(n)/ˌprɒpəˈzɪʃən/ racquet(n)/ˈrækɪt/

disorganised(adj)/dɪsˈɔːɡənaɪzd/ for a change /fər ə ˈtʃeɪndʒ/ from personal experience /ˌfrəm ˈpɜːsənəl ɪkˌspɪəriəns/ have little self-belief /ˌhæv ˌlɪtl self bəˈliːf/ imaginative(adj)/ɪˈmædʒənətɪv/ lose faith in yourself /ˌluːz ˈfeɪθ ɪn jɔːˌself/ maintain motivation /meɪnˌteɪn ˌməʊtəˈveɪʃən/ motivational quotes /ˌməʊtɪˈveɪʃənəl ˌkwəʊts/ overambitious(adj)/ˌəʊvəræmˈbɪʃəs/ overly self-critical /ˈəʊvəli ˌselfˈkrɪtɪkəl/ pat sb on the back for sth /ˈpæt ˌsʌmbɒdi ɒn ðə ˈbæk fə ˌsʌmθɪŋ/

apply knowledge /əˌplaɪ ˈnɒlɪdʒ/

be reliant on sth /bi rɪˈlaɪənt ɒn ˌsʌmθɪŋ/ be utterly dependent on sth /bi ˌʌtəli dɪˈpendənt ɒn ˌsʌmθɪŋ/ capacity to do sth /kəˈpæsəti tə duː ˌsʌmθɪŋ/ come in handy /ˌkʌm ɪn ˈhændi/ contend(v)/kənˈtend/ curriculum(n)/kəˈrɪkjələm/ debatable(adj)/dɪˈbeɪtəbəl/ discard(v)/dɪsˈkɑːd/ do simple sums in your head /ˌduː ˌsɪmpəl ˈsʌmz ɪn jə ˈhed/ free up(phr v)/ˌfriː ˈʌp/ highly valued /ˌhaɪli ˈvæljuːd/

rapid improvement /ˌræpɪd ɪmˈpruːvmənt/

reluctant (to do sth)(adj)/rɪˈlʌktənt (tə duː ˌsʌmθɪŋ)/

raw talent /ˌrɔː ˈtælənt/

run out of steam /ˌrʌn ˌaʊt əv ˈstiːm/

learn sth by heart /ˈlɜːn ˌsʌmθɪŋ baɪ ˈhɑːt/

rivalry(n)/ˈraɪvəlri/

rush of motivation /ˌrʌʃ əv ˌməʊtəˈveɪʃən/

look up sth online /ˌlʊk ˈʌp ˌsʌmθɪŋ ˌɒnlaɪn/

run the show /ˌrʌn ðə ˈʃəʊ/

set a target /ˌset ə ˈtɑːɡɪt/

memorisation(n)/ˌmeməraɪzˈeɪʃən/

self-conviction(n)/ˌself kənˈvɪkʃən/

step out of your comfort zone /ˌstep ˈaʊt əv jə ˈkʌmfət ˌzəʊn/

memorise sth /ˈmeməraɪz ˌsʌmθɪŋ/

self-instructional thoughts /ˌself ɪnˌstrʌkʃənəl ˈθɔːts/ self-judgement(n)/ˌself ˈdʒʌdʒmənt/ self-starter(n)/ˌself ˈstɑːtə/ silence(v)/ˈsaɪləns/

there’s a lot at stake /ˌðeəz ə ˈlɒt ət ˌsteɪk/ vision board /ˈvɪʒən ˌbɔːd/

5E SPEAKING

5.29

simplicity(n)/sɪmˈplɪsəti/

buy yourself time to think /ˌbaɪ jɔːˌself ˌtaɪm tə ˈθɪŋk/

stretch out to do sth /ˌstretʃ ˈaʊt tə duː ˌsʌmθɪŋ/

deal with conflict /ˌdiːl wɪð ˈkɒnflɪkt/

stroke(n)/strəʊk/

either way /ˈaɪðə weɪ/

stubborn streak /ˌstʌbən ˈstriːk/

fit around /ˌfɪt əˈraʊnd/

swing sth forward /ˌswɪŋ ˌsʌmθɪŋ ˈfɔːwəd/

front-facing(adj)/ˌfrʌnt ˈfeɪsɪŋ/

synchronised(adj)/ˈsɪŋkrənaɪzd/

have strong feelings /ˌhæv ˈstrɒŋ ˌfiːəlɪŋz/

tenacity(n)/təˈnæsəti/

insight (into sth)(n)/ˈɪnsaɪt (ˌɪntə ˌsʌmθɪŋ)/

trial and correction /ˌtraɪəl ən kəˈrekʃən/

interviewee(n)/ˌɪntəvjuˈiː/

unlock a mystery /ʌnˌlɒk ə ˈmɪstəri/

over-optimistic about sth /ˌəʊvə ɒptəˈmɪstɪk əˌbaʊt ˌsʌmθɪŋ/

willingness to make a sacrifice /ˌwɪlɪŋnəs tə ˌmeɪk ə ˈsækrɪfaɪs/ wisdom(n)/ˈwɪzdəm/

5D LISTENING AND VOCABULARY 5.28

instantly(adv)/ˈɪnstəntli/

mental arithmetic(n)/ˈmentl əˌrɪθmətɪk/ outmoded skill /aʊtˈməʊdɪd ˌskɪl/ practical approach /ˈpræktɪkəl əˌprəʊtʃ/ quick to adapt /ˌkwɪk tʊ əˈdæpt/ retain sth(v)/rɪˈteɪn ˌsʌmθɪŋ/ rudimentary knowledge /ˌruːdəˈmentəri ˌnɒlɪdʒ/ struggle in an exam /ˌstrʌɡəl ɪn ən ɪɡˈzæm/ substantial benefits /səbˈstænʃəl ˌbɛnɪfɪts/ times table(n)/ˌtaɪmz ˈteɪbəl/ unaided(adj)/ʌnˈeɪdɪd/

piece of literature /ˌpiːs əv ˈlɪtərətʃə/ portray(v)/pɔːˈtreɪ/ relate(v)/rɪˈleɪt/ self-obsession(n)/ˌself əbˈseʃən/

accountability partner /əˌkaʊntəˈbɪləti ˌpɑːtnə/

sort sth out(phr v)/ˌsɔːt ˌsʌmθɪŋ ˈaʊt/

be critical of sb /bi ˈkrɪtɪkəl əv ˌsʌmbɒdi/

take criticism /ˌteɪk ˈkrɪtɪsɪzəm/

be easily distracted /bi ˌiːzəli dɪˈstræktəd/

tricky question /ˈtrɪki ˌkwestʃən/

be up for (doing) sth /bi ˈʌp fə (ˌduːɪŋ) ˌsʌmθɪŋ/

75 • In pairs, students take it in turns to say a word from the word list for their partner to write a definition. Allow 3–4 minutes for this, then ask pairs to say how many definitions they came up with. Ask the pair with the most words and definitions to read them out to the class. The class can decide if they are all correct. Congratulate the pair with the most correct definitions.

FURTHER PRACTICE Workbook page 61/Online Practice

NEXT CLASS Ask students to revise Unit 5.

Revision

VOCABULARY AND GRAMMAR Exercise 4 1 It can have been horrific – must 2 I could assure you – can 3 We were supposing – supposed 4 I can have put down – could 5 I would have allowed – needed 6 I must have started – ought to/ should 7 when I needed to – could

Choose the correct words to complete the sentences. 1 Trying to finish the assignment before bedtime was futile / adroit / valiant. I couldn’t concentrate at all. 2 There is a lot of initiative / rivalry / aptitude between the sisters to achieve the best results at school. 3 He has a real stubborn part / streak / aspect when it comes to working well in teams because he generally thinks his ideas are the best. 4 The police will investigate anything that they feel is addressed / pertinent / valued to their enquiry regarding the thefts. 5 When I read the exam question, I just saw / thought / went blank and couldn’t remember a thing! 6 It’s a sharp / steep / boundless learning curve and it will be difficult for a while, but I won't give up. 7 The programme received a shot / barrage / motion of complaints for the way it dealt with the issue.

A I really enjoyed the performance. You had so many lines. It can have been horrific trying to learn them! B You’d think it would get easier the more plays you do. But I could assure you – it doesn’t. I must say that this role took ages to learn. We were supposing to put down books three weeks before the performance, but several of us needed another week. OK, I can have put down my book when the director said, but I would have allowed to be prompted so much that the rehearsals would have taken forever! I guess I must have started learning my lines earlier, but I was on holiday. I didn’t fancy sitting on the beach with a playscript when I needed to have been swimming and socialising! As it was, I was still nervous about my lines during the performance last night. A Well, you needn’t have worried. You were word perfect. How on earth do you approach learning hundreds of lines in a play? B It’s all a matter of repetition. You just have to go over them again and again in your head!

Complete the sentences with the correct prepositions. 1 I think the promise of bonuses at the end of the year is keeping us all track with our targets. on 2 The report is due in tomorrow, so I need to get my head down this afternoon and work on it. 3 I’ve been training for a half-marathon, but after about eight kilometres yesterday I simply ran out of steam and had to stop. 4 We need to address the complaints from this client as soon as possible as there’s a lot stake. at He’s a highly influential YouTuber! 5 I’ve had so much misinformation from this website that I’ve completely lost faith it. in 6 The best advice I’ve ever received is to apply yourself to whatever you’re given and do your very best. Complete the sentences with the correct form of the verbs in the box. breeze check cram drum get give pat step 1 The interview was hard, but I it my best gave shot and with luck I should get the job. drum 2 It’s vital to into children the importance of good personal hygiene. 3 My boss patted me on the back for the results I had last month. 4 My cousin’s cramming for his law exams next week and won’t be coming out with us this evening. 5 I hate it when my dad keeps checking up on whether I’m revising or not, always peering round my bedroom door. 6 I think it’s invaluable to out of your comfort step zone from time to time as challenges are good for us all. 7 My brother breezed through his driving test and got hardly any comments from the examiner. get 8 I just can’t the hang of the rules governing modal verbs. They seem so complex!

Find and correct seven mistakes made with modal verbs and expressions in the conversation. Some modal forms are correct.

USE OF ENGLISH

Complete the text with the correct form of the words in capitals.

STRATEGY | Word formation The new word that you form must make sense within the context, so be sure to read your final text carefully and check that it is coherent and logical. Pay particular attention to whether the newly formed word should have a negative or a positive meaning.

SELF-TESTING

It might be considered 1 laughable (LAUGH) by some, but the idea of testing oneself on a regular basis can actually be a highly effective way of learning. Many students studying for exams take notes and test themselves on the key information, which is good, but it would be 2 misguided (GUIDE) to think that self-testing like this should only take place at the end of a period of learning. In fact, leaving such revision to the very last minute could indeed 3 backfire (FIRE) on us as it’s too much for our brains to take in. Educators recommend setting ourselves series of regular questions to focus our learning, and these should be quite challenging. We might write open questions, or ones that require us to explain the differences between various factors, results, causes, etc. 4 Perseverance (PERSEVERE) with such testing involves 5 tenacity , (TENACIOUS) but this can definitely pay off and students will be able to take exams with the self- 6 conviction (CONVINCE) that they have consolidated their learning as well as possible. Use of English > page 181

REFERENCES

FURTHER PRACTICE

ASSESSMENT

CULTURE NOTES page 211

• Use of English, Student’s Book page 181

• Unit 5 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 265–266 • Self-assessment 5 and Self-check 5, Workbook pages 62–63/Online Practice • Extra digital activities: Use of English, Reading, Listening

• Unit 5 Skills Test (Dictation, Listening, Reading, Communication) • Unit 5 Writing Test

READING

Read the article about life coaching. Match paragraphs A–E with gaps 1–4. There is one extra paragraph.

SUCCESS IN COLLEGE I What exactly is life coaching? At its most basic, a life coach is someone who you pay to give you advice about how to improve your life. Unlike a therapist, who requires professional qualifications, anyone can be a life coach and they can provide a useful service as long as both parties are aware that a life coach is not certified to deal with problems such as depression or anxiety.

C As a college degree has been proven to be vital for economic and social advancement, more and more stressedout students become their patients. Sometimes, educators suggest life coaching to the troubled young people who distrust the authority figures in their lives and need the security of being able to talk to someone non-judgemental. What is even more important, they need to know the person is reliable and won’t reveal their secrets.

2 A This is one of the reasons why the life coaching organisation Beyond 12 was set up: to assist the underprivileged. Its founder is Alexandra Bernadotte, whose family moved to the USA when she was a child. As a straight-A student, she was offered a place at the prestigious Dartmouth College. Although she managed to graduate, she found the years spent at school extremely demanding. he was among people from very different backgrounds to her own so she struggled to fit in. iving on the breadline, she could not afford to pay for a life coach so only her will to succeed allowed her to continue. hen, after graduating, she was determined to help other students in the same situation. 3 E he reasons for these depressing figures are easily explicable. Most students have some sort of problem adjusting when they leave home to go to university. For some, this may be in the form of homesickness; for others, stress and lack of confidence. o make matters worse, those who are the first college entrants from their family often suffer from loneliness and lack of professional help. 4

Thanks to Alexandra and the life coaches her organisation employs, more and more young people are benefitting from an education which will ensure that they and their children can achieve more and have meaningful economic and personal prospects.

A ndoubtedly, life coaching can be highly beneficial in such cases so no wonder that its perception is changing. Instead of being a sign of inadequacy or shame, life coaching is now becoming a lifestyle choice. Fairly soon, the sympathy may not be for those who have a life coach, but for those who are unable to afford one. B That’s where Beyond 12 can come in. The team is small, but they are bold and committed, and they draw from their own e perience. y offering their advice to low-income students, the coaches help them to survive the college e perience. n average, after si years, only forty-two percent of poorer students graduate or remain in their studies. With Beyond 12’s support, this figure rises to eighty five percent. C What they are, in essence, is a replacement for friends or family who people would traditionally turn to for advice and encouragement. They support clients in recognising their strengths and weaknesses and show them how to achieve their goals or, if necessary, identify what these might be. In doing this, they help people to overcome any problems that stand in their way. D The International Coach Federation ensures they all abide by a common set of rules. A coach registered with the ICF is obliged to follow their code of ethics and standards of behaviour which include client confidentiality. owever, not all coaches are members of this organisation so care must be taken when choosing someone for guidance. E his support is definitely necessary. ccording to statistics, only nine percent of low-income students in the United States have graduated from university by their mid-20s compared to seventy-seven percent of high-income students. What’s more, many poorer students who left secondary school planning on going to university never get there. Those that do are twice as likely as the children of graduates to drop out during their first year if their parents didn’t go to college. 77

Feels good VOCABULARY Body language, body-related collocations and idioms, emotions, sounds, compound adjectives, adverb + verb collocations GRAMMAR

Reporting verbs and verb patterns, impersonal reporting structures

READING

Understanding purpose and function

SPEAKING

Evaluating ideas

WRITING

An article

What does

your body language say about you?

Do you … 1 2 3 4 5 6 7 8 9 10

REFERENCES AUDIO SCRIPT page 227

EXTRA ACTIVITIES IN CLASS • After Exercise 4, put students in pairs and tell them that they will take it in turns to complete words by ‘buying’ vowels and consonants. Student A

defensive ? □H fold your arms when you are feeling irritated/ □I purse your lips when you are nervous ? □J furrow your brow when you are concentrating? □F drum your ngers when you are impatient ? □C rub your hands together when you are excited ? ? □D tilt your head when you are attentive nervous/ G irritated cross your ankles when you are ? □ □A steeple your hands when you are in control ? □E wrinkle your nose when you nd something distasteful □B stroke your chin when you are indecisive ?

chooses a word from Exercise 4 and draws short lines in their notebook to represent the letters of a word. Student B has fifty game-dollars. In order to guess the word, he/she must buy consonants for five game-dollars each or vowels for ten game-dollars each. They must guess the word before they run out of game-dollars. If they guess

correctly, they win a point. If not, the point goes to the other student. The student with the most points wins. • Do this activity after Exercise 9 or at the end of the lesson. Choose sixteen phrases in total from Exercises 3, 7and 9. Fold an A4 piece of paper in half four times to create sixteen small

6A VOCABULARY AND SPEAKING 1

SPEAKING Discuss the questions.

ACTIVE VOCABULARY | Collocations

1 What do you first notice when you meet someone new? 2 What do you think you can learn from a person’s body language? 3 Look at pictures A–J. Who would you feel comfortable or uncomfortable talking to? Say why.

Collocations are words that naturally go together. A common collocation is verb + noun (or verb + pronoun + noun), e.g. tilt your head. If we substituted the verb tilt for bend, it would not be correct although the verbs are synonymous. • Strong collocation is when the connection between two words is fixed – a word is only used as part of one or a few collocations, e.g. She pursed her lips. He steepled his hands. • Words that collocate with a lot of other words form weak collocations. For example, tilt collocates with body parts (head, chin, mouth), but also with boat, chair, plane.

In pairs, note down as many examples of body language as you can, e.g. touch your nose.

Body language

Read the survey on body language. Match the highlighted phrases with pictures A–J.

3.1 In pairs, complete the survey on page 78 with the words from the box. Then listen to a radio programme about body language and check.

bite clear cross flick give grind shrug twirl clear 1 I often my throat before giving a talk. 2 My mum complains because my dad sometimes grinds his teeth when he’s asleep. cross your 3 It’s my exam later on today. Please fingers for me! 4 I asked Dan if he could help me and he simply shrugged his shoulders. their lip if they’re 5 Many people bite concentrating hard. 6 It may be a bit annoying when someone’s twirling their hair in their fingers while they’re talking to you. 7 I didn’t speak to Paul after the exam, but I saw him me the thumbs up. at the bus stop and he gave 8 I always know when it’s time for a haircut because my hair back from my face. I start needing to flick

attentive concentrating defensive distasteful excited impatient in control indecisive irritated nervous

3.2 Listen to a phone-in programme. Which body language gestures from Exercise 3 are the people talking about? Sometimes more than one answer is possible. Ellen 1/2 Megan 8

Luke 6 Connor 4

Lisa 5/10

Body-related collocations

Study Active Vocabulary. Then read the blog entry and find eight verb + pronoun + noun collocations related to body language.

Your body speaks! I was on the train this morning people watching and one guy was looking really sad. Without him saying a word, I knew how he was feeling. Sometimes a gesture can say so much more than words. I mean, if you’re just about to go into an exam and someone gives you a thumbs up from across the room, or crosses their fingers to wish you luck, it can really cheer you up. But then again – there are all those bad habits that can annoy people no end – like my dad’s got a friend who’s always clearing his throat! It’s OK to do it when you’re about to give a speech, but every few minutes – it drives me up the wall! Another thing that gets on my nerves is when people shrug their shoulders and can’t give a direct answer to a question! Oh, and yes – my sister used to grind her teeth when she was asleep – ugggh. When I was young, I had the habit of twirling my hair in my fingers or flicking it back off my face. And biting my lip when I was thinking. I never realised I was doing it. Do you have any habits like that? Post below.

Complete the collocations from the blog with the correct forms of the verbs from the box.

REFLECT | Culture In pairs, discuss whether the body language collocations in this lesson mean the same in your country. Think of other gestures people in your country often do that haven’t been mentioned.

Body-related idioms

In pairs, discuss what the highlighted idioms featuring parts of the body mean. Choose four idioms and write similar sentences for each to show their meaning. 1 Some people turn up their nose if they’re asked to do something that they think is not good enough for them. 2 I can’t think of anything off the top of my head, but give me half an hour and I’ll get back to you. 3 I won’t tell anyone about it – my lips are sealed! 4 Be careful you don’t take on too much extra work and get in over your head. 5 Blake gave me the cold shoulder this morning, and all because he was upset that I couldn’t go to his party. 6 I know the results were depressing, but keep your chin up and try again. You can do it! 7 I wish my dad would get off my back. He’s always going on about me deciding what to study at uni. 8 You said you’d audition for the play. Be brave and sign up now – don’t get cold feet!

Exercise 9 1 reject because not good enough 2 right now 3 I shall stay silent 4 have too much to do 5 ignored me 6 be brave and stay determined 7 stop criticising me 8 get too nervous to do something

10 REFLECT | Society Much of our communication is virtual these days. How can this affect our interaction?

□ I can use body-related collocations and idioms. rectangles, then tear the paper down the lines to make sixteen bits of paper. On them, write the phrases. Divide the class into teams and in turn, give a member of each team a phrase to mime for their team to guess. The team wins a point for every correct guess. The team with the most points wins.

FURTHER PRACTICE

ASSESSMENT

• Workbook pages 64–65/Online Practice

Vocabulary Quiz 6

• Photocopiable resource 19: Do it!, pages 274, 299

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 6

Ask students to make a list of as many nouns for emotions as they can think of, and bring it to the next lesson.

6B READING AND VOCABULARY 1

Exercise 1 1 awe 2 apprehension 3 serenity 4 contempt 5 rage 6 anticipation 7 loathing 8 remorse

ACTIVE READING | Understanding purpose and

Match emotions from the box with their close synonyms. Are they stronger or weaker than their synonyms?

function

The purpose of a text as a whole To understand the purpose of a text, we need to think about:

anticipation apprehension awe contempt loathing rage remorse serenity 1 admiration 2 fear 3 calmness

They are stronger.

Exercise 3 1 Wallowing 2 inundated 3 suppress 4 endeavours 5 exacerbate the problem 6 ascribe human emotions to animals

4 disrespect 5 anger 6 expectation

7 hatred 8 regret

• the target reader – who is expected to read the piece? (e.g. an academic, people interested in the topic) • the text type (e.g. a story, a blog, an article in a specialist magazine) • how the reader has been affected by the writing. Has the reader learned something new? Has the reader been persuaded to do something? To answer these questions, you need to look at the title and any visuals, the style, the tone, the vocabulary and the complexity of language.

Study Active Reading. Then read the article and choose the correct answers. 1 By giving the example of a performance in paragraph 1 the writer wants to a illustrate the importance of maintaining emotional health. b introduce the idea of the mental impact of stress. c exemplify the effects certain emotions can have on us. d compare the ways different situations provoke stress. 2 In paragraph 3, the writer uses the word ‘counterintuitive’ to comment on a the link between facial expressions and emotion. b the implication that we should do something seemingly unnatural. c the suggestion that we should indulge our emotion. d the desire of scientists to tell us how to feel.

The purpose of a section or paragraph An individual paragraph may have its own specific purpose, e.g. to warn us about something, or make a suggestion.

1 When I was younger and feeling sorry for myself for no reason, my mother would always say ‘Chin up! Indulging in self-pity is for wimps!’ 2 My dad put some old vinyl records up for sale online and he’s been flooded with offers. 3 I got a message about a brilliant job offer to work in New York while I was coming home from college. It was very hard to hide my excitement all the way home on the bus. 4 The company tries hard to consult all its employees on factors that may affect their working conditions. 5 If you get angry and lose your temper, it will only make the problem worse. worse 6 Some people believe animals experience the same emotions as humans and, just like humans, they can express their emotions through actions.

3 In paragraph 4, the writer says that a we should not be frightened to show emotions. b opinions about the value of influencing our emotions are divided. c research has confirmed that depression is a result of hiding emotions. d the emotions we feel are solely a result of mental activity. 4 The writer’s purpose in paragraph 5 is to a correct a misunderstanding about a woman’s role today. b avoid the negative consequences of emotional labour. c advocate emotional labour in maintaining good customer relations. d outline the possible dangers of emotional labour.

SPEAKING In pairs, discuss the questions. 1 Do you ever fake emotions? For example, do you pretend to be happy when you are not? Say why. 2 Do you think faking emotions can be good or bad for people? Say why.

□ I can understand the purpose of specific sections in an article and talk about emotions.

REFERENCES CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS

Complete the sentences with the correct forms of the highlighted verbs from the text. In pairs, discuss the questions. 1 What do people do when they wallow in self-pity? Do you ever do this yourself? 2 Think of a problem you have encountered recently. What exacerbated it? Say why. 3 What kind of advice do you find yourself inundated with these days? Say why. 4 When do you think people should endeavour to suppress their emotions? Say why. 5 What would you ascribe your present mood to? Say why.

5 In the final paragraph, the writer expresses the opinion that a unsmiling staff can cause a store to lose customers. b people who show their emotions should avoid working directly with the public. c people should consider scientific advice and act accordingly. d people should decide how best to control their emotions. 6 The purpose of the article is to a interest readers in accessing further scientific articles. b inform us of various attitudes on whether we should show emotions. c praise the research into emotions and their impact on our health. d persuade us to pursue happiness in our lives.

Rewrite the underlined words and phrases in the sentences using the highlighted words from the text.

• Lead in to Exercise 1 by referring students to the lists they made at home and inviting them to share their nouns with the class. List students’ nouns on the board. After Exercise 1, students can

check how many of the nouns in the exercise were already on their list. • Extend Exercise 1 by putting students in pairs and asking them to add one or two more synonyms to the eight pairs of nouns. They may use a dictionary and/or thesaurus to do the activity. When they are ready, have them read out their synonyms to the class.

FURTHER PRACTICE • Workbook pages 66–67/Online Practice • Photocopiable resource 20: Too much information, pages 274, 300

NEXT CLASS Ask students to look online for a funny short video or a joke and bring it tothe next lesson.

3.3

1 5

It is widely accepted that mood and emotion can have a significant impact on a person’s physical as well as mental health. While we are all only too well aware that moving home, starting a new job or receiving bad news, for example, can considerably raise anxiety levels, we are not necessarily always able to make the connection between other health problems that we may experience with stress too. Another scenario might be that of going on stage to give a public talk or a performance. It would seem logical to ascribe a racing heart and raised blood pressure to nervousness and apprehension, but would we automatically link those nerves to a stomach upset or back pain? The truth is that our emotions can trigger a host of physical reactions and that is why we need to concern ourselves with maintaining a good state of emotional health. That is easier said than done, you might say, and you would be right. Emotions are not easy to control, particularly negative ones. So, is it actually possible for us to make ourselves feel happier and less negative? ‘How to become a happier you’ is a hot topic at the moment and we are being inundated with advice and tips. There is an abundance of websites with surveys, questionnaires, tips and shared personal experiences available to us. Even schools are running mindfulness classes for their students as part of the curriculum.

A new take on the topic is coming from scientists who have recently come up with a seemingly simple solution which is based on the link between emotion and facial expression. They say that rather than frown when we’re feeling low or upset, we should try smiling. This may sound counterintuitive, but studies have shown that facial expressions do not only reflect an emotion, but they can influence them. In other words, we may smile because we are happy, but we can also feel happy because we smile!

So, if making ourselves smile can lift our spirits, do other facial expressions affect our mood too? Apparently, they do. There are studies that show that if we are experiencing pain, yet endeavour not to show it on our faces, the degree of pain we experience can be less intense than if we wince and frown. Likewise, if we show that we are frightened when faced with danger, this can actually exacerbate the fear that we’re feeling. According to the experts, this is because the way we experience emotion does not just involve the brain; it is far

more complex. However, not all scientists are in complete agreement over the benefit of suppressing or faking facial expressions to influence our moods. Research done at the University of Groningen in the Netherlands suggests that although faking emotions can help in the short term, continually suppressing emotions can have a negative effect on our general health. If the face is not involved in expressing an emotion, that emotion may eventually find another outlet, such as depression, a pessimistic outlook, or even physical illness.

Linked with this latter belief is the concept of emotional labour, which was first identified in 1983. A recent interpretation of the term, started by an American journalist in 2017, references the need for people, often the stayat-home partner in a relationship, to concern themselves with routine chores that often result in grumpiness and dissatisfaction. However, the term was originally invented to describe the requirement for certain employees, for instance those in the service industries such as flight attendants and shop assistants, to present a happy face to clients, however bad they may be feeling. In other words, it is part of their job to pretend to be happy and hide any negative emotions. Otherwise they risk offending their clients. In the opinion of many experts, this faking of emotion can lead to depression. As well as this, it can contribute to breakdowns of relationships, when the person who has had to force a smile all day returns home and takes their frustration out on their family or partner, snapping and shouting at the least disagreement.

Taking all the studies and theories into account, it seems sensible to conclude that although raising a smile and putting on a brave face can often work in the moment, it is not advisable in the long term. Whilst wallowing in negativity is not going to help anyone, there are definitely times when we should allow ourselves to show our true feelings. No one wants to be greeted in shops by surly staff showing contempt for the customer, but constant grinning should not be a requisite for a job involving interaction with clients. Balancing when or when not to express emotions is a delicate thing, but certainly something we need to be aware of and address for the sake of our health.

6C GRAMMAR 5

Read the sentences and match verb patterns 1–7 from Exercise 4 with the underlined verbs in sentences a–g. a b c d e f g

□5 The interview was great. It really convinced me to go out and buy the book. 7 The □ interviewer kept complimenting the writer on having received the award. □2 He claimed that laughter was an early form of communication, but is there any evidence of that? 6 □ The writer suggested watching comedy films with other people. I go along with that! □1 The interviewer wondered why laughter was contagious. □3 The interviewer informed the audience that his next guest was a yoga teacher. 4 □ My mother offered to buy a copy of the book for me.

Grammar Reference > page 171 Exercise 8 1 blame (for), discourage (from) 2 admit, deny 3 admit, complain, demand, maintain, predict 4 question 5 invite, urge 6 threaten, demand 7 notify

SPEAKING In pairs, think about what makes you laugh. When did you last crack up, groan at a bad joke or get the giggles?

3.4 Do you find laughter contagious? Why do you think that is so for many people? Listen to a radio interview with the author of The Magic of Laughter and check your ideas.

Go verbal! Something funny happened in the English class yesterday. Mr Johnson queried why students seemed to prefer body language to speech. He argued that we shrugged our shoulders instead of speaking. He criticised us for twirling our hair and stroking our chins throughout every lesson. He begged us to stop it. He threatened to punish us if we didn’t stop doing it. He warned us that it would ruin our career prospects if we didn’t change our ways. Everyone thought he was being serious. Until he went too far. He recommended sitting on our hands all the time. There was a moment’s silence and then we all burst out laughing.

Reporting verbs and verb patterns

THINK BACK Choose the correct structures to complete the sentences. Pay attention to the underlined reporting verbs. 1 The interviewer congratulated a prestigious book award. a Paul on having won b Paul had won 2 The writer regretted sooner. a not doing it b not to do 3 The writer explained down to a very old response. a him that it was b that it was 4 The interviewer asked really good for us. a if was laughter b if laughter was 5 The writer advised themselves with those who have a sense of humour. a people to surround b people surrounding 6 The interviewer promised that. a doing b to do 7 The interviewer reminded on sale from Friday. a that the book would be b listeners that the book would be

In pairs, study the verb patterns following the underlined reporting verbs in Exercise 3 and decide which verb(s) are followed by: 1 2 3 4 5 6 7

a different word order from a usual question ask (that) clause explain object + (that) clause remind to infinitive promise object + to infinitive advise gerund regret object + preposition + gerund congratulate

Read a report of what happened in an English class. Do you think the teacher had a point? What body language do the people where you live use? Do they overuse it?

Match the underlined verbs from Exercise 6 with the lists below according to the verb patterns they use. 1 2 3 4 5 6 7

congratulate (on), compliment (on), criticise (for) regret, suggest, recommend explain, claim, argue ask, wonder, query beg advise, convince, promise, offer, threaten remind, inform, warn

In pairs, match the verbs from the box with the lists in Exercise 7. Some verbs follow more than one pattern. admit blame (for) complain demand deny discourage (from) invite maintain notify predict question urge

REFERENCES AUDIO SCRIPT page 228 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • After Exercise 1, students can share the jokes or videos they found at home in

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pairs or groups. Time permitting, they can then share these with the class, andthen the class can take a vote on the funniest joke orvideo. • After Exercise 8, ask students to write their own sentences using six of the verbs from the updated list in Exercise7. The sentences could be

about things someone has said to them or someone they know. Students can then swap their sentences with apartner for peer checking. They should check their partner’s sentences against the information in Exercise 4 or the Grammar Reference section.

06 9

Study Watch out! Make these sentences more formal. 1 2 3 4

12 Read the underlined sentences in the text and answer the questions.

He suggested crossing our fingers, but it didn’t help. She recommended keeping our chins up. He proposed telling jokes to cheer ourselves up. He requested her to stop grinding her teeth.

1 Which sentences follow similar patterns? In pairs, discuss in what way they are similar. 2 Which sentences express these ideas: a past belief about something in the past 2 b present belief about something that happened in the past 4 c past belief about something that is always true 3 d present belief about something that happens in the present 1

WATCH OUT! Remember that some verbs follow more than one pattern, sometimes with a change in register, e.g. He suggested watching a film. (less formal) He suggested (that) we (should) watch a film. (more formal)

3.5 Listen to the recording and use the prompts to report the conversation. Avoid that where possible.

Grammar Reference > page 172

13 Complete the second sentence so that it means the same as the first one.

1 Paul / admit Paul admitted not having listened / listening to Gemma. 2 Gemma / advise 7 Paul / wonder 3 Paul / urge 8 Gemma / inform 4 Gemma / notify 9 Paul / complain 5 Paul / compliment 10 Gemma / explain 6 Gemma / mention 11 Gemma / suggest

1 It is now believed that specially trained clowns can help reduce the length of children’s hospital stays. Specially trained clowns help reduce the length of children’s hospital stays. 2 It was thought that hospital clowning first started in the 1970s. Hospital clowning in the 1970s. 3 Clowning was originally assumed to help children primarily by distracting them. It clowning primarily helped children by distracting them. 4 The benefits of clowning are now thought not to have been fully understood at that time. It fully understood at that time.

Impersonal reporting structures

11 Read an article about hospital clowning. What

misconceptions did people have about hospital clowns?

A GOOD LAUGH

IS A MIGHTY

14 Report each of these comments in two ways using impersonal reporting structures.

1 The report found that ninety-five percent of children look forward to the clowns’ visits. 2 They say that clowns work in pairs because it can be stressful for them. 3 They discovered that the clown make-up did not distress the children. 4 Studies have shown that clowning also helps dementia sufferers. 5 People felt that the value of clowning had been underestimated.

GOOD THING! For many people a clown’s place is in a circus – for others – it is in a nightmare! However, in recent years clowns have been appearing in hospital wards all over the world on a regular basis – not simply as entertainment for the patients, but as a therapeutic measure. 1It is now believed that specially trained medical clowns can help actively reduce the length of children’s hospital stays. 2It was thought that hospital clowning first started in the 1970s – with the famous Patch Adams (a US doctor made famous in the film of the same name), but cartoons have recently suggested that the first clowns were working with children as far back as the early twentieth century. 3 Clowning was originally assumed to help children by distracting them from the starkness of the clinical hospital wards, which could be very frightening places. However, 4the benefits of clowning are now thought not to have been fully understood at that time. Recent studies have shown that interacting with clowns can actually reduce the amount of some medication the children are taking and speed up recovery times after surgery.

15 REFLECT | Society The English comedian John Cleese said that laughter never failed to awe him with its ability to connect people. Can you think of social benefits of laughter? Give examples.

□ I can use reporting verbs and impersonal

Exercise 9 1 He suggested (that) we (should) cross our fingers but it didn’t help. 2 She recommended (that) we (should) keep our chins up. 3 He proposed (that) we (should) tell jokes to cheer ourselves up. 4 He requested (that) she (should) stop grinding her teeth. Exercise 10 (A certain amount of variation is possible.) 1 Paul admitted not having listened / not listening to Gemma. 2 Gemma advised Paul to pay attention. 3 Paul urged Gemma to repeat what she said. 4 Gemma notified Paul of the sale of the rights to his book. 5 Paul complimented Gemma on being the best literary agent in London. 6 Gemma thanked him and mentioned it was the best deal she had ever made. 7 Paul wondered whether they would make a film based on the book. 8 Gemma informed Paul they wouldn’t make a film.. 9 Paul complained his book wasn’t good enough for a film. 10 Gemma denied that and explained that his book was too long for a film. 11 Gemma suggested that he should make it into a TV series. Exercise 11 They thought hospital clowning started later than it did and underestimated the good clowns can do. Exercise 12 1 Sentences 1 and 2: it + passive form of reporting verb + that clause Sentences 3 and 4: subject + passive form of reporting verb + infinitive clause Exercise 13 1 are believed to be able to 2 was thought to have first started 3 was originally assumed that 4 is now thought that the benefits of clowning were Exercise 14 1 It was found that ninety-five percent …/ Ninety-five percent of children were found to look forward … 2 It is said that clowns work in pairs because … / Clowns are said to work in pairs because … 3 It was discovered that the clown make-up … / The clown make-up was discovered not to have distressed … 4 It has been shown that clowning helps … / Clowning has also been shown to help … 5 It was felt that the value of … / Thevalue of clowning was felt to have been underestimated.

reporting structures.

FURTHER PRACTICE • Workbook pages 68–69/Online Practice • Photocopiable resource 21: What did they say?, pages 274, 301 • Photocopiable resource 22: They’re known to be clever!, pages 275, 302

• Extra digital activities: Grammar Checkpoint 6

ASSESSMENT Grammar Quiz 6

NEXT CLASS Ask students to think about sounds that relax them and sounds that irritate them. How do they feel and what do they do when they hear them? They should make notes for the next lesson.

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6D LISTENING AND VOCABULARY 1

Exercise 2 1 waves crashing, cats purring, baby gurgling, meat sizzling, cracking knuckles, horns blaring, brakes screeching, sniffing, electric drill 2 waves crashing, cats purring, baby gurgling, meat sizzling: relaxing; cracking knuckles, horns blaring, brakes screeching, sniffing, electric drill: drive you crazy 3 link to our body rhythm

Look at the photos. How do the sounds illustrated in them make you feel?

1 Which sounds do they mention? 2 What is their response to these sounds? 3 Why does the girl think some sounds are relaxing?

3.7 Listen and number the sounds in the order you hear them. Which noises affect you and in what way? a b c d e f g h i j k l

□4 cats purring □6 waves crashing □1 the cracking of knuckles □2 a baby gurgling □9 horns blaring 12 thunder rumbling □ □3 the rustling of leaves □5 ice cubes crunching 10 the clinking of bottles □ □8 the chiming of clocks 11 brakes screeching □ □7 doors creaking

3.8 Listen again and choose the correct answers. 1 In his introduction, the interviewer is questioning the reason for a the variety of clips available. b the unusual content of the clips. c the difficulty of accessing the clips. d the popularity of watching online clips. 2 According to Simone, ASMR is a a common medical problem. b a complicated reaction to some sounds. c a welcome experience for some people. d a pain in your brain. 3 It is believed that people with ASMR a might think it’s normal for everyone. b react to similar sounds. c trigger this sensation themselves. d don’t know others who also have it. 4 The interviewer is a surprised at the number of ASMR clips available. b unresponsive to what the ASMR clips show. c impressed by what they can achieve. d unsure about what to do while watching the clips. 5 Simone is a hopeful that studies of ASMR will help in the future. b disappointed that more research has not been done. c determined to contribute to the studies herself. d aware that research may not have a result soon.

3.6 Listen to a conversation about the importance of sounds in our lives. Answer the questions.

Exercise 4 She is making sounds for online videos for people experiencing ASMR. (ASMR – Autonomous Sensory Meridian Response – a type of physical response to certain sounds, not a disorder).

Choose the correct alternatives to complete the adverb + verb collocations in the sentences. 1 Daisy felt that her boss didn’t largely / fully appreciate how hard she was working, so she decided to look for a new job. 2 It has been colloquially / anecdotally reported that listening to some sounds can make us more intelligent. 3 The celebrity warmly / hotly denied being rejected for a role in the most recent superhero movie. 4 Many people freely / clearly admit that they do not always observe rules about silence in some libraries. 5 It’s claimed that constant exposure to sounds above a number of decibels allegedly / decidedly causes hearing loss later in life. 6 Reports mention some workers not being supplied with protective ear coverings and this will be tightly / closely examined.

3.8 Look at the person in the photo below. What do you think she is doing and why? Listen to a radio interview and check your answers.

SPEAKING Discuss the questions. 1 Do you think ASMR is a real phenomenon or is it a pseudoscience? Say why. 2 Work in pairs and discuss a new ASMR video clip to create. Think about an unusual sound that you could use/produce to relax ASMR experiencers.

□ I can identify specific details in a conversation and talk about sounds.

REFERENCES AUDIO SCRIPT page 228 CULTURE NOTES page 211

EXTRA ACTIVITY IN CLASS Lead in to Exercise 1 or extend the discussion by putting students in pairs to

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REFLECT | Society Most of us are not disturbed by sounds in everyday life. But when do sounds become ‘noise pollution’ and what steps could be taken to limit this?

share the information they made notes on at home. Then open up the discussion to the class.

FURTHER PRACTICE • Workbook page 70/Online Practice • Photocopiable resource 23: The importance of sounds, pages 275, 303

NEXT CLASS Ask students to interview family and friends of different ages about the things that cause them stress. They should make notes for the next lesson.

6E SPEAKING 1

Life is said to be getting more and more stressful for people. How far would you agree? Say why. Think about the different age groups in the box.

adolescents children middle-aged people parents retired and elderly young adults

1 It sounds good in theory, but in practice I can’t see it working. 2 The idea has a lot going for it, but there are too many negatives for me. 3 It’s a perfectly reasonable idea, but I don’t think anyone will accept it. 4 It sounds a pretty half-baked theory to me, but I imagine a lot of people will go for it.

Read the web article and discuss your answers to the final two questions in the text.

STRESS-BUSTERS So, it’s official! According to a recent survey of people of all ages and from various backgrounds, a whopping eighty-five percent admitted to experiencing stress on a regular basis. It’s clear that everyone gets stressed by any number of things – minor or major. The survey indicates that only the most optimistic of us will remain unaffected by the stress caused by things such as travelling, using technology, working, money, relationships, studying, etc. We want your comments. Have you got any pointers on how to prevent your inner self from raging? Any stress-busters you’d suggest that can help distract us from feeling stressed out?

3.10 PRONUNCIATION When we have reservations about something, we use falling intonation on the last word(s) of the first clause and then pause slightly before continuing. Listen and repeat the sentences.

In pairs, think of stress-busting ideas. Then work with another pair and discuss them, using the phrases from the Speaking box.

REFLECT | Society Do you think there are occasions when talking about stress helps sufferers, or is it always better to do activities to distract yourself from it? Say why.

Exercise 3 1 knitting, running, yoga, lifting weights, painting, video games 2 for: therapeutic, get blood pumping, focus on breathing and posture, sweat out the stress, paint your stress away against: dismiss as a waste of time, risking injury

3.9 Listen to a student doing a street survey about stress-busting activities and answer the questions. 1 Which activities do the people mention? 2 What reasons do they give for and against doing these activities? 3 Which person do you think you are most similar to? Say why.

3.9 Study the Speaking box. Then listen again and complete the phrases in the Speaking box with one word in each gap. Decide if the phrases are positive (P) or negative (N). Which phrases can be used for more formal evaluation?

SPEAKING | Evaluating ideas N

□N □N □P □N □P □P □P □N □N

It doesn’t go 1 enough. far That’s all very well, but what if … It sounds a pretty half-baked theory to me. in It sounds good 2 theory. I don’t think they’ve thought this through. I think this idea has legs. There’s a lot to be 3 for … said This idea has a lot 4 going for it. It’s a perfectly reasonable idea, but … I take issue with some of the claims, namely …

□ I can evaluate ideas when talking about stress. REFERENCES AUDIO SCRIPT page 229

Open up the discussion to the class and see if there is consensus on what different age groups find stressful.

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

Do this activity as a lead-in to Exercise1. Put students in pairs and ask them to share the information they found out about their family members and friends.

Workbook page 71/Online Practice

NEXT CLASS Ask students to do an Internet search about a person who overcame a disability to achieve something worthwhile. What was their disability? What did they achieve? What difficulties did they encounter along the way? How did they feel when they achieved their goal? They should make notes for the next lesson.

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CANDOCO DEFINITELY CAN DO! Have you heard of Candoco? Well, if you’re interested in dance as entertainment, then you certainly should have! Candoco is an inclusive dance group which attracts members that are both able-bodied and disabled. And their performances are pure magic. Candoco, founded in 1991, is widely accepted as a world leader in the development of inclusive dance practice. It runs learning programmes for those who wish to follow a professional dance career, and also for those who want to dance for pure enjoyment. In their first twenty-five years, they visited over sixty countries and they currently offer life-enhancing, training opportunities to 2,000 people every year. Their groundbreaking approach has diversity and collaboration at its core. Expressing yourself through dance or singing has been shown to be good for both your physical and mental well-being, in addition to bringing pleasure to those who watch or listen. The founders of Candoco were well aware of these facts. Their focus was on bringing together people of all physical abilities to create group dances that would help the individuals develop both as people, and as creative artists. The company showcases the talents of the group in powerful public performances, which are exciting, challenging and designed to broaden people’s perception of art. Exposure to a wider audience came recently when the group were invited to perform on a popular television reality dance show and reviewers congratulated them on putting on a spectacular and heartwarming show. After the brilliant reviews, millions of people went online to see the performances for themselves and undoubtedly we shall be seeing much more from this amazing company in the media over the coming years. Candoco’s level of brilliance is an example to all of us, showing that whatever our physical limitations we can develop our talents to their utmost, and engage with audiences everywhere. Artistic companies like this are creating a new form of art through inclusion and, in my opinion, this is definitely the way forward. I highly recommend checking out some of their performances online to see exactly what I mean! 86

REFERENCES AUDIO SCRIPT page 229

EXTRA ACTIVITIES IN CLASS • After Exercise 2, put students in pairs orsmall groups and ask them to discuss the people they made notes about

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athome. Time permitting, you could then ask different students to share their information with the class. • Do this activity to help students with ideas for the writing task in Exercise9. Once students have discussed their ideas in pairs in Exercise 8, invite

representatives from different pairs to share their ideas with the class. List students’ ideas on the board and get them to copy the list into their notebooks. This will give them a larger pool of ideas to choose from when they do the writing task.

6F WRITING AND VOCABULARY | An article 1

SPEAKING In pairs, discuss what benefits there might be in doing these activities in a group. dancing painting playing an instrument singing

Read another article below and discuss why it is not as good as the first. Then rewrite it using the tips from the Writing box.

Look at the compound adjectives. Then write examples of nouns the adjectives could describe. Use a dictionary if necessary. Choose three and tell your partner about an experience using the adjectives.

Look at the photos and answer the questions. 1 What challenges and rewards might there be for these performers working together? 2 How might audiences react to the performances?

3.11 Listen to someone talking about attending one of the performances. How close was her reaction to your ideas in Exercise 2? What does inclusion / inclusive mean?

Read the article. In pairs, discuss its structure, vocabulary, style, grammar and interest.

Study the Writing box and complete it with the words from the box. Then add examples from the model article to illustrate the points.

1 2 3 4 5 6 7 8 9 10

appropriate complex directly engage intriguing memorable paragraphs short variety

WRITING | An article • Give your article an interesting, or 1 intriguing title to interest the reader. • 2 Engage the reader immediately with an interesting opening sentence. • Speak 3 directly to the reader to involve him. You could ask questions or make direct suggestions, e.g. • Organise your article by dividing it into clear 4 paragraphs . • Use a range of vocabulary, for example a 5 variety of adjectives, e.g. • Use 6 complex sentences to show a range of structures and linking devices, e.g. • Vary the length of sentences. Sometimes a 7 short sentence is effective, e.g. • Conclude with something 8 memorable such as a question, amusing point or personal comment. • Use an 9 appropriate style, depending on the target audience for your article.

CHRIS

FONSECA

mind-blowing life-enhancing confidence-building groundbreaking spine-chilling nerve-wracking thought-provoking eye-watering record-breaking heartwarming

Read the Writing task. Then read some extracts from emails to the local centre from both residents and visitors. In pairs, discuss what points might be included in the article.

You volunteer at a local day centre for elderly disabled people where they can participate in singing, dancing and music-making activities with visiting performing groups. The council is considering closing the centre as it wants to use the land for other purposes. Write an article for a newspaper in which you describe the benefits of the centre and put your case for keeping the centre open.

Group singing seems to really lift my gran’s spirits! She has memory problems, but the songs remind her of the past. My sister is a really shy person, but getting involved in the acting with the visiting group has really brought her out a lot. She’s much more confident in herself these days. Keep up the good work. The centre used to be quite a quiet place, with everyone sitting on their own, not talking. Now it’s amazing! You can’t get a word in edgeways!

Exercise 5 3 Have you heard of Candoco?; you certainly should have 5 groundbreaking, spectacular, heartwarming, brilliant 6 The company showcases the talents of the group in powerful, public performances, which are exciting, challenging and designed to broaden people’s perception of art. 7 And their performances are pure magic. Exercise 6 • title not interesting • opening not engaging – boring statement • sentences simple – could be linked • lots of repetition, e.g. he • no clear concluding paragraph; second paragraph too long – needsdividing • ending not memorable • not clearly doing the task – allabout Chris and how he got tothis point

WRITING TASK Plan and write your article.

It is important to include disabled performers in artistic events for many reasons. One is that their talents can contribute to a wonderful experience. Secondly, they can show people what they can also achieve. Chris Fonseca is deaf. He caught meningitis, an inflammation of the brain, when he was a baby. This left him completely deaf in both ears. However, he loved watching films about dancing. He was impressed by all the street dance moves and taught himself to copy them. When he was at university, he joined a dance group for deaf people. Afterwards, he continued to train as a street dancer. He also

taught dancing to students. Chris became famous when he was in a dance competition on TV. He didn’t win, but he impressed a lot of people. Chris can dance in spite of being deaf. He has a hearing aid and he can hear slight sounds and feel the vibrations of the music. He likes lyrical hip-hop music because it has strong rhythms and beats. He also wears a special backpack when he dances. This makes the vibrations stronger. Chris believes that everyone can dance. He thinks that it’s good for artistic events to be inclusive. He’s a very good example of someone who has shown that it’s possible.

□ I can write an article. • At any point during the lesson, have aclass discussion about inclusiveness. How important is it for people to feel included? What happens when people feel excluded? What groups in society can feel excluded? What can societies do to become more inclusive?

Exercise 4 Suggested answers • interesting, fun title; intriguing • starts with direct question – involves reader • variety of sentence lengths; And their performances are pure magic= short and effective • well-balanced paragraphs • shows good complexity of sentences / range of vocabulary • is informative and engaging • relates directly to reader • finishes memorably with advice to reader

FURTHER PRACTICE Workbook page 72/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 88–89.

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Word List REMEMBER MORE 1 Are the underlined descriptions positive (P) or negative (N)? Check with the word list.

1 My sister has been giving me the cold shoulder all week. N 2 I’ll cross my fingers for you. P 3 He got in over his head when he first started his new job. N 4 He shrugs his shoulders whenever I ask him a question. N

2 Complete the pairs of sentences

with one word. Then check with the word list.

1 a The boy wrinkled his nose when he saw the vegetables. b She turned up her nose when she was offered the low rank job. 2 a The host cleared our table as soon as we finished eating. b He cleared his throat before he started his speech. 3 a I won’t tell anyone – my lips are sealed. b When she didn’t get a refund, she pursed her lips and left.

3 Choose the correct words

to complete the sentences. Sometimes both answers are possible. Then check with the word list. 1 These days we’re suppressed / inundated with information from all sorts of media. 2 She felt great regret / remorse after being caught stealing at the store. 3 The behaviour of certain fans will be closely / largely examined in the CCTV footage. 4 I got scared when I heard the door rustling / creaking.

4 Match the two parts of the

compound adjectives. Then check with the word list. 1 2 3 4 5

confidenceeyelifespinethought-

a b c d e

6A VOCABULARY AND SPEAKING 5.31

6B READING AND VOCABULARY 5.32

annoy sb no end /əˈnɔɪ ˌsʌmbɒdi ˌnəʊ ˈend/

abundance(n)/əˈbʌndəns/

attentive(adj)/əˈtentɪv/

academic(n)/ˌækəˈdemɪk/

audition for sth(v)/ɔːˈdɪʃən fə ˌsʌmθɪŋ/

act accordingly /ˌækt əˈkɔːdɪŋli/

biggy(n)/ˈbɪɡi/

advocate sth(v)/ˈædvəkeɪt ˌsʌmθɪŋ/

bite your lip /ˌbaɪt jə ˈlɪp/

anticipation(n)/ænˌtɪsəˈpeɪʃən/

but then again /bət ˌðen əˈɡen/

anxiety(n)/æŋˈzaɪəti/

clear your throat /ˌklɪə jər ˈθrəʊt/

apprehension(n)/ˌæprɪˈhenʃən/

consider sth beneath you /kənˌsɪdə ˌsʌmθɪŋ bɪˈniːθ jʊ/

ascribe sth to sth(v)/əˈskraɪb ˌsʌmθɪŋ tə ˌsʌmθɪŋ/

5 Do the task. Look at the word list and find collocations that contain the same word, e.g. wrinkle your nose and turn up your nose. Then write sentences with these phrases.

be in complete agreement over sth /ˌbi ɪn kəmˌpliːt əˈɡriːmənt ˌəʊvə ˌsʌmθɪŋ/

cross your fingers /ˌkrɒs jə ˈfɪŋɡəz/ dead giveaway /ˌded ˈɡɪvəweɪ/

be inundated (with/by sth) /bi ˈɪnəndeɪtɪd (wɪθ/baɪ ˌsʌmθɪŋ)/

demon (for sth)(n)/ˈdiːmən (fə ˌsʌmθɪŋ)/

bewilderment(n)/bɪˈwɪldəmənt/

distasteful(adj)/dɪsˈteɪstfəl/

contempt(n)/kənˈtempt/

doubt yourself(v)/ˈdaʊt jɔːˌself/

counterintuitive(adj)/ˌkaʊntərɪnˈtjuːətɪv/

drum your fingers /ˌdrʌm jə ˈfɪŋɡəz/

dissatisfaction(n)/dɪˌsætəsˈfækʃən/

flick your hair back (off your face) /ˌflɪk jə ˈheə ˌbæk (ɒf jə ˌfeɪs)/

easier said than done /ˌiːzɪə ˌsed ðən ˈdʌn/

fold your arms /ˌfəʊld jər ˈɑːmz/

emotional labour /ɪˈməʊʃənəl ˌleɪbə/

furrow your brow /ˌfʌrəʊ jə ˈbraʊ/

endeavour(v)/ɪnˈdevə/

get cold feet /ˌɡet ˌkəʊld ˈfiːt/

exacerbate(v)/ɪɡˈzæsəbeɪt/

get in over your head /ˌɡet ɪn ˌəʊvə jə ˈhed/

exasperation(n)/ɪɡˌzɑːspəˈreɪʃən/

get off one’s back /ˌɡet ˈɒf wʌns ˈbæk/

exemplify sth(v)/ɪɡˈzempləfaɪ ˌsʌmθɪŋ/

give sb the cold shoulder /ˌɡɪv ˌsʌmbɒdi ðə ˌkəʊld ˈʃəʊldə/

fake sth(v)/ˈfeɪk ˌsʌmθɪŋ/ feel sorry for yourself /ˌfiːl ˈsɒri fə jɔːˌself/

give sb the thumbs up /ˌɡɪv ˌsʌmbɒdi ðə ˌθʌmz ˈʌp/

frown(v)/fraʊn/

grind your teeth /ˌɡraɪnd jə ˈtiːθ/

grin(v)/ɡrɪn/

keep your chin up /ˌkiːp jə ˈtʃɪn ˌʌp/

grumpiness(n)/ˈgrʌmpɪnəs/

moan at sb(v)/ˈməʊn ət ˌsʌmbɒdi/

host of (people/things) /ˈhəʊst əv (ˌpiːpəl / ˌθɪŋz)/

my lips are sealed /ˌmaɪ ˌlɪps ə ˈsiːld/

implication(n)/ˌɪmpləˈkeɪʃən/

off the top of one’s head /ɒf ðə ˈtɒp əv ˌwʌns ˈhed/ off-putting(adj)/ˈɒfˌpʊtɪŋ/

lift sb’s spirits /ˌlɪft ˌsʌmbədiz ˈspɪrɪts/ likewise(adv)/ˈlaɪkwaɪz/

purse your lips /ˌpɜːs jə ˈlɪps/

loathing(n)/ˈləʊðɪŋ/

rub your hands together /ˌrʌb jə ˈhændz təˌɡeðə/

negativity(n)/ˌneɡəˈtɪvəti/

shrug your shoulders /ˌʃrʌɡ jə ˈʃəʊldəz/

nervousness(n)/ˈnɜːvəsnəs/

steeple your hands /ˌstiːpəl jə ˈhændz/

watering chilling provoking enhancing building

awe(n)/ɔː/

cross your ankles /ˌkrɒs jər ˈæŋkəlz/

stick out your chin /ˌstɪk ˌaʊt jə ˈtʃɪn/ stroke your chin /ˌstrəʊk jə ˈtʃɪn/ substitute(n)/ˈsʌbstətjuːt/ take no notice /ˌteɪk nəʊ ˈnəʊtɪs/ tilt a boat/chair /ˌtɪlt ə ˈbəʊt / ˈtʃeə/ tilt your head /ˌtɪlt jə ˈhed/ turn up your nose /ˌtɜːn ˌʌp jə ˈnəʊz/ twirl your hair (in your fingers) /ˌtwɜːl jə ˈheə (ɪn jə ˌfɪŋɡəz)/ wrinkle your nose /ˌrɪŋkəl jə ˈnəʊz/

only too /ˈəʊnli tuː/ outlet(n)/ˈaʊtlet/ pessimistic outlook /ˌpesəˌmɪstɪk ˈaʊtlʊk/ provoke sth(v)/prəˈvəʊk ˌsʌmθɪŋ/ pursue(v)/pəˈsjuː/ put on a brave face /ˌpʊt ɒn ə ˌbreɪv ˈfeɪs/ put sth up for sale online /ˌpʊt ˌsʌmθɪŋ ˌʌp fə ˌseɪl ˈɒnlaɪn/ racing heart /ˌreɪsɪŋ ˈhɑːt/ rage(n)/reɪdʒ/ raise a smile /ˌreɪz ə ˈsmaɪl/

EXTRA ACTIVITIES IN CLASS • Put students in pairs and ask them to look at the words/phrases for sounds in the word list for Lesson 6D. Then, with books closed, they take it in turns to give a definition of a sound or adescription of a situation in which you might hear the sound (e.g. when

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this animal is happy= cat purring). Their partner must guess the correct sound.

to write down the ten words they think are from the word list.

• Put students in pairs or small groups and ask them to choose ten words from the word list to make a story with. They have 5 minutes to write their story, then share it with another pair/ group. The other pair/group should try

• Put students in groups of four and divide each group into two pairs. Askeach pair to choose three words from the word list which they think the other pair might not know the meaning of. They should write a definition for

06 raise anxiety levels /ˌreɪz æŋˈzaɪəti ˌlevəlz/ raised blood pressure /ˌreɪzd ˈblʌd ˌpreʃə/ remorse(n)/rɪˈmɔːs/ requisite for sth(n)/ˈrekwəzət fə ˌsʌmθɪŋ/ run a class /ˌrʌn ə ˈklɑːs/ seemingly(adv)/ˈsiːmɪŋli/ self-pity(n)/ˌself ˈpɪti/

underestimated(adj)/ˌʌndəˈrɛstɪmeɪtɪd/

I think this idea has legs. /aɪ ˈθɪŋk ðɪs aɪˌdɪə həz ˈlegz/

6D LISTENING AND VOCABULARY 5.34

it doesn’t go far enough /ɪt ˈdʌzənt ɡəʊ ˌfɑːr ɪˈnʌf/

allegedly cause /əˈledʒədli ˌkɔːz/ apprehensive(adj)/ˌæprɪˈhensɪv/ baby gurgling /ˌbeɪbi ˈgɜːglɪŋ/ brakes screeching /ˌbreɪks ˈskriːtʃɪŋ/

serenity(n)/səˈrenəti/ service industry(n)/ˈsɜːvɪs ˌɪndəstri/ show contempt for sb /ˌʃəʊ kənˈtempt fə ˌsʌmbɒdi/ snap(v)/snæp/

cat purring /ˌkæt ˈpɜːrɪŋ/ chiming of clocks /ˌtʃaɪmɪŋ əv ˈklɒks/ clinking of bottles /ˌklɪŋkɪŋ əv ˈbɒtlz/ cracking of knuckles /ˌkrækɪŋ əv ˈnʌklz/ disorder(n)/dɪsˈɔːdə/

solely(adv)/ˈsəʊlli/ stay-at-home partner /ˈsteɪətˌhəʊm ˌpɑːtnə/ stomach upset /ˈstʌmək ˌʌpset/ suppress (emotions) /səˈpres (ɪˌməʊʃənz)/ surly(adj)/ˈsɜːli/ take on sth(v)/ˌteɪk ˈɒn ˌsʌmθɪŋ/ take your frustration out on sb /ˌteɪk jə frʌˌstreɪʃən ˈaʊt ɒn ˌsʌmbɒdi/

doors creaking /ˌdɔːz ˈkriːkɪŋ/ electric drill /ɪˈlektrɪk ˌdrɪl/ examine closely /ɪɡˌzæmən ˈkləʊsli/ fold(v)/fəʊld/ freely admit /ˌfriːli ədˈmɪt/ fully appreciate /ˌfʊli əˈpriːʃieɪt/ fuzzy(adj)/ˈfʌzi/

unsmiling staff /ʌnˈsmaɪlɪŋ ˌstɑːf/

heart thudding /ˌhɑːt ˈθʌdɪŋ/

wallow(v)/ˈwɒləʊ/

horns blaring /ˌhɔːnz ˈbleərɪŋ/

wimp(n)/wɪmp/

hotly deny /ˌhɒtli dɪˈnaɪ/

wince(v)/wɪns/

ice cubes crunching /aɪs ˌkjuːbz ˈkrʌntʃɪŋ/

6C GRAMMAR

5.33

ancestor(n)/ˈænsəstə/ bonding(n)/ˈbɒndɪŋ/ career prospects /kəˈrɪə ˌprɒspekts/ compliment sb on sth(v)/ˈkɒmpləmənt ˌsʌmbɒdi ɒn ˌsʌmθɪŋ/ contagious(adj)/kənˈteɪdʒəs/ crack up(phr v)/ˌkræk ˈʌp/ dementia sufferer /dɪˈmenʃə ˌsʌfərə/ distress(n)/dɪˈstres/ get the giggles /ˌɡet ðə ˈgɪglz/ giggle(v)/ˈɡɪɡəl/ hospital ward /ˈhɒspɪtl ˌwɔːd/ interact with sb(v)/ˌɪntərˈækt wɪð ˌsʌmbɒdi/ literary agent /ˈlɪtərəri ˌeɪdʒənt/ mighty(adj)/ˈmaɪti/ misconception(n)/ˌmɪskənˈsepʃən/ pick up on sth(phr v)/ˌpɪk ˈʌp ɒn ˌsʌmθɪŋ/

layman(n)/ˈleɪmən/ meat sizzling /ˌmiːt ˈsɪzəlɪŋ/ meridian(n)/məˈrɪdiən/ mindfulness(n)/ˈmaɪndfəlnəs/ (be) reported anecdotally /bi rɪˈpɔːtɪd ænɪkˈdəʊtəli/ response(n)/rɪˈspɒns/ rustling of leaves /ˌrʌsəlɪŋ əv ˈliːvz/ send sb to sleep /ˌsend ˌsʌmbɒdi tə ˈsliːp/ sensation(n)/senˈseɪʃən/ sensory(adj)/ˈsensəri/

strike a match /ˌstraɪk ə ˈmætʃ/ stumble across(phr v)/ˌstʌmbəl əˈkrɒs/ tap(v)/tæp/ thunder rumbling /ˌθʌndə ˈrʌmblɪŋ/ tingle(v)/ˈtɪŋɡəl/ waves crashing /ˌweɪvz ˈkræʃɪŋ/

6E SPEAKING

query(v)/ˈkwɪəri/

different strokes for different folks /ˌdɪfərənt ˈstrəʊks fə ˌdɪfərənt ˈfəʊks/

starkness(n)/ˈstɑːknəs/ therapeutic measure /ˌθerəˈpjuːtɪk ˌmeʒə/

knitting(n)/ˈnɪtɪŋ/ paint the stress away /ˌpeɪnt ðə ˌstres əˈweɪ/ pointer(n)/ˈpɔɪntə/ posture(n)/ˈpɒstʃə/ pound the streets /ˌpaʊnd ðə ˈstriːts/ pump the blood /ˌpʌmp ðə ˈblʌd/ stress-buster(n)/ˈstres ˌbʌstə/ stress-busting activities /ˌstres ˈbʌstɪŋ ækˌtɪvɪtiz/ sweat out(phr v)/ˌswet ˈaʊt/ there’s a lot to be said for /ˌðeəz ə ˈlɒt tə bi ˌsed ˌfə/ wear sth out(phr v)/ˌweə ˌsʌmθɪŋ ˈaʊt/ whopping(adj)/ˈwɒpɪŋ/ wind down(phr v)/ˌwaɪnd ˈdaʊn/

6F WRITING AND VOCABULARY 5.36 able-bodied(adj)/ˌeɪbəl ˈbɒdid/ blossom(n)/ˈblɒsəm/ brilliance(n)/ˈbrɪljəns/ confidence-building(adj)/ˌkɒnfɪdəns ˈbɪldɪŋ/ diversity(n)/daɪˈvɜːsəti/ exposure(n)/ɪkˈspəʊʒə/ eye-watering(adj)/ˌaɪ ˈwɔːtərɪŋ/ flow(n)/fləʊ/ get a word in edgeways /ˌɡet ə ˌwɜːd ɪn ˈedʒweɪz/ groundbreaking(adj)/ˈɡraʊndˌbreɪkɪŋ/ guest act /ˈɡest ˌækt/ hearing aid(n)/ˈhɪərɪŋ ˌeɪd/ heartwarming(adj)/ˈhɑːtˌwɔːmɪŋ/ inclusion(n)/ɪnˈkluːʒən/ inflammation(n)/ˌɪnfləˈmeɪʃən/

sniffing(n)/ˈsnɪfɪŋ/

primarily(adv)/ˈpraɪmərəli/

recovery time /rɪˈkʌvəri ˌtaɪm/

it has a lot going for it /ɪt əz ə ˌlɒt ˈɡəʊɪŋ fər ɪt/

5.35

dismiss(v)/dɪsˈmɪs/

life-enhancing(adj)/ˈlaɪf ɪnˌhɑːnsɪŋ/ meningitis(n)/ˌmenənˈdʒaɪtəs/ mind-blowing(adj)/ˈmaɪnd ˌbləʊɪŋ/ nerve-wracking(adj)/ˈnɜːv ˌrækɪŋ/ record-breaking(adj)/ˈrekɔːd ˌbreɪkɪŋ/ showcase(v)/ˈʃəʊkeɪs/ slight sounds /ˌslaɪt ˈsaʊndz/ spine-chilling(adj)/ˈspaɪn ˌtʃɪlɪŋ/ thought-provoking(adj)/ˈθɔːt prəˌvəʊkɪŋ/ to the utmost /tə ði ˈʌtməʊst/

filter away /ˌfɪltər əˈweɪ/ half-baked(adj)/ˌhɑːfˈbeɪkt/

89 each word – two should be correct, and one incorrect. When they are ready, they should read out their words and definitions, for the other pair to guess the incorrect definition. If any pairs had definitions which were not guessed correctly as false, they can share them with the class to guess at the end of theactivity.

FURTHER PRACTICE Workbook page 73/Online Practice

NEXT CLASS Ask students to revise Unit 6.

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Revision

VOCABULARY AND GRAMMAR Exercise 4 1 He denied having left the front door open. 2 He complimented me on the cartoons I had drawn. 3 He questioned how accurate the statistics were. 4 He mentioned having been to the exhibition when it had been in London the previous year. 5 He blamed his younger brother for keeping him awake the night before the exam. 6 He regretted getting cold feet. Exercise 5 1 The auditions for the new dance show are expected to be announced within … / It is expected that the auditions for the new dance show will be announced within … 2 Keira Martin was rumoured to have been chosen for … / It was rumoured that Keira Martin had been chosen for … 3 Most people are assumed to be happy with … / It is assumed that most people are happy with … 4 The new drug has been demonstrated to tackle … / Ithas been demonstrated that the new drug tackles … 5 Visits to the portal are expected to increase … / Itis expected that visits to the portalwill increase … Exercise 6 1 is reported to have been 2 insisted on my/me completing my assignment 3 gave me the cold shoulder 4 were inundated with queries 5 is praised for its ability to / being able to (reduce) 6 filled me with apprehension

1 2 3 4

‘It certainly wasn’t me who left the front door open.’ ‘Those cartoons you drew were wonderful!’ ‘I am not sure how accurate these statistics are.’ ‘By the way, I went to the exhibition when it was in London last year.’ 5 ‘It’s my younger brother’s fault because he kept me awake the night before the exam.’ 6 ‘I really wish I hadn’t got cold feet.’

Choose the correct words to complete the sentences. 1 You really shouldn’t rub / furrow your brow when you’re concentrating – you’ll get lines! 2 People often bite / grind their teeth at night and this can cause dental problems. 3 I asked Jon about the exam, but he shrugged / tilted his shoulders and said he had no idea. 4 I used to purse / turn up my nose when Mum gave me broccoli, but now I really like it. 5 She has this annoying habit of steepling / drumming her fingers on the desk while waiting for something. 6 I couldn’t suppress / wallow a giggle when I saw those old photographs. My dress sense was weird then!

Complete the text with the correct words.

Report the statements in two ways using the verbs in bold. 1 The auditions for the new dance show will be announced within the next few days. EXPECT The auditions . It . 2 People thought that Keira Martin had been chosen for the whole series, but it wasn't true. RUMOUR Keira Martin . It . 3 We think most people are happy with the new codes of practice unless they comment otherwise. ASSUME Most people . It . 4 The new drug can tackle the virus efficiently. DEMONSTRATE The new drug . It . 5 They think visits to the portal will increase by fifty percent over the next two months. INCREASE Visits to the portal . It .

Complete the body-related idioms with the missing words. 1 I know I need to declutter my room, but I wish my back parents would get off my about it. head 2 I don’t know the answer off the top of my , but I’ll go and find out. 3 Your secret’s safe with me – my are sealed! lips 4 When I asked him to explain the situation, he just arms folded his and said nothing, which I thought was very rude. 5 I’m taking my driving test later today, so please cross your fingers for me! 6 Everyone gets bad results from time to time, so just keep your up and try again. chin

Report each sentence starting with the word He.

USE OF ENGLISH

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

STRATEGY | Sentence transformation

SIN O T E M K S A ’T DON

I recently read a 1thought-p r o v o k i n g article about music, which listed the benefits of singing in groups. I 2f u l l y appreciate that this can be extremely good for us, both physically (we are using our lungs) and mentally (joined voices can be uplifting). However, I certainly don’t 3r u b my hands together in 4 a n t i c i p a t i o n of the chance to sing out loud, the reason being that I am tone-deaf. If I tell people I’m unable to hear the difference between musical notes, they generally 5a s c r i b e this to shyness, or nervousness. They are unable to understand that I genuinely cannot tell the difference between notes. I freely 6a d m i t that if I endeavour to sing, I shall either 7 s c r e e c h like an owl or 8r u m b l e like a train. And enthusiasm only 9e x a c e r b a t e s the problem! This is not because of a lack of musical training. From what I’ve read, it’s all, 10a l l e g e d l y , down to a group of nerves in the brain which are related to perception and production of sound. So, give me (and yourselves) a break – don’t ask me to sing any time soon!

Although you need to use the word given, remember that you can change other words from the first sentence and add any other words to make your sentence correct. 1 Laughter therapy has been effective in several studies of people suffering from stress. REPORTED Laughter therapy effective in several studies of people suffering from stress. 2 ‘You have to complete your assignment before the weekend,’ the teacher said to me. INSISTED The teacher before the weekend. 3 Darren ignored me when I saw him. SHOULDER Darren when I saw him. 4 We received a lot of queries about the new product. INUNDATED We about the new product. 5 Many enthusiasts say that face yoga is great for reducing lines. PRAISED Face yoga reduce lines by many enthusiasts. 6 I was apprehensive about starting the course. FILLED Starting the new course . Use of English > page 182

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REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 229

• Use of English, Student’s Book page 182

CULTURE NOTES page 211

• Class debates pages 265–266

• Unit 6 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 6 and Self-check 6, Workbook pages 74–75/Online Practice

• Unit 6 Skills Test (Dictation, Listening, Reading, Communication)

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

• Units 5–6 Cumulative Review Test

• Unit 6 Writing Test • Units 5–6 Exam Speaking

LISTENING

SPEAKING

3.12 You are going to hear an interview with a writer about her new book. For questions 1–6, choose the answer A–D which fits best. 1 The studies in Sweden A reinforce the sentiments expressed in the song mentioned. B show that people sometimes involuntarily change their facial expression without a change in mood. C involved some volunteers being asked to smile to see how it affected other volunteers’ moods. D included instructions not to smile if at all possible. 2 According to the speaker, smiling A can indicate different feelings in different countries. B is not necessarily a natural facial expression. C happens with the same frequency everywhere. D is not always socially acceptable in different societies. 3 Americans and Japanese people might have problems when meeting because A of differences in the importance of making eye contact. B they smile at different things. C they both misunderstand the other’s attitudes to showing emotion. D their smiles can look fake to the other person. 4 When talking about Mark Twain’s quote, the speaker says that A she has experienced regretting things that made her smile. B it may not be true for all age groups. C she was unable to stop herself smiling at the actions of her children. D her children are proof that it is true. 5 The writer’s reaction to Marilyn Monroe’s quote is that A she didn’t have to worry about making herself more attractive. B it is understandable that she used the language she did. C she was factually wrong, but can be forgiven for her mistake. D it is no longer relevant in the twenty-first century. 6 What has the research in Wales shown? A When a person smiles, they look as if they are in better health. B Make-up can enhance a smile even more. C Most people prefer a smiling face than a non-smiling one. D Any kind of smile can be beneficial to health.

Your school wants to help students who feel stressed. Look at the prompts showing some ideas about how to reduce stress amongst students. Talk to each other about how useful these tips might be in reducing students’ stress. Then decide which two ideas would be the easiest for the school to introduce. How useful are these things in reducing students’ stress? • yoga classes in PE • relaxing music during lessons • breathing exercises before lessons and exams • time management lessons • homework- and test-free weeks

In pairs, take it in turns to ask and answer the questions. 1 How important are other people to you when you feel stressed? 2 If you get stressed, do you find it useful to talk to other people? Say why. 3 Some people say that being a doctor can be a stressful job. How far would you agree? Say why. 4 Many people believe that they work better under stress. Why do you think they say this?

WRITING

10 Your class has been discussing how a donation from

an ex-resident of your town could best be used to improve the quality of life for the people living there. You have made the notes below. • Free concerts and performances at the theatre. • Organised exercise classes in gyms and guided walks in the countryside. • Community events such as picnics and sports days. Some opinions expressed in the discussion: ‘People don’t always enjoy exercising together.’ ‘We have to involve as many people and age groups as possible.’ ‘There’s no point in duplicating opportunities that already exist.’ Write an essay discussing two of the ideas in the notes. You should explain which idea would be better to use the money for, giving reasons in support of your answer. You may, if you wish, make use of the opinions expressed in the discussion, but you should use your own words as far as possible.

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LIFE SKILLS

How to develop a growth mindset

H OW

EMILY BDLHUERNT CHANGE TS UTTERING MINDSET Emily Blunt is well-known for her many roles, for example, in the horror film, A Quiet Place and the rather contrasting Mary Poppins Returns Returns,, but she has also become known for something that might initially surprise you – as someone who has a stutter. Although acting runs in her family, Emily never considered it as a career because of her speech disorder. She struggled at school, and hated being put on the spot and asked to read aloud, or even answer questions in front of the class. But then, one of the teachers suggested that she try using an accent and, lo and behold, her stutter more or less vanished. Because acting was never part of her life plan, Blunt was under a lot less pressure to succeed than many other aspiring actors. She decided to give it her best shot, and not to worry if she turned out to be hopeless. However, she discovered that she had a natural aptitude for acting, and the stage was set for a glittering career. Emily says that nowadays she doesn’t think twice about her stutter when choosing a role. Sometimes, she does trip up, particularly when playing roles in fast-paced

thrillers, but she has a stubborn streak, and just perseveres until she can find a way around it. For Blunt, making mistakes is a good thing, because it’s how you learn, and ultimately, how you grow as a person. How did she come to terms with her disorder? First of all, she found the idea that she might be ashamed of her stutter laughable. It’s simply part of her, like the colour of her eyes. She also feels that having to constantly step out of her comfort zone has made her a better listener, and more empathic with the struggles of others, something she now encourages in her children. There is some evidence to suggest that the process of acting, where you are empathising with someone else’s life, may use a completely different part of the brain, and therefore avoid triggering the stutter. Certainly, there are plenty of other famous actors who also have a stutter, like Julia Roberts, Samuel L. Jackson or Bruce Willis, to name just a few. Blunt’s success and her openness about her speech disorder may well encourage many more.

REFERENCES AUDIO SCRIPT page 230 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • This activity can be done after Exercise6. If students have access to the Internet in class, they could do a search

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for another public figure who had/ has a stutter, and the ways in which they have dealt with it (e.g. JoeBiden, EdSheeran, Samuel L. Jackson, Winston Churchill). Did they use any of the strategies in the Life Skills box? • After students discuss their experiences in Exercise 7, ask them if they used any of the strategies in the Life Skills

box. If so, which ones? What other strategies did they use? Can they add any other tips to the list in the box? Invite students from different pairs to contribute, and list their ideas on theboard.

05–06 1

Work in pairs. Do you have a growth mindset? Read the statements and decide if you agree (A) or disagree (D). 1 2 3 4 5

□ You can learn new things, but you can’t really change how intelligent you are. fixed □ I enjoy my work best when it’s really challenging, and makes me think hard. growth □ I don’t worry about making mistakes so long as I don’t keep making the same ones. growth □ When something is really difficult, it can make me feel that I’m not very clever. fixed □ You are either naturally good at maths, or you aren’t. fixed

3.13 Listen to Lauren giving a presentation to her psychology class about growth mindset. Which statements in Exercise 1 indicate a growth mindset, and which a fixed mindset?

3.13 Listen again and complete the statements from the recording with 1–3 words in each gap. 1 According to Carol Dweck, intelligence is not , but is something that can grow. 2 The ability we now have to has subsequently supported Dweck’s theories. 3 The research into London taxi drivers proved that the hippocampus actually as a result of memorisation. 4 A fear of failure may lead to some people choosing to . 5 Growth mindset does not mean that everyone can break Olympics records or be a . 6 The research proves that everybody is able to fulfil their , but they need to get the right mindset for success.

In pairs, discuss the questions. 1 After learning more about growth mindset, would you now change any of your answers to Exercise 1? 2 How could changing how you think about learning help you to do better in your studies?

Read the article and answer the questions. 1 What did Emily Blunt find challenging about school? 2 How did a teacher’s suggestion change her life? 3 What was Emily's attitude to acting when she was younger? 4 What did she find out about herself after her first attempts at acting? 5 What kind of roles does she find more challenging in terms of her stutter? 6 What does she think are the benefits of having a stutter? 7 How do actors with a stutter cope with their speech disorder when performing?

Work in pairs. Study the Life Skills box and discuss which of these strategies Emily used and how.

LIFE SKILLS | How to develop a growth mindset 1 See a challenge as an opportunity. 2 If your first attempt doesn’t work, don’t give up. Try a different approach. 3 Understand that the brain isn’t fixed. You can always learn new things. 4 Accept that criticism can be a positive thing, and a great way to learn. 5 Use the word ‘yet’. It’s not that you can’t do something, you just can’t do it yet. 6 Take (sensible) risks and don’t worry about what others think of you. 7 Acknowledge and embrace your imperfections. 8 Be realistic about time and effort. Learning does take time so be patient.

Think about a situation in the past where you struggled, but ultimately succeeded. Make notes under the headings below. Then, in pairs, discuss your experience. Describe: • the situation you found difficult, and say why it was challenging, • some of the things you tried which didn’t succeed, • how you finally succeeded, • what you learned from the experience.

Do the task below.

Exercise 3 1 fixed 2 scan brains 3 increased in volume 4 do easier tasks 5 scientific genius 6 potential Exercise 5 Suggested answers 1 She hated being put on the spot in front of the class. 2 She tried using an accent to act a role and discovered she was good at acting. 3 She never considered it as part of her life plan. 4 She discovered she had anatural aptitude for acting. 5 Roles in fast-paced thrillers. 6 It makes you a better listener, more empathetic, andmore willing to take risks. 7 When they empathise with someone else’s life, the stutter seems to disappear. Exercise 6 1 She sees the challenge of her stutter as an opportunity to develop skills such as listening and empathy. 2 If she trips on words, she finds a way round it. 6 She didn’t worry too much about whether she would be any good at acting.

LIFE SKILLS | Project Work in pairs. Tell your partner about what you want to achieve. • Think of something you want to achieve in the future that you expect to be challenging. • Make a list of possible challenges or obstacles to achieving this. • Discuss together how you could overcome the challenges and obstacles you have listed. • Write yourself a letter. Date it in the future, when you will have achieved your goal. Describe the stumbling blocks you overcame, the milestones you achieved and the insights you gained. • You could begin like this: Dear Me, Congratulations on achieving … I knew you could do it, though it certainly wasn’t easy. The process of getting where you are today started when … • When you have finished, share your letter with your partner. How can you help each other achieve your goals?

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07 A 4

The creative urge VOCABULARY Vague language, fashion-related adjectives, idioms and phrases, sensory adjectives, animal idioms, adjectives to describe art, film genres GRAMMAR

Relative clauses, prepositional relative phrases, nominal relative clauses

READING

Understanding metaphors

SPEAKING

Describing the plot of a film

WRITING

A letter to the editor

B 2

D 3

C 1

7A VOCABULARY AND SPEAKING 1

SPEAKING Look at the photos. In pairs or small groups, discuss the questions. 1 Which of the outfits in the photos do you think look good? Say why. 2 Are you interested in fashion? Say why. 3 Do you think fashion can be a form of art? Say why.

3.14 Listen to fashion students discussing four of the photos. Put the outfits in the order that they are mentioned.

REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 231

• As a follow-up to Exercise 1, ask students to also discuss how trends are set. Who makes a style or an item fashionable? How are the new season’s fashions determined? What role do students think influencers play?

VIDEO SCRIPT page 245

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• After Exercise 11, put students in pairs and have them describe to their partner the clothes a classmate is wearing, using adjectives from the lesson as well as vague language if they are not sure of the correct word for something. Theirpartner must guess which classmate is being described.

07 Fashion-related adjectives

3.14 Listen again and tick the words that you hear.

□ baggy □✓ chiffon □✓ clashing □ corduroy □ cropped □✓ diamanté □ flamboyant □ flared □✓ funky □✓ garish □ gigantic □ metallic □ navy □✓ neon □✓ oversized □ pastel □ plaid □ pleated □ polo neck □✓ satin □ scarlet □ sparkly □ stretchy □ suede □ teeny □✓ velvet □ V-neck □ wide-leg Shape

Colour

Fashion-related idioms and phrases

SPEAKING Look at the following statements. Which would you use to describe yourself? Say why. 1 2 3 4 5

Pattern Material

Write six sentences describing the outfits in the photos. Use at least three adjectives in each sentence. Make sure the order of the adjectives is correct.

Vague language

• You’re a film star going to the Oscars Award Ceremony. • You’re interviewing a member of the royal family. • You’re a fashion student going to a fashion show.

Complete the table with the words from Exercise 3.

Opinion Size

SPEAKING In pairs, discuss what you would wear in the following imaginary situations. Give as much detail as possible and use vague language where appropriate.

Read Active Vocabulary. Then complete the dialogue with the words from the box. greenish shortish sort of stuff stuff like that thingy Amy What is she wearing? Beth Oh, it’s 1 sort of like a jumpsuit, I think, but with wide trousers. Amy And what’s that 2 thingy round her waist? Beth I’m not really sure, to be honest. Is it a belt? It looks like it’s made of 3 greenish metal. stuff in her hair! Amy And she’s got sparkly 4 Beth Yes, I think it’s glitter. Amy I like her hair. It suits her to have it cut 5 shortish like that. Does she usually wear diamanté and 6 stuff like that ? Beth Yes, she’s quite flamboyant.

ACTIVE VOCABULARY | Vague language Spoken language is often quite vague or imprecise. We use vague language when • we are not sure or have forgotten the precise word, e.g. whatsername / whatsisname / stuff (for uncountable items) / thingy (for countable items). … like, er, whatsisname, Karl Lagerfeld. I love those thingies on her shoes. • we are giving an example, e.g. and so on / and everything / and stuff / stuff like that. … the earrings and so on. I don’t really like stuff like that. • we are approximating, e.g. somewhere in the region of / give or take (amounts of numbers), -ish / sort of / kind of (qualities). There are somewhere in the region of a hundred shows. Jackets look better when they’re biggish.

I’m a slave to fashion. I’m not a fashion victim, but I am fashion-conscious. What I wear would probably upset the fashion police. I don’t have much fashion sense. I like my clothes to make a fashion statement.

Exercise 4 Opinion: clashing, flamboyant, funky, garish Size:cropped, gigantic, oversized, teeny Shape: baggy, flared, pleated, poloneck, V-neck, wide-leg Colour: metallic, navy, neon, pastel, scarlet, sparkly Pattern: plaid Material: corduroy, chiffon, diamanté, plaid, satin, stretchy, suede, velvet

Read the definition of a capsule wardrobe. Do you have one? Do you think it is useful? Read the text ignoring the gaps and compare with your ideas.

capsule wardrobe (n) – a small collection of essential clothes that can be put together in different ways to suit any occasion.

GET CREATIVE WITH YOUR CAPSULE WARDROBE You don’t need a lot of clothes to always look put together. Often it’s about the way you combine different items, and those little 1 finishing touches. For example, everyone needs a plain white shirt. You can do so much with it: 2 up the sleeves, 3 untuck the shirt at the roll back, wear it like a loose jacket over a contrasting T-shirt. it up with fashion And of course, you can also 4 jazz accessories such as a tie or a belt! pair You don’t need to always 5 the same items together. For example, have you tried wearing a long-sleeved T-shirt under a favourite short-sleeved one? You could also experiment with 6 mixing and matching more unusual colour combinations. Who says blue and green don’t 7 complement each other? Get creative with your capsule wardrobe and it will look like you have dozens of 8 eye-catching outfits.

10 Complete the expressions in the text in Exercise 9 with the words from the box.

complement eye-catching finishing jazz mixing pair roll untuck

11 SPEAKING Work in pairs. Close your eyes, then describe what your partner is wearing in as much detail as possible.

DOCUMENTARY VIDEO

4 WATCH AND REFLECT Go to page 165. Watch the documentary The Second Life of Second-hand Clothes and do the exercises.

□ I can use vague language and fashion-related words to talk about fashion.

FURTHER PRACTICE

ASSESSMENT

NEXT CLASS

• Workbook pages 76–77/Online Practice

Vocabulary Quiz 7

Ask students to think about a painting or sculpture they like very much. Theyshould make notes about it and bring a picture of it to the next lesson, either as a print-out or on their phones.

• Photocopiable resource 24: Trendsetter, pages 275, 304 • Extra digital activities: Vocabulary Checkpoint 7

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7B GRAMMAR Exercise 2 Rousseau was French, bornin 1844, and most of his paintings were created in the 1880s. He never left France.

SPEAKING Look at the paintings, which are all by the same artist. In pairs or small groups, discuss the questions. 1 When (roughly) do you think these paintings were created? 2 What can you guess about the life of the painter from looking at the paintings? Are they male or female? Which country do they come from? 3 How does each of the paintings make you feel? Say why. 4 How would you title each of the paintings? Say why.

2 B

Relative clauses

3.15 Listen to a podcast about the artist and works of art A–C, and compare with your ideas.

THINK BACK Look at extracts a–h from the podcast and choose the correct options to complete rules 1–6. 1 A defining relative clause gives us essential / extra information about a person or a thing, and a non-defining relative clause gives us essential / extra information. We use commas in defining / non-defining relative clauses. 2 The pronoun which in sentence b could be replaced by that / what. 3 The pronoun which in sentence a / sentence b could / could not be omitted. (Explain why.) because it refers to the object of the sentence a The painting reminds us of the stories from Arabian Nights, which had recently been translated into several European languages. b The jungle setting is something which Rousseau painted again and again. 4 In extracts c and d, a full relative clause is replaced by a present / past participle. c ‘Tiger in a Tropical Storm’ was the first of many of his paintings set in the jungle. d In ‘Carnival Evening’ a strange couple, dressed in carnival costumes, stand in the front. 5 The relative pronouns (where, when, why) in extracts e–g can be used in both defining and non-defining / only in defining clauses. e Suddenly, a snarling tiger appears from the long grass, where it has been hiding. f 1893 was the year when Rousseau retired from his work as a customs officer. g This is the reason why he is often referred to as ‘Le Douanier’. 6 The preposition of could also be placed at the beginning of the relative clause. This would make the sentence more / less formal. h The established art world, of which Rousseau longed to become an accepted part, was unable to appreciate or understand his work. Grammar Reference > page 173

REFERENCES AUDIO SCRIPT page 231 CULTURE NOTES page 211

EXTRA ACTIVITIES IN CLASS • Extend Exercise 1 by putting students in pairs and having them share the notes they made at home, as well as the

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picture of the work of art they chose. They should explain why they like it. Then open up the discussion to the class and see if any students chose the same work. • After Exercise 6, ask students to write six gap-fill sentences requiring nominal relative clauses. In pairs, they then swap sentences, complete them and

check their answers with their partner. Ifthey need help during the activity, theycan refer to page173 of the Grammar Reference section.

FURTHER PRACTICE • Workbook pages 78–79/Online Practice • Photocopiable resource 25: He was anartist who …, pages 276, 305

07 Prepositional relative phrases

Look at the examples of relative phrases (a–c). Then complete sentences 1–6 with the correct prepositions and whom or which. a Looking at these paintings, all of which are at night or during a dark storm. b A number of other leading artists, many of whom admired his work. c Rousseau could have decided to study art formally, in which case modern art as we know it might never have happened. 1 Rousseau painted in his spare time until he was 49, at which point he retired to paint full time. 2 His first employer fired him, as a result of which he joined the army. 3 He painted exotic scenes, none of which were based on first-hand experience. 4 The late 1800s was a period in which art was developing rapidly. 5 He was friends with Picasso and Jarry, both of which supported his work. 6 He exhibited his final painting in 1910, by/at which time he was already seriously ill.

SPEAKING Choose a famous painter. Use the fact sheet on page 188 or do your own online research using the questions below. Then give a short presentation about the painter to your partner, using as many relative clauses as possible. 1 When was he/she born? 2 Where was he/she born? 3 Why is he/she famous? 4 What is one of his/her most famous paintings? 5 What does the painting show? 6 What else do we know about his/her life? Van Gogh was a painter, who is probably most famous for painting a series of pictures of sunflowers, one of which is currently on display in the Van Gogh museum in Amsterdam. Van Gogh, who was Dutch, was born in the small town of Zundert in 1853, but died in France, where he …

Grammar Reference > page 173

Nominal relative clauses

Read Watch out! Then rewrite the underlined phrases using whatever, whenever, whichever, wherever or whoever. 1 Anyone who painted that is a genius. Whoever 2 You can visit the gallery any time you like. whenever 3 Anywhere I go, I always bring my drawing chalks with me. Wherever 4 No matter what I say, you’ll disagree. Whatever 5 Sit in any chair you like. wherever / in whichever chair 6 Stop everything you’re doing! whatever

WATCH OUT! In defining relative clauses, we can modify the pronoun or determiner with -ever ever to give the emphatic meaning of anyone, anything, anywhere, etc. Choose whichever painting you prefer. (It doesn’t matter which one you choose.) Grammar Reference > page 173

Complete the article about Picasso with the words and phrases from the box. at which which whichever which was when (x2) whenever who who was with whom

PABLO PICASSO, 1 who was born in Malaga in 1881, was always likely to become a professional artist. taught him to draw. His father was an art teacher 2 who Famously, he vowed never to paint again, 3 when he saw just how talented his young son already was. Picasso’s father showed him the work of the Spanish Old Masters, such as Velasquez and El Greco, 4 whenever the family could afford to visit the galleries in Madrid. It is anecdotally reported that they intended him to become an academic painter, 5 which would have brought them respect and money. Picasso, however, had other ideas, a fertile imagination and his own unique style. He began by painting solely in shades of blue. Then, in 1904, he moved to Paris, 6 at which point he began using more shades of pink. The years 7 when he predominantly used these colours are known as his Blue and Rose Periods. In 1906, he met Georges Braque, 8 with whom he co-developed the Cubist style of art. Picasso’s ‘Les Demoiselles d’Avignon’, 9 which was completed in 1907, is widely considered to be the first Cubist painting. Picasso continued to develop new styles throughout his life. It is said that 10 whichever twentieth century artistic movement you consider, Picasso created it, contributed to it or inspired it.

□ I can use relative clauses to add emphasis. • Photocopiable resource 26: Extraordinary talents, pages 276, 306 • Extra digital activities: Grammar Checkpoint 7

ASSESSMENT Grammar Quiz 7

NEXT CLASS Ask students to do an Internet search for apoem they like. Tell them to copy it for the next lesson and make notes about why they like it and any interesting language used by the poet.

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7C READING AND VOCABULARY Exercises 1–2 Most hated: dollop (sounds), pulp (sounds), slurp (sounds and meaning) Most loved: kerfuffle (sounds), serendipity (sounds and meaning), scissors (sounds), vivacious (sounds and meaning), velvety (sounds and meaning) Exercise 6 Suggested answers 1 The poet is saying that she loves words and treasures them like pets. 2 She likes smooth, tender, shy, bright, luminous, warm and lazy, opalescent, cool and pearly, honeyed words, and words that are gilded and sticky with alittle sting. 3 fish, birds, deer, kittens, cattle, moths, bees 4 the words ‘come to my hand’ and they are playful ‘if I wish’ 5 She also likes words with alittle sting. Exercise 7 Simile: smooth words, like gold-enamelled fish; tender ones, like downy-feathered birds; Like midsummer moths; honeyed words like bees Personification: (Words) come to my hand, andplayful; words up and singing early; Warm lazy words Metaphor: Poets make pets of pretty, docilewords; Words shy and dappled, deep-eyed deer in herds; Blue Persian kittens fed on cream; white cattle under trees Exercise 9 Alliteration: Poets make pets of pretty; cream and curds; Warmlazy words, white; midsummer moths Sibilance: softly at a silver dish Onomatopoeia: purr

SPEAKING Look at the words in the box and check their meaning if necessary. These are said to be some of the most loved and most hated words in the English language. Can you identify which is which? Why do people love or hate them?

Read the poem on page 99 and answer the questions. 1 How do you think the poet ‘makes pets’ of words? 2 What types of words does the poet say she likes? 3 What creatures does she compare different types of words to? 4 What evidence can you find that the poet feels in control of the words she uses? 5 Does the poet only like nice words? What evidence can you find?

dollop kerfuffle pulp scissors serendipity slurp velvety vivacious

Read the text and compare with your ideas.

What’s in a word? Do you have a favourite or a least favourite word? If so, have you ever thought about why you love it or hate it? Is it the meaning of the word, or is it the way it sounds? Some of the least popular words in English end in the letter p. For example, dollop (a small amount of something soft, like cream), pulp (the solid bits of fruit in juice) or slurp (to drink noisily). You could argue that the meaning is also important here – after all, no one likes the sound of slurping, but there does seem to be something unpleasant about those uh/oh vowel sounds added to p. It may be coincidental, but many of the most popular words in the English language have i/e vowel sounds and repeat the consonant sounds f, k or vv.. For example, kerfuﬄe (noise and excitement), scissors and velvety. When these words also have positive meanings, such as vivacious (full of life) and serendipity (a lucky chance), they regularly get voted in the UK as the nation’s favourite words.

SPEAKING What are some of your favourite and least favourite words in English or in your own or another language? Explain why.

Match the adjectives from the box with the definitions.

Study Active Reading. Then find examples of a simile, personification and other metaphors within the poem.

ACTIVE READING | Understanding metaphors • A metaphor is a kind of poetic device where we use a word or phrase which compares two things in order to make a description more vivid or striking, e.g. All the world’s a stage (Shakespeare). • There are different kinds of metaphors. When the phrase explicitly says that something is like something else, that is called a simile, e.g. My love is like a red, red, rose (Robert Burns). • When the phrase describes an inanimate object as if it were a person, that is called personification, e.g. A host of golden daffodils … fluttering and dancing in the breeze (William Wordsworth).

3.17 Listen to the poem and write down your favourite phrases. What makes these phrases sound good?

Look at the following examples of poetic devices used in the poem to add emphasis or create an effect. Find more examples in the text. alliteration – when the first sound of a word is repeated, e.g. dappled, deep-eyed deer. sibilance – when an s or a sh or ch sound is repeated, e.g. which circle slowly with a silken swish. onomatopoeia – where the word sounds like the sound being described, e.g. swish.

10 The poet uses animals as metaphors. Many idiomatic

dappled docile downy gilded luminous opalescent silken tender 1 2 3 4 5 6 7 8

Soft, smooth and shiny. silken Marked with spots of colour. dappled Able to shine in the dark. luminous Quiet and easy to control. docile Soft and delicate to the touch. downy Which reflects light and changes colour. opalescent Covered with a thin layer of gold. gilded Gentle and kind. tender

3.16 Listen and check your answers. Which of these words do you like best? Say why.

phrases in English do the same thing. Complete the idioms with the animal words from the box.

bear bee lark lion monkey pony rat weasel worm 1 He’s so greedy, he always takes the ’s share. lion 2 You promised to help me clear up, don’t try and weasel out of it. 3 Be careful what you say to Tim – he’s like a bear with a sore head today! 4 Stop monkey ing around and get on with your work! 5 I mentioned the job and he rang them up rat up a drainpipe! straightaway – like a lark today because we 6 We were up with the had to be at the airport by 5 a.m. 7 It seems the worm has turned – he won’t put up with it any longer! 8 He’s great at selling, but he’s a bit of a one-trick pony – he can’t do anything else. bee all day long. 9 She was as busy as a

□ I can understand metaphors in a text and talk about emotions.

REFERENCES CULTURE NOTES page 212

EXTRA ACTIVITIES IN CLASS • After Exercise 10, put students in pairs and ask them to take it in turns to choose one of the animal metaphors and try to explain why that particular

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animal is fitting for the metaphor. Alternatively, this can be done as aclassactivity. • After Exercise 12, put students in pairs and ask them to share the poem they found online. They should read it out to get their partner’s opinion and also identify any metaphors.

FURTHER PRACTICE • Workbook pages 80–81/Online Practice • Photocopiable resource 27: I Wandered Lonely as a Cloud, pages276, 307

07 3.17

ords Poets make pets of pretty, docile words:

Or purring softly at a silver dish,

Like midsummer moths, and honeyed words like bees,

11 Replace the underlined parts of the questions with

the correct idioms from Exercise 10. Then discuss the questions in pairs.

1 Do you like to keep yourself occupied all the time, time or are you fine with doing nothing? be as busy as a bee 2 Do you think it’s better to be good at just one thing, thing or fairly good at a number of things? a one-trick pony 3 What’s the best way to deal with someone who is feeling really grumpy and irritable? irritable a bear with a sore head 4 Do you have a younger sibling who is always messing about? If so, how do you deal with it? monkeying around 5 When was the last time you got up really early? early What did you do? were up with the lark 6 Which school subject takes up most of your time? Say why. the lion’s share

12 SPEAKING Read the quote. Do you agree? What do you

think is the purpose of poetry? Why do you (or don’t you) read poetry yourself? Poetry lifts the veil from the hidden beauty of the world, and makes familiar objects be as if they were not familiar. Percy Bysshe Shelley

13 Choose an emotion such as anger, fear or love. Think

about what you could compare this emotion to. For example, an animal, a plant or a kind of food. Write a paragraph (or a poem if you wish) comparing the emotion to different things. Use some of the vocabulary from the lesson or unit as appropriate.

NEXT CLASS Ask students to do an Internet search about a style or period of art they like (e.g. Renaissance, Baroque, Impressionism, Pop art) and make notes about it and some famous artists who best represent the style or period.

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7D LISTENING AND VOCABULARY Exercise 1 Possible answers painting, sculpture, carving, drawing, ceramics, photography, print-making, architecture

Exercise 3 Conversation 1 The man Jan is talking to is a friend of hers, possibly her partner. They are outside in a town or city and the art is on the wall. Conversation 2 Probably at home or at Jan’s parents’ home. The boy could be Jan’s little brother. Art is in a comic book. Conversation 3 The man Jan is talking to is a stranger. They are probably at an art gallery.

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THINK BACK In pairs, make a list of different forms of visual art (e.g. painting). How many can you think of?

SPEAKING In pairs, discuss the questions. 1 Which of the art forms do you enjoy? Say why. 2 Where was the last piece of art you remember seeing? Tell your partner about it.

3.18 Listen to three conversations Jan has about the pieces of art above and answer the questions.

3.18 Listen again and choose the correct answers. Conversation 1 1 What does Jan think about reverse graffiti? a She admires the work it took to make. b She doesn’t consider it art. c She’s surprised anyone likes it. 2 The man says that reverse graffiti a is of a high standard. b won’t last very long. c could work for advertising. Conversation 2 3 What did the boy’s teacher think about his drawing? a He should work on his technical skills. b He didn’t have any real talent or vision. c He was wasting his talent. 4 Why does the boy love drawing anime? a He finds drawing it straightforward. b He is able to depict a range of feelings through it. c He is fascinated by Japanese culture. Conversation 3 5 What opinion does the man have about the sculpture? a It's overrated, with marble from Italy, not Brazil. b It's mediocre – its impact is from the reflection. c It's thought-provoking – it symbolises both difference and unity. 6 What does the woman say about Bruno Giorgi, the sculptor? a He had great admiration for the labourers who built the city. b He was also the architect of the building in the photo. c He was a close friend of Oscar Niemayer.

SPEAKING Look at photos A–C again. In pairs or small groups, discuss the questions. 1 Which piece of art do you like best/least? Say why. 2 Which do you think requires the most skill? 3 Do you think any of the pieces of art shown are trying to convey a message? If so, what are they trying to say?

Replace the underlined parts of the extracts from the recording with the correct synonyms from the box. There are more words than necessary. creepy dire gimmicky grisly impenetrable jaw-dropping mediocre overrated tongue-in-cheek trashy 1 It’s kind of ironic, isn’t it, using dirt to create a picture of nature? tongue-in-cheek 2 She said anime was too low-quality and that I needed to learn to draw properly. trashy 3 Anime is praised too much, much isn’t it? overrated 4 Oh, that’s sensational! I’ve seen photos, but … jaw-dropping 5 The reflection in the water garden might seem a bit clichéd ... gimmicky

Complete the sentences with the remaining words from the box in Exercise 6. 1 Apparently, he painted it using his own blood. grisly Ugh, it’s so ! 2 That is really , I’ve rarely seen anything dire worse! 3 It’s OK, I suppose, but really no more than mediocre . 4 I found it rather impenetrable . What do you think it was trying to say? 5 It’s a bit creepy . It makes me feel uncomfortable.

SPEAKING Which of the following art forms do you enjoy looking at? Describe any examples you can think of to your partner. Use the words from Exercise 6. folk art landscapes photography portraits street art

□ I can identify specific details in a conversation and talk about art.

REFERENCES AUDIO SCRIPT page 231 CULTURE NOTES page 212

EXTRA ACTIVITIES IN CLASS • During Exercise 2, students can share the notes they made at home about astyle or period of art. Then, during

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1 What can you guess about the people Jan is talking to? How old are they? What is their relationship to her? 2 Where do you think the conversations are taking place and where are the pieces of art being discussed?

class feedback on the exercise, you could invite students to also share their notes with the class. • After Exercise 7, students, in pairs, take it in turns to give a definition of an adjective from Exercise 6, for their partner to guess. If the adjective was matched with a synonym in Exercise 6, the partner should guess both words.

FURTHER PRACTICE • Workbook page 82/Online Practice • Photocopiable resource 28: Is it art?, pages 277, 308

7E SPEAKING AND VOCABULARY

In pairs or small groups, discuss the questions. 1 What genre do you think the film still above comes from? How do you know? 2 Can you think of a film that fits each of the following genres? Give examples.

1 It wasn’t as good as Miyazaki’s earlier films. 2 The basic plotline is quite unoriginal, unoriginal but the story is told in a unique and illuminating way. 3 He is shocked to discover that the house was built on an Indian burial ground. 4 I didn’t think I was very keen on animation, but this film is a work of art. 5 I thought it would be bad, and it was – totally overrated in my opinion. 6 It is beautifully drawn and wonderfully composed and I’m glad I didn’t leave halfway through. through 7 We might have expected that this would become a cult film. 8 The plot is incredibly complicated. complicated However, it had me captivated from the start.

biopic disaster movie epic fantasy gangster movie period drama post-apocalyptic psychological horror rom com 3D/CGI animation traditional animation

3.19 Listen to a radio podcast reviewing a film called Spirited Away and make notes under the following headings. • Genre of film • Plot

• Setting • Overall opinion

• Main characters

3.19 Study the Speaking box. Then listen to the review again and number the phrases in the order that you hear them. Some phrases do not come from the script.

SPEAKING | Describing a film Summarising the plot 2 There’s simply no other way to describe this film than to say … 8 It’s impossible to sum up this story; there’s just too much going on. 11 It tells the superficially mundane story of …

□ □ □

Describing the plot in detail 3 The film kicks off with … 4 Just as it starts to look as if … 5 A fantastical, fairytale element is introduced. 6 To Chihiro’s horror, they turn into ... There’s a parallel plot involving … 7 Our heroine finds herself having to work ...

□ □ □ □ □ □

Giving your opinion

Replace the underlined parts of the sentences with the phrases from the Speaking box. Make any necessary changes.

Choose a film that you have seen recently or know quite well and prepare to tell your partner about it. Make notes under the headings in Exercise 2.

Tell your partner about the film. Try to talk for 2–3 minutes. Your partner should listen and think of three questions to ask you at the end.

REFLECT | Culture There is a trend towards ‘crossover’ films and books, which are enjoyed by both adults and children. Which of the following opinions do you agree with most and why? The quality of children’s books and films is so high these days that there is plenty to appeal to older teens or adults as well.

□1 I wasn’t sure that I was really a fan of ... □ My expectations were low, and they were met. □9 It had me captivated from the very start. □ It wasn't on a par with ... □ It was worth staying until the end. □10 It's no great surprise that this ...

Older teens and adults are reading children’s books or watching children’s films because they want to escape from reality.

□ I can describe the plot of a film and give my opinion when talking about films. REFERENCES AUDIO SCRIPT page 232

EXTRA ACTIVITY IN CLASS At the end of the lesson, students play Twenty Questions in pairs. They must think of a film, and their partner can ask up

to twenty yes/no questions to guess the film. Alternatively, do this as a whole class activity, with individual students fielding questions from the rest of the class.

FURTHER PRACTICE

Exercise 1 1 Traditional animation. It’s a cartoon drawing. 2 Examples of different genres: biopic – Bohemian Rhapsody; disaster movie– The Day after Tomorrow; epicfantasy– LordoftheRings; gangster movie – TheGodfather series; period drama – Downton Abbey; post-apocalyptic – The Hunger Games; psychological horror– The Shining, The Orphanage; rom com – Love, Actually; 3DCGI animation – Toy Story series; traditional animation – Disney’s Snow White Exercise 2 Genre: traditional animation Setting: modern-day Japan and fantasy in the abandoned theme park Main characters: ten-year-old girl, Chihiro; her parents; her friend, Haku Plot: Chihiro and her parents are on their way to a new life in the provinces when they stop at an abandoned theme park. Her parents are turned into animals and she has to stay there and work for monsters. Overall opinion: very positive Exercise 4 1 It wasn’t on a par with 2 It tells a rather superficially mundane story 3 To his horror, he discovers that 4 I wasn’t sure that I was really a fan of 5 My expectations were low, and they were met 6 It was worth staying until the end 7 It’s no great surprise that this 8 It’s impossible to sum up this story; there’s just too much going on

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NEXT CLASS Ask students to do an Internet search for news items about works of art that have sold for record-breaking amounts. They should make notes for the next lesson.

Workbook page 83/Online Practice

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7F WRITING | A letter to the editor 1

SPEAKING Look at the photos showing modern installation artworks and answer the questions.

1 What is your opinion of modern art? 2 Do you consider the installations in the photos to be art? Say why. 3 What do you think is the difference in experiencing a traditional form of art, such as a sculpture or a painting, and a modern installation?

Dear Editor, I am writing in response to the recent article in your publication about government funding of the arts. Despite an outwardly persuasive argument, I believe that the ideas presented were perhaps somewhat oversimplistic. While I would not dispute the figure quoted of £900 million, this actually represents no more than £14 per head, which means that it is far from the enormous personal investment implied by the author. To use figures in this way is at the very least disingenuous, if not outright manipulative. I would also take issue with the notion that there is no justification for this kind of investment in the arts. On the contrary, there are clearly many benefits. The arts often play a vital role not only in our own self-expression, but also in the way they can enable us to experience someone else’s reality. Art is a universal language, which can have an enormous impact on someone’s life. The author mentions spending on education as a priority, but surely the arts are a crucial component of a well-rounded education? Nor can it be argued that the creative industries do not contribute to the economy. In point of fact, these industries are estimated to have generated around $250 billion worldwide last year, hardly a small contribution. Finally, the author puts forward the opinion that patronage of the arts should be the responsibility of those who already enjoy and can afford to support the arts. Were we to take this approach, we would ultimately risk excluding many people from something which might otherwise enrich their lives. To summarise, I feel strongly that there are in fact many arguments in favour of government funding of the arts, and that the article could probably have done more to present a balanced picture of the situation. Yours faithfully, Peter Smith

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EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 2 by putting students in pairs and having them share the notes they made at home about record-breaking artwork prices. Open up the discussion to the class and talk about the factors that can lead to high prices for artwork.

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• At any point in the lesson, have a class discussion about the arts (various branches of creative activity, such as painting, acting, dance, literature and music). Elicit what this term refers to and ask students if they think governments should spend as much money on the arts as they do on sports, for example.

• For additional writing practice, you could ask students to write a letter in support of the point of view expressed in the extract in Exercise 8. They could do this in class or as homework. Before writing their letters, they could work in pairs to come up with arguments and plan their work.

07 2

Read an extract from a newspaper article. Do you agree with the writer’s point of view? Say why.

The government currently spends around £900 million a year on the arts, a mind-blowing amount of money, which could be much better spent elsewhere. In the current economic climate, this simply cannot be justified. We need to prioritise spending on healthcare, education, and developing the infrastructure of the country. Why should people who have little or no interest in the arts subsidise the leisure pursuits of those who do? If an artist’s work is sufficiently good, they will easily find private sponsors and patrons.

ACTIVE WRITING | Hedging In a more formal or academic style, it is common to express ideas with some degree of caution or hesitation. This is known as hedging. There are various ways of doing this, e.g. by using: • verbs such as believe, assume, suggest, appear, seem, • modal verbs such as will, would, might, could, • adverbs of frequency such as often, sometimes, • adverbs and adjectives such as certain/ly, probable/ly, perhaps, surely, • conditional structures such as were this to be the case, it would,

Read a letter to the editor of the newspaper that published the article in Exercise 2. What five main points does it include?

Read the letter again and complete gaps 1–6 in the Writing box with your ideas.

Look at the model letter again and complete gaps 7–16 in the Writing box with one word.

• softeners such as somewhat, to some extent.

Language • Paraphrase the points made by the original author. The author mentions … The author puts 7 the opinion that … • Concede the points made by the original author, and then argue against them. Despite an 8 persuasive argument, I felt that the ideas presented were … While I would not 9 … this actually … • Put forward contrasting arguments. I would also take 10 with the notion that … 11 can it be argued that … 12 On the ,… 13 In of fact … • Use emphatic language. It is 14 from … 15 a role 16 a component

Rewrite the following statements in a more cautious way, using the language from Active Writing. 1 2 3 4 5 6 7 8

WRITING | A letter to the editor Organisation • You should open the letter with an appropriate . salutation, e.g. 1 • Begin the letter by explaining 2 and why you are writing. • Take each point made by the original author and explain to what extent you 3 and any 4 why you disagree. • Conclude by reiterating and 5 your point of view. • Sign off appropriately, e.g. 6 .

Study Active Writing. Then find examples of hedging in the model letter.

Once again I disagree. This is wrong. They have made a mistake. This is not an insoluble problem. Creative industries contribute to the economy. The author is misinformed. If this is true, it’s a disaster. It’s not true.

Read an extract from a different newspaper article. To what extent do you agree with the writer’s opinion?

he world is an increasingly competitive place and we should be encouraging students to study STEM (Science, Technology, Engineering and Maths) subjects, rather than spending precious time and energy on Art. Only by doing this, will we be able to compete in the world market. Furthermore, most students will grow up to do jobs where numeracy and a scientific approach are far more useful than an ability to paint a mediocre picture or to play a musical instrument reasonably well. Such things are hobbies, and should not be part of the core education curriculum.

In pairs, come up with more arguments against the point of view in the extract in Exercise 8. – Art helps to develop creativity, which is a skill that will always be needed. – Only better-off students can afford private music lessons so they should be provided in school.

10 WRITING TASK Use the tips and language from the Writing

Exercise 3 1 The sum of money actually represents just £14 per person. 2 The arts help us express ourselves and understand someone else’s experience. 3 The arts are an important part of our education. 4 The creative industries contribute a lot to the economy. 5 Not funding the arts means many people will be excluded. Exercises 4–5 1 Dear Editor / Dear Sir/Madam 2 what you are responding to 3 agree 4 reasons 5 summarising 6 Yours faithfully / Yours sincerely 7 forward 8 outwardly 9 dispute 10 issue 11 nor 12 contrary 13 point 14 far 15 vital 16 crucial Exercise 7 1 Once again I would have to disagree. 2 It would appear that this might be wrong. 3 They seem to have perhaps made a mistake. 4 This is almost certainly not acompletely insoluble problem. 5 Creative industries often clearly make some contribution to the economy. 6 I might suggest that the author is somewhat misinformed. 7 Were this to be the case, itwould probably be a disaster. 8 It is surely not the case. Exercise 9 Possible answers We don’t need to divide science and art – look at Leonardo da Vinci. The arts help to develop personality and empathy as well as creativity. The arts can help build confidence, teamwork and problem-solving skills. Apart from basic arithmetic, most people will never use what they learn in Maths and Science subjects, but they will use what they learn from the arts.

box to write a letter to the editor of the newspaper from Exercise 8, arguing against what the author of the extract has to say. Use hedging as appropriate.

□ I can write a letter to the editor.

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FURTHER PRACTICE Workbook page 84/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 104–105.

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Word List REMEMBER MORE 1 Find and correct one mistake in

each sentence. Then check with the word list. In pairs, discuss if you agree or disagree with the statements.

roll up the sleeves /ˌrəʊl ˈʌp ðə ˌsliːvz/ satin(n)/ˈsætɪn/

be in awe /ˌbi ɪn ˈɔː/

scarlet(adj)/ˈskɑːlət/

biggish(adj)/ˈbɪɡɪʃ/

shortish(adj)/ˈʃɔːtɪʃ/

capsule wardrobe /ˈkæpsjuːl ˌwɔːdrəʊb/

slave to fashion /ˌsleɪv tə ˈfæʃən/

checked(adj)/tʃekt/ chiffon(n)/ˈʃɪfɒn/

somewhere in the region of /ˌsʌmweə ɪn ðə ˈriːdʒən əv/

clashing(adj)/ˈklæʃɪŋ/

sort of /ˈsɔːt əv/

collar(n)/ˈkɒlə/

sparkly(adj)/ˈspɑːkli/

combine items /kəmˈbaɪn ˌaɪtəmz/

stretchy(adj)/ˈstretʃi/

complement each other /ˈkɒmpləmənt ˌiːtʃ ˌʌðə/

stuff(n)/stʌf/

contrast with(v)/ˈkɒntrɑːst wɪð/

stuff like that /ˈstʌf ˌlaɪk ˌðæt/

Use the words in bold and make any other necessary changes. Then check with the word list.

corduroy(n) /ˈkɔːrdərɔɪ/

suede(n)/sweɪd/

cropped(adj)/krɒpt/

teeny(adj)/ˈtiːni/

1 She paid $200,000 for her wedding dress. SOMEWHERE 2 The materials this designer uses are extravagant. OF 3 She was never a famous model because she wasn’t tall enough. SHORTISH 4 I’m not into these kinds of clothes. STUFF

diamanté(adj)/ˌdiːəˈmɒnteɪ/

texture(n)/ˈtekstʃə/

established(adj)/ɪˈstæblɪʃt/

thingy(n)/ˈθɪŋi/

eye-catching outfits /ˌaɪkætʃɪŋ ˈaʊtfɪts/

timeless(adj)/ˈtaɪmləs/

fashion police /ˈfæʃən pəˌliːs/

untuck the shirt /ˌʌnˈtʌk ðə ˌʃɜːt/

fashion sense /ˈfæʃən ˌsens/

up and coming /ˌʌp ən ˈkʌmɪŋ/

fashion statement(n)/ˈfæʃən ˌsteɪtmənt/

velvet(n)/ˈvelvɪt/

fashion victim(n)/ˈfæʃən ˌvɪktɪm/

V-neck(n)/ˈviː nek/

fashion-conscious(adj)/ˈfæʃən ˌkɒnʃəs/

wide-leg(adj)/ˈwaɪd ˌleɡ/

finishing touches /ˌfɪnɪʃɪŋ ˈtʌtʃɪz/

with a twist /ˌwɪð ə ˈtwɪst/

1 I think that the colours we wear should mix each other. complement 2 It’s important to always be as busy as a bear – you won’t have time to overthink things. bee 3 The best traditional drama has to be Spiderman! animation

2 Make the sentences more vague.

Exercise 2 1 She paid somewhere in the region of $200,000 for her wedding dress. 2 The materials this designer uses are sort of extravagant. 3 She was never a famous model because she was shortish. 4 I’m not into stuff like that.

7A VOCABULARY AND SPEAKING 5.37

3 Choose the nouns that these

adjectives can describe. Sometimes two or more answers are correct. Then check with the word list. 1 cropped T-shirt / trousers / jacket 2 chiffon blouse / boots / collar 3 stretchy material / clothes / texture 4 garish colours / shape / pattern

4 Complete the map of the word

impenetrable. Check with the word list or use a dictionary if necessary.

incomprehensible

What is the synonym?

An impenetrable fog halted traffic.

Use ‘impenetrable’ in a sentence.

IMPENETRABLE Example of something that can be ‘impenetrable’. idea, story

What is the antonym? clear

ACTIVE VOCABULARY | Semantic mapping

Semantic mapping is used to show concepts in a graphic way. Through such maps, we can illustrate the meaning of words and phrases and their relationships with other words. Choose four words from the word list and draw similar maps to the one above for these words.

flamboyant(adj)/flæmˈbɔɪənt/ flared(adj)/fleəd/ funky(adj)/ˈfʌŋki/ garish(adj)/ˈɡeərɪʃ/

7B GRAMMAR

5.38

anything but /ˈeniθɪŋ bʌt/ bleak(adj)/bliːk/

gigantic(adj)/dʒaɪˈɡæntɪk/

customs inspector/officer /ˈkʌstəmz ɪnˌspektə / ˌɒfəsə/

glitter(v)/ˈɡlɪtə/

dreamlike(adj)/driːmlaɪk/

grant(v)/ɡrɑːnt/

fertile imagination /ˌfɜːtaɪl ɪˌmædʒəˈneɪʃən/

greenish(adj)/ˈɡriːnɪʃ/

first-hand experience /ˌfɜːsthænd ɪkˈspɪəriəns/

jazz it up with /ˌdʒæz ɪt ˈʌp ˌwɪð/

gypsy(n)/ˈdʒɪpsi/

jumpsuit(n)/ˈdʒʌmpsuːt/

hothouse(n)/ˈhɒthaʊs/

look put together /ˌlʊk pʊt təˈɡeðə/

in debt /ɪn ˈdet/

metallic(adj)/məˈtælɪk/

in evidence /ɪn ˈevɪdəns/

mixing and matching /ˌmɪksɪŋ ən ˈmætʃɪŋ/

leading(adj)/ˈliːdɪŋ/

navy(adj)/ˈneɪvi/

lush(adj)/lʌʃ/

neon(adj)/ˈniːɒn/

metalworker(n)/ˈmetəlˌwɜːkə/

oversized(adj)/ˌəʊvəˈsaɪzd/

predominantly(adv)/prɪˈdɒmənəntli/

pair the same items together /ˌpeə ðə ˌseɪm ˌaɪtəmz təˈɡeðə/

self-taught(adj)/ˌselfˈtɔːt/

pastel(adj)/ˈpæstl/ plaid(n)/plæd/ platforms(n)/ˈplætfɔːmz/ pleated(adj)/ˈpliːtɪd/ polo neck(n)/ˈpəʊləʊ ˌnek/ puffer jacket /ˈpʌfə ˌdʒækɪt/

setting(n)/ˈsetɪŋ/ shades of blue /ˌʃeɪdz əv ˈbluː/ snarl(v)/snɑːl/ turning point(n)/ˈtɜːnɪŋ ˌpɔɪnt/ vow(n)/vaʊ/ wintry(adj)/ˈwɪntri/

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EXTRA ACTIVITIES IN CLASS • In pairs or groups of three, students take it in turns to describe the outfits on page 94 of the Student’s Book, using vocabulary from Lesson 7A in the word list. You could then ask them to each give the outfits a mark out often.

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Askthe class for their marks and add up the score for each outfit, to find thewinning outfit. • Ask students to close their books, and dictate only the first or second part of compound nouns and adjectives from the word list (e.g. victim –

fashionvictim; capsule – capsule wardrobe; stick – stick thin; conscious– fashion-conscious). Students try to complete them as quickly as they can. The first student to do so is the winner. • Divide the class into teams. Dictate to each team in turn a word from the

07 7C READING AND VOCABULARY 5.39 alliteration(n)/əˌlɪtəˈreɪʃən/ be as busy as a bee /ˌbi əz ˈbɪzi əz ə ˈbiː/ be up with the lark /ˌbi ˈʌp wɪð ðə ˈlɑːk/ coincidental(adj)/kəʊˌɪnsəˈdentl/ curd(n)/kɜːd/ dappled(adj)/ˈdæpəld/ docile(adj)/ˈdəʊsaɪl/ dollop(n)/ˈdɒləp/ downy(adj)/ˈdaʊni/ downy-feathered(adj)/ˌdaʊni ˈfeðəd/ ethereal beauty /ɪˌθɪəriəl ˈbjuːti/ explicitly(adv)/ɪkˈsplɪsɪtli/ flutter(v)/ˈflʌtə/ gilded(adj)/ˈɡɪldɪd/ gold-enamelled(adj)/ˌɡəʊld ɪˈnæməld/ grumpy(adj)/ˈɡrʌmpi/ herd(n)/hɜːd/ honeyed(adj)/ˈhʌnid/ inanimate object /ɪnˌænəmət ˈɒbdʒɪkt/ kerfuffle(n)/kəˈfʌfəl/ like a bear with a sore head /ˌlaɪk ə ˈbeə wɪð ə ˌsɔː ˈhed/ like a rat up a drainpipe /ˌlaɪk ə ˈræt ˌʌp ə ˈdreɪnpaɪp/ luminous(adj)/ˈluːmənəs/ melodious(adj)/məˈləʊdiəs/ midsummer(n)/ˌmɪdˈsʌmə/ monkey around(phr v)/ˌmʌŋki əˈraʊnd/ moth(n)/mɒθ/ one-trick pony /ˌwʌn trɪk ˈpəʊni/ onomatopoeia(n)/ˌɒnəmætəˈpiːə/ opalescent(adj)/ˌəʊpəˈlesənt/

swish(v)/swɪʃ/

gangster movie /ˈɡæŋstə ˌmuːvi/

take the lion’s share /ˌteɪk ðə ˌlaɪənz ˈʃeə/

genre(n)/ˈʒɒnrə/

tender(adj)/ˈtendə/

illuminating(adj)/ɪˈluːməneɪtɪŋ/

the worm has turned /ðə ˌwɜːm həz ˈtɜːnd/

kick off(phr v)/ˌkɪk ˈɒf/

treasure(v)/ˈtreʒə/

lay out(phr v)/ˌleɪ ˈaʊt/

veil(n)/veɪl/

mundane(adj)/mʌnˈdeɪn/

vivacious(adj)/vəˈveɪʃəs/

on a par with /ˌɒn ə ˈpɑː wɪθ/

weasel out of sth(phr v)/ˌwiːzəl ˈaʊt əv ˌsʌmθɪŋ/

overall opinion /ˌəʊvərˈɔːl əˈpɪnjən/

7D LISTENING AND VOCABULARY 5.40

period drama /ˈpɪəriəd ˌdrɑːmə/ post-apocalyptic(adj)/pəʊst əˌpɒkəˈlɪptɪk/

creepy(adj)/ˈkriːpi/

psychological horror /ˌsaɪkəˈlɒdʒɪkəl ˌhɒrə/

deface(v)/dɪˈfeɪs/

rom com(n)/ˈrɒm ˌkɒm/

dire(adj)/daɪə/

setting(n)/ˈsetɪŋ/

easy on the eye /ˌiːzi ɒn ði ˈaɪ/

smug(adj)/smʌɡ/

emerging superpower /ɪˌmɜːdʒɪŋ ˈsuːpəˌpaʊə/

superficially(adv)/ˌsuːpəˈfɪʃəli/

fade away(phr v)/ˌfeɪd əˈweɪ/ gimmicky(adj)/ˈɡɪmɪki/ grisly(adj)/ˈɡrɪzli/

traditional animation /trəˈdɪʃənəl ˌænəˌmeɪʃən/

7F WRITING

5.42

auction house /ˈɔːkʃən ˌhaʊs/

impenetrable(adj)/ɪmˈpenətrəbəl/

authentication body /ɔːˌθentɪˈkeɪʃən ˌbɒdi/

jaw-dropping(adj)/ˈdʒɔː ˌdrɒpɪŋ/

disingenuous(adj)/ˌdɪsənˈdʒenjuəs/

make a point /ˌmeɪk ə ˈpɔɪnt/

in point of fact /ɪn ˌpɔɪnt əv ˈfækt/

marble(n)/ˈmɑːbəl/

intervention(n)/ˌɪntəˈvenʃən/

mediocre(adj)/ˌmiːdiˈəʊkə/

numeracy(n)/ˈnjuːmərəsi/

overrated(adj)/ˌəʊvəˈreɪtəd/

on the contrary /ˌɒn ðə ˈkɒntrəri/

recycled junk /ˌriːˌsaɪkld ˈdʒʌŋk/

onlooker(n)/ˈɒnˌlʊkə/

repurpose(v)/ˌriːˈpɜːpəs/

outright(adj)/ˈaʊtraɪt/

stick thin /ˌstɪk ˈθɪn/

outwardly persuasive /ˌaʊtwədli pəˈsweɪsɪv/

tongue-in-cheek(adj)/ˌtʌŋɪnˈtʃiːk/

oversimplistic(adj)/ˌəʊvəsɪmˈplɪstɪk/

trashy(adj)/ˈtræʃi/

patron(n)/ˈpeɪtrən/

widespread poverty /ˌwaɪdspred ˈpɒvəti/

patronage(n)/ˈpætrənɪdʒ/

7E SPEAKING AND VOCABULARY 5.41

pearly(adj)/ˈpɜːli/

3D / CGI animation /ˌθriː ˈdiː / ˌsiː dʒiː ˈaɪ ˌænəˌmeɪʃən/

personification(n)/pəˌsɒnɪfɪˈkeɪʃən/

banquet(n)/ˈbæŋkwɪt/

playful(adj)/ˈpleɪfəl/

biopic(n)/ˈbaɪəʊˌpɪk/

poetic device /pəʊˌetɪk dɪˈvaɪs/

burial ground /ˈberiəl ˌɡraʊnd/

pulp(n)/pʌlp/

captivate(v)/ˈkæptəveɪt/

purr(v)/pɜː/ sensuous(adj)/ˈsenʃuəs/

cater for sb/sth(phr v)/ˈkeɪtə fə ˌsʌmbɒdi / ˌsʌmθɪŋ/

serendipity(n)/ˌserənˈdɪpəti/

crossover(n)/ˈkrɒsəʊvə/

sibilance(n)/ˈsɪbɪlənts/

detour(n)/ˈdiːtʊə/

silken(adj)/ˈsɪlkən/

disaster movie /dɪˈzɑːstə ˌmuːvi/

simile(n)/ˈsɪməli/

epic fantasy /ˈepɪk ˌfæntəsi/

slurp(v)/slɜːp/

fairy-tale element /ˈfeəri teɪəl ˌeləmənt/

striking(adj)/ˈstraɪkɪŋ/

fantastical(adj)/fænˈtæstɪkəl/

pose(v)/pəʊz/ put forward(phr v)/ˌpʊt ˈfɔːwəd/ reiterate(v)/riːˈɪtəreɪt/ self-destruct(v)/ˌself dɪˈstrʌkt/ shredder(n)/ˈʃredə/ somewhat(adv)/ˈsʌmwɒt/ subsidise(v)/ˈsʌbsədaɪz/ take issue with /ˌteɪk ˈɪʃuː wɪð/ well-rounded(adj)/ˌwelˈraʊndɪd/

105 word list to spell correctly for one point. Ensure each pair of words has similar spelling difficulty. Students get an extra point if they can use it correctly in a sentence. The team with the most points at the end are the winners.

FURTHER PRACTICE Workbook page 85/Online Practice

NEXT CLASS Ask students to revise Unit 7.

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Revision

VOCABULARY AND GRAMMAR Exercise 4 1 Unfortunately, the person in this department to whom you sent an email is absent from work today. 2 The point at which we’ll need to reconsider our options is fast approaching. 3 This decision will affect a lot of our staff, many of whom are naturally becoming anxious. 4 Whenever you are concerned about any issues, please contact your supervisor. / Please contact your supervisor whenever you are concerned about any issues. 5 Whoever asks about the situation, the answer will remain the same./ The answer will remain the same whoever asks about the situation.

a b c d e f

weasels out of it with the lark mixing and matching a slave to fashion very tongue-in-cheek a bear with a sore head

Complete the sentences with the correct form of the words in the box. accessory corduroy pony share statement touch 1 Putting a stripy top and a floral skirt together was a bit of a fashion statement , but I wasn’t impressed by the result. 2 I found some burgundy corduroy trousers that used to be fashionable when I was a child; today, they would be considered vintage, I imagine. 3 Although we usually split the work, I seem to get the share lion’s more often than not. 4 I’ve bought my outfit for the wedding, but I still need to get a few accessories like a handbag, a hat and a scarf. 5 The artist put the finishing touches to the painting just before the film crew came in to video it. 6 It’s a successful product, but we don’t want to be pony a one-trick . We will need to diversify.

Choose the correct words to complete the dialogue. A The exhibition in the college main hall is spectacular. 1 Who / Whoever organised it should be congratulated. B I agree. It was a group of art students who planned it, one of 2them / whom is my best friend. They invited all the schools in the area to contribute their students’ paintings – some of 3which / whom were painted by primary school children. They asked for the artwork to be done in no longer than two hours, 4what / which I thought was a great idea. On the final day, there’s going to be a party in the main hall 5which / where prizes will be awarded for the best pictures. The judges will be artists from this area 6who / whom used to attend local schools. 7However / Whatever you’re doing on that afternoon, cancel it!

Complete sentences 1–6 with their endings a–f. 1 My brother is definitely a morning person. He’s always b up . 2 Jacquie can’t resist buying whatever the designer comes up with. She’s . d 3 I’m enjoying the new TV series because it doesn’t take e itself too seriously. It’s . 4 When my father has a problem at work, f he’s a nightmare to live with. He’s like . 5 Sometimes, you don’t need to buy new clothes to get c a new look. It’s a question of . 6 Ben is very careful with his money. When it’s his turn a to buy coffees, he usually .

Rewrite the sentences using the words in bold. 1 You sent an email to a person in this department, but unfortunately, he is absent from work today. WHOM 2 There will come a point when we need to reconsider our options and that is fast approaching. AT 3 This decision will affect a lot of our staff and many of them are naturally becoming anxious. WHOM 4 Please contact your supervisor if, at any time, you are concerned about any issues. WHENEVER 5 It doesn’t matter who asks about the situation, the answer will remain the same. WHOEVER

Choose the option that is NOT correct. 1 One of my capsule wardrobe items is a pair of cropped / wide-leg / full trousers. 2 The trend at the moment is to wear pastel / suede / flamboyant colours. 3 The performance wasn’t very enjoyable at all. In fact, I thought it was dire / mediocre / evocative. 4 The most recent designs from this fashion house are made from a stretchy / clashing / silken fabric. 5 Patterns such as checked / plaid / flared don’t necessarily suit everyone. 6 The sun created a dappled / luminous / docile effect on the water in this painting.

USE OF ENGLISH

Complete the text with one word in each gap.

STRATEGY | Gap filling When you have finished, check if the text makes sense. Make sure you have used the correct relative pronouns to complete the gaps.

SUSTAINABLE FASHION

When it comes to buying clothes these days, we find ourselves in a quandary. We want to follow fashions, and yet the amount of clothing thrown away is bad news for the environment and a waste of natural contributes to a moral resources, all of 1 which dilemma. 2 Whichever way you look at it, there is no clear solution. The fashion industry is of huge importance to the economy, a fact 3 which/that cannot be ignored. On the other hand, we tend to buy far too much and, according to figures 4 which/that were recently released, about 30 billion pounds worth of clothes lie unused in wardrobes in the UK. The situation the emerging needs to change, which is 5 why trend of clothes rental is becoming so popular. There to which you can are many sites and stores 6 whatever/ subscribe and rent 7 whichever clothes you fancy. the owners of items of There are even sites 8 where clothing can pick customers with 9 whom they wish to e change outfits. he idea of being able to rent 10 what you need for special occasions is not new, but now it is extending to casual wear too. Is this the answer to finding really sustainable fashion Use of English > page 183

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 183

• Unit 7 Language Test (Vocabulary, Grammar, Use of English)

• Class debates pages 265–266 • Self-assessment 7 and Self-check 7, Workbook pages 86–87/Online Practice • Extra digital activities: Use of English, Reading, Listening

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• Unit 7 Skills Test (Dictation, Listening, Reading, Communication) • Unit 7 Writing Test

READING

y t i v i t Crea

Read five texts about creativity. For questions 1–10, choose from texts A–E. Each text may be chosen more than once.

f o s t c e p s A y n The Ma A How can a firm make the most of their employees’ creative abilities? One way is to have regular meetings in which ideas are brainstormed. To get the most out of it, people need to be informed about the aim of the meeting in advance to be able to come up with outlines of ideas themselves. Much less effective is trying to force creativity, whether using a carrot or a stick approach. If ideas are demanded, it can stress you out and you probably won’t think of anything useful. On the other hand, in an experiment, a group of experts looked at artwork which, unknown to them, had either been produced for pleasure or to sell. They consistently judged the works of art made just for sheer pleasure to be better, so it would seem that the promise of financial benefit didn’t help the quality of creativity either.

B Are we born creative or is creativity something we can learn? Everyone is capable of thinking outside the box, although they may not be aware of this fact. At the most basic level, we may, for example, go off the beaten path one morning and decide to add new ingredients to our breakfast cereal because we imagine that it will taste nicer – that’s also being creative. On the other hand, there are creative abilities that only a few people possess and which can’t be learned. Those who are blessed with these qualities are often referred to as geniuses. In between are amateur painters, musicians and inventors who combine natural and learned talents, not to earn money but to entertain themselves and, if they are lucky, a small number of others. C When thinking about creativity, many people assume that they need to have a completely new and original idea to be considered truly creative. Nothing could be further from the truth: creativity is about taking a current idea and developing it further or in a new direction. But what about that Eureka moment when an idea pops into someone’s head out of the blue? In reality, this isn’t what happens. Parts of our brains, our subconscious, are always working away in the background without us being aware of it, sorting through information and sending the final results and conclusions to our conscious mind, often when we are relaxing or thinking about something completely different.

E Although not everyone can be a genius, we are all,

to a certain extent, creative. This is most notable in very young children who spend their time exploring, testing and experimenting. Regrettably, it seems that as soon as kids reach school age, they are dissuaded from showing the same inquisitiveness towards their learning and, instead, are expected to conform to numerous rules. This, in turn, proves counterproductive when developing imagination and creativity. However, as children grow up and join the world of work, they are often required to think outside the box in order to solve problems in a new way and are criticised when found to be incapable of doing so. But, all is not lost – research demonstrates that creativity is eighty percent learned so this innovative thinking can be trained, just like anything else. Practice makes perfect.

Which text contains the following statements? 1 D Creativity may be stifled because of worries

□ about your offspring’s futures. A Neither threats nor rewards will produce the 2□ optimal form of creativity. C Sudden ideas are the result of thought processes 3□ we are oblivious to. B Both nature and nurture are responsible for our 4□ creative skills. E Creativity is not only neglected but also 5□ consciously discouraged. A Ideas should not be expected to flow 6□ spontaneously. D Being creative can lead to advantages at work. 7□ C Creativity is also about adapting and expanding 8□ existing solutions. B Anyone can demonstrate everyday acts of 9□ creativity. E Suppressing our instinctive 10 □ creativity limits our potential.

D Is creativity important for society? The obvious answer is ‘yes,’ as it gives us not only the arts but innovations and inventions. We should therefore value it and make sure that creativity isn’t neglected, particularly in schools. The problem is judging how important it is compared to other subjects. Inevitably, parents are often obsessed with their children’s job prospects and, as a result, pressure is brought upon schools to squeeze less essential subjects, like arts, out of the curriculum. How can we persuade decision makers that creativity is vital? Perhaps by focusing on its importance to employers and the financial rewards it can lead to, so that the link between creativity and career success is clear. 107

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Follow the crowd? VOCABULARY Describing prohibition and permission, protest and influence; phrasal verbs with come, hold, set, take; adjective-noun collocations; describing lifestyles GRAMMAR

Articles

READING

Understanding ellipsis

SPEAKING

Hyperbole and understatement

WRITING

An opinion essay

C Galileo Galilei B Harriet Tubman

! l e b e r , l e b Re

A Malala Yousafzai

History istory is full of rebels who took a stance against the norms of their day, and in doing so, changed the world. The Renaissance created many such rebels. For example, Galileo Galilei, who decided to disprove a scientific theory which had been taught for nearly 2,000 years – that heavy objects fall faster than lighter ones. He did this by dropping a 100-pound cannonball and a onepound musket ball from the Leaning Tower of Pisa. The experiment had been sanctioned by the university authorities, but they were far from happy when the objects landed simultaneously and Galileo actually proved his point. Later on, when he set out to show that the earth actually revolved around the sun, the authorities felt they had no choice but to clamp down on him. He was forced to say that he had been wrong, and ended his days living under a form of house arrest. A rebel from more recent history, Harriet Tubman, was born into slavery in Maryland, USA, in around 1820. When she was twenty, her owner died, and Harriet was delighted to discover that in his will, he had authorised her whole family to be set free. Unfortunately, his son decided to ignore the will, so Harriet fled to freedom in the North. Although slavery was outlawed in the Northern States, the Fugitive Slave Act still condoned it,

and meant that any runaway slaves would be returned to their owners if caught so Harriet was still in danger. Despite this, she set about creating a route called the Underground Railroad to enable other slaves to escape. It is thought that she may have helped up to 300 slaves! She became well-known within the Abolition Movement, which aimed to force the government to put an end to slavery throughout the USA. She also campaigned to allow for women to vote who were barred from voting at that time. In modern times, we have rebels such as Malala Yousafzai, at seventeen in 2014, the youngest person ever to be awarded the Nobel Peace Prize for her struggle to ensure that all girls have access to education. Malala grew up in Pakistan, where she went to school, until one day it was announced that girls were no longer entitled to education. Malala’s father was a teacher and did not endorse this decision. He encouraged her to speak out against it, and she appeared on TV. Unfortunately, some of those who had closed the schools were watching her and on October 9th, 2012, Malala experienced an attack on her life. Miraculously, she survived and was flown to the UK for surgery. Once she recovered, she showed great perseverance by continuing to condemn what was happening in her country, and anywhere around the world where girls’ education is proscribed.

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REFERENCES AUDIO SCRIPT page 232 CULTURE NOTES page 213

EXTRA ACTIVITIES IN CLASS • After Exercise 4, ask students to write down some questions they would like

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to ask each of the rebels featured in the reading text. Then put them in pairs for a role play in which one student is the interviewer and the other is the rebel. Students take turns interviewing and answering questions. • After Exercise 9, put students in pairs and ask them to write the ten phrasal

verbs from the Active Vocabulary box on pieces of paper and spread them on the desk, face down. Each student chooses five pieces of paper and writes five different sentences using the phrasal verbs. When they are ready, they read out their sentences one by one to their partner, who has to explain what each phrasal verb means.

8A VOCABULARY AND SPEAKING 1 2

SPEAKING What famous people can you think of that you might describe as rebels? In what ways did/do they rebel?

Phrasal verbs

3.20 Study Active Vocabulary. Then complete the sentences from the recording with the correct forms of the verbs from the box. Listen again and check.

Look at the famous rebels in photos A–C and answer the questions.

come hold set take

Which of the rebels … 1 had ideas which caused a scandal so shocking that it led to his/her imprisonment? 2 was blamed for spreading ideas about girls’ education? 3 lobbied for women to be allowed to vote in elections? 4 had an impact on the world which still matters more than 500 years later? 5 put pressure on the government to ban slavery?

Read the text and compare with your answers in Exercise 2. What idea did each of the rebels oppose? How did their opposition make a difference to the world?

SPEAKING Which of the rebels mentioned in the text do you admire most? Say why.

set 1 It is natural for teenagers to about trying to do things differently from their parents. took to wearing jeans 2 When I was a teenager, I with loads of holes in them. hold them back from 3 Teenagers whose parents doing that may eventually lose confidence in themselves. set 4 Arguing about this kind of thing can really teenagers and parents against each other. down too hard on 5 Parents shouldn’t come teenagers. 6 If the parents are too strict, their kids may hold it against them later on. set forth their 7 Parents should let teenagers views, even if they don’t agree with them. 8 That doesn’t mean parents can’t explain why they think their kids might be wrong, or why what they come out with is a bad idea. have just off on criticising what 9 So parents should hold teenagers have said until they’ve really listened to taken everything in properly. them and

Permission and prohibition

Look at the highlighted words and phrases in the texts. Which express permission and which prohibition?

Complete the second sentence with the correct form of the word in bold so that it means the same as the first one. 1 The students have been given permission to leave early. AUTHORISE The students have been . 2 The Government has given permission for an increase in public spending. SANCTION The Government has . 3 I fully agree with everything he said. ENDORSE I fully . 4 Everyone should have access to free emergency healthcare. ENTITLE Everyone should . 5 The new law will make such behaviour illegal. OUTLAW The new law will . 6 How can we stop the constant arguing? PUT How can we ? 7 In my opinion, there is no excuse for this behaviour. CONDONE In my opinion, this behaviour cannot . 8 Torture is forbidden by international law. PROSCRIBE International law . 9 The government is taking strong action against cybercrime. CLAMP The government . 10 He was not allowed to enter the country. BAR He was ______ the country.

ACTIVE VOCABULARY | Key words in phrasal verbs There are certain verbs which are commonly used in phrasal verbs and can therefore be easily confused. Pay attention to the particles, e.g. • come: come down hard on sb, come out with sth • hold: hold (sb) back from doing sth, hold (a grudge/sth) against sb, hold off on doing sth • set: set about doing a task, set sb against sb else, set forth an idea/solution • take: take to doing sth, take sth in

Complete the sentences with the correct particles.

Exercise 3 1 Galileo Galilei: decided to disprove that heavy objects fall faster than lighter ones; then decided to show the earth revolved around the sun 2 Harriet Tubman: rebelled against slavery – active in the Abolition Movement; created route to enable slaves to escape from the South; also campaigned for women to be able to vote in elections 3 Malala Yousafzai: has been fighting for women’s right to education Exercise 5 Permission: sanction, authorised, condoned, entitled, endorse Prohibition: clamp down on, barred from, outlawed, put an end to, proscribed (sanction – but not in this context) Exercise 6 1authorised to leave early 2sanctioned an increase in public spending 3endorse everything he said 4be entitled to free emergency healthcare 5outlaw such behaviour 6put an end to the constant arguing 7be condoned 8proscribes torture 9is clamping down on cybercrime 10barred from entering

1 I’m going to hold making off on a decision until I’ve read all the information. 2 Her parents were furious and came down on her. 3 It was so complicated. I tried to understand, but I just couldn’t take it . in 4 I wasn’t very happy with what you did, but I don’t hold it against you. 5 She set her proposal and the committee forth listened carefully. 6 I don’t think this is the best way to set about trying to change his mind.

10 REFLECT | Culture Jack Kerouac, an American novelist

3.20 In pairs, discuss whether teenage rebellion is a good thing. Then listen to a radio interview with the author of the book Why Rebellion Rocks and compare your ideas.

and poet, once famously said that no great things are achieved if you follow trends and popular opinion. How far do you agree with this statement?

□ I can use words and phrasal verbs to talk about permission and prohibition. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 88–89/Online Practice

Vocabulary Quiz 8

• Photocopiable resource 29: Rebel with a cause, pages 277, 309

NEXT CLASS

• Extra digital activities: Vocabulary Checkpoint 8

Exercise 2 1 Galileo Galilei 2 Malala Yousafzai 3 Harriet Tubman 4 Galileo Galilei 5 Harriet Tubman

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Ask students to make notes on their views on plastic surgery, the use of fillers and Botox, and current standards of beauty.

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8B LISTENING AND VOCABULARY 1

SPEAKING Look at the photos showing things used to help men and women conform to the beauty standards of their time. In pairs, discuss the questions. 1 How do you think each thing works/worked? 2 How effective are/were they? 3 Do you agree with the saying that you need to suffer to be beautiful? Say why.

Exercise 3 1 protected 2 hair removal 3 blind 4 electricity 5 muscular/athletic 6 Men 7 airbrushing 8 destroy / damage / get rid of

3.21 Listen to a radio programme and compare what you hear with your ideas from Exercise 1.

3.21 Listen again and complete the notes with 1–3 words in each gap. Do you agree with the speaker’s final point? Say why. 1 Surprisingly, the ancient practice of dyeing your teeth black the teeth enamel. 2 Arsenic has been used for since ancient Egyptian times. 3 One of the unintended effects of using belladonna was that people could go . 4 When came along, more beauty devices were invented. 5 In the past, well-off men thought having a/an physique might make them look poor. 6 seem to be the social group most likely to moisturise their faces with snail slime. 7 Jameela Jamil thinks that photos makes women feel bad about themselves. 8 Escape the Corset are videos in which young women their beauty products.

Exercise 4 1 arched, full, sleek 2 chubby, dimpled 3 luminous, olive 4 luminous (Glowing eyes would be scary!) 5 willowy 6 full, glossy, lank, sleek, soft 7 lean, weedy 8 luminous, silky, soft (Dimpled skin is possible but usually not seen as a positive thing.) 9 soft

Complete the collocations with the adjectives from the box. Some adjectives can be used more than once. arched athletic chubby dimpled full glossy glowing heavy lank lean luminous muscular olive pale rosy silky sleek soft sparkling tight weedy willowy 1 2 3 4 5 6 7 8 9

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/ / heavy / skinny / / smooth brows / / full / rosy cheeks glowing / / / pale / rosy complexion / sparkling eyes athletic / full / figure / / / silky / / / hair athletic / / muscular / physique / / olive / pale / skin / tight waves and curls

Complete the text about beauty below with the correct adjectives from Exercise 4. Sometimes more than one answer is possible.

REFLECT | Society Why is there generally more pressure to conform to a standard of beauty for women? Is this changing? Say why.

A Very Brief History of Beauty

Looking at art throughout the ages, it’s evident how much standards of beauty have changed. Nowadays, women wear their eyebrows as they wish to: some go for a natural look, some have them tattooed, yet others pluck them to create a perfect 1 arched/sleek brow to open up the eyes and make the face appear thinner. But in ancient times, one long 2 heavy/full brow, now sometimes called a unibrow, was preferred. Some women even wore fake brows made from goat hair! In Renaissance portraits, women often have very high foreheads, achieved by plucking the hair. Their faces while the eyebrows were were alabaster and 3 pale 4 skinny and barely visible. Elizabeth I, daughter of Henry VIII, personified the beauty ideal of the era and many women dyed their brows and hair reddish to resemble the famous monarch. In eighteenth-century portraits, men and women wore white or grey wigs at all times, so their real hair was and dirty. They also had probably extremely 5 lank rosy cheeks. very white skin and 6 The women of the early twentieth century look very different, with a long, slim 7 willowy figure and short curls bobbed hair, sometimes permed into 8 tight or waves. Beauty really does come in all shapes and sizes.

□ I can identify specific details in a radio programme and talk about beauty.

REFERENCES AUDIO SCRIPT page 233 CULTURE NOTES page 213

EXTRA ACTIVITIES IN CLASS

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• After Exercise 3, put students in pairs or small groups to discuss the notes they made at home. Ask them to consider why people are willing to undergo

surgical procedures or have chemicals injected into their faces. Do they think surgically altered faces or the ‘trout pout’ are attractive? • At the end of the lesson, ask students to write down their ideal of beauty, for either men or women. They can use the collocations in Exercise 4 to help them. When they are ready, they can read out their views to the class.

FURTHER PRACTICE • Workbook page 90/Online Practice • Photocopiable resource 30: Beautystandards, pages 277, 310

8C SPEAKING 1

In pairs or small groups, discuss the questions.

Exercise 1 1 Suggested answers: top photo: important because they need to recognise people on the same team; bottom photo: wearing dark colour means the audience isn’t distracted from the music 2 Example answers: paramilitary organisations (police, emergency services, security guards); in some workplaces (doctors and nurses); schools; inmates in prisons 3 Example answers: we dress to stand out: to show our individuality, creativity, selfconfidence, when you want to be noticed; we dress to blend in: to hide, when we are shy, when we want to show unity/solidarity with a group

1 Why do you think the people in the photos are wearing the same clothes? Why might this be important? 2 What other examples can you think of where people choose to, or have to, wear the same thing? 3 When do we dress to stand out, and when do we dress to blend in?

REFLECT | Culture Many schools in the UK now require their sixth form students (ages 16–18) to follow a smart ‘business attire’ dress code. Do you think it is a good idea? Say why. What is the situation in your country?

3.22 Listen to Jack and Eve talking about the dress code at their sixth form college and make a list of points they make in favour of and against the dress code.

3.22 Study the Speaking box and complete gaps 1–2 with the words hyperbole or understatement. Then listen to the conversation again and tick the phrases in the box you hear.

Exercise 3 In favour: just about looking smart; preparing students for the world of work; people might turn up wearing ripped jeans, etc. Against: has spent a long time wearing uniform, now old enough to choose what to wear; many jobs don’t now ask for asuitand tie anyway; universities don’t ask for smart business wear; buying smart clothes is expensive and not everyone can afford it; it’s hot and uncomfortable

Hyperbole and understatement are both ways of distorting facts in order to emphasise a point or evoke humour. 1 hyperbole makes something seem bigger or more important than it really is, while 2understatement makes something seem less important.

SPEAKING | Hyperbole and understatement Hyperbole Using extreme numbers/amounts ✓ I’ve spent about a million years wearing school uniform. ✓ This jacket weighs a ton! I’ve been there tons of times! ✓ It cost my parents a small fortune.

□ □ □ □

1 It’s hot today. It must be the hottest day in history. (hyperbole) It’s not exactly cold today, is it? (understatement) 2 The lake is deep. 3 It was a bad idea to say that. 4 He knows a lot about fashion. 5 The food is burnt. 6 I live a long way away. 7 She has a lot of friends. 8 You shouldn’t eat cake for breakfast.

Using extreme adjectives

□ gigantic (rather than big) □ ancient (rather than old) □ ravenous (rather than hungry) □ soaked (rather than wet) □ incinerated (rather than burnt) Using superlatives the tiniest diamond you’ve ever seen

□

Using the word literally (when something isn’t true) ✓ It’s literally the most ridiculous thing I’ve ever heard!

□

Using ‘softeners’

Using phrases with not/no ✓ not exactly/terribly/entirely ✓ not the most/not the … -est no big deal

□ □ □

In pairs, make a list of some of the things that are allowed or not allowed in the situations in the box. at your school or college in a football match at the airport in traffic in your home

Understatement

□ a bit/slightly/kind of/rather …

Rewrite the sentences in two ways: making them hyperbolic and understated. In pairs, compare your ideas.

Exercise 5 Suggested answers 2 The lake is about a thousand miles deep. / The lake isn’t exactly shallow, is it? 3 That was the worst thing you could possibly have said. / Saying that wasn’t exactly the best idea. 4 He’s the world’s biggest expert on fashion. / He knows a little bit about fashion. 5 The food is completely incinerated. / The food is just slightly overcooked. 6 I live about a hundred miles away. / I don’t live exactly close. 7 She has tons of friends. / She has one or two friends. 8 It’s a gigantic mistake to eat cake for breakfast. / Eating cake for breakfast is not exactly recommended.

In pairs, talk about the following questions. Try to use some of the prohibition and permission phrases from Lesson 8A and emphasise your points using hyperbole or understatement. 1 Why exactly is it important to follow the rules in the situations in Exercise 6? 2 In which two situations given is it most important to follow the rules? Say why.

□ I can use hyperboles and understatements when talking about rules.

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REFERENCES

EXTRA ACTIVITY IN CLASS

FURTHER PRACTICE

AUDIO SCRIPT page 233

After Exercise 5, students write 4–5 sentences like those in the task. They swap sentences with a partner and rewrite their partner’s sentences in two ways, using hyperbole and understatement. When they are ready, they can check each other’s work.

Workbook page 91/Online Practice

CULTURE NOTES page 214

NEXT CLASS Ask students to do an Internet search for individuals or groups who choose/chose to live in isolation, far from society. They should make notes for the next lesson.

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8D READING AND VOCABULARY Exercise 3 Suggested answers 1 because he feels that he is different from the other kids 2 introspective, reserved, a loner

SPEAKING Would you rather spend time alone in a beautiful place or at a party with friends? Say why.

In pairs, put the words and phrases from the box into two categories: sociable (A) or solitary (B). Do any of the words have a negative connotation? Why do you think these traits might be seen negatively?

□B a loner □A a party animal □A a social butterfly □A a team player □B antisocial □B enjoying your own company □A gregarious □B introspective □B reserved □B self-sufficient □B standoffish □A the life and soul of the party

Exercise 4 Reasons given in the text: helps with being artistic, makes you a better listener, makes you self-sufficient Exercise 6 The first text is a novel. The register is quite informal. It is written in the third person, but also relates the thoughts of the main character, Marcus, so it reflects the kind of language a boy of his age would use.

Read the extract from the novel About a Boy and discuss the questions. 1 Why does the boy, Marcus, describe himself as ‘weird’? 2 Which words from Exercise 2 would you use to describe him? Say why.

The second text is a blog post. The register is also informal. It is written in the first person and uses rhetorical devices such as asking rhetorical questions or addressing the reader directly.

Read the title of the blog post on page 113. In pairs, make a list of arguments in favour of being a loner. Then read the blog post and compare with your ideas.

Read both texts again and choose the correct answers. Text 1 1 In paragraph 1, Marcus a notices the girls might be having fun at his expense. b gives his schoolmates a cold shoulder. c does not mind that his schoolmates find him odd. d appreciates the interest of the girls. 2 In paragraph 2, Marcus describes some of the other kids as ‘sharks’ because they were a often very violent towards their classmates. b always searching for victims. c very high-spirited and excitable. d rather superior and standoffish. 3 Marcus holds his mum responsible for his failure to fit in because she a has imposed her tastes and values on him. b has taught him to be solitary and introspective. c hadn’t asked him if he wanted to move to London. d doesn’t approve of him being fashion-conscious. 4 The sentence underlined in the text implies that Marcus a preferred losing an argument to winning one. b enjoyed being told what to do. c had no confidence in his own opinions. d respected his mum’s ability to win an argument. 5 In paragraph 4, we learn why Marcus a thinks listening to Joni Mitchell is a bad idea. b is socially awkward and academically poor. c enjoys curling up with a good book. d had left his previous school in Cambridge. Text 2 6 Look at gaps 1–4. Where does the following sentence fit best? Since ancient times people have believed that isolation is important for mental focus. a gap 1 b gap 2 c gap 3 d gap 4

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What two genres are the two texts? What differences do you notice in terms of style?

REFLECT | Society In many European countries, around a third of households are now one-person. Why do you think this is? What are the good and bad points about living on your own? Discuss in small groups.

□ I can compare different styles of texts.

REFERENCES CULTURE NOTES page 214

EXTRA ACTIVITIES IN CLASS • Do this activity at any point after students have read Text 1. Ask them to write 4–5 gap-fill sentences with the words and phrases in Exercise 2 to

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7 The example of the albatross implies that being a loner a makes you more willing to commit. b makes you more socially awkward. c is likely to help a species evolve. d doesn’t mean you are more self-sufficient. 8 Polar bears seek to live in isolation because a they are genetically predisposed to loneliness. b there is not enough food in the wild. c social interactions prevent them from being efficient. d they are affected by fear and anxiety. 9 According to research, being lonely is not a good thing because it a can negatively affect our longevity. b isn’t natural for either animals or people. c impacts our personal space. d can destabilise your relationships with others. 10 Which of the following is NOT mentioned by the author as a potential benefit of being a loner? a Getting to know yourself better as a person. b Being an effective manager of others. c Enjoying good health most of the time. d Having several very close friends.

describe Marcus. Each sentence should be contextualised so that it is clear which word/phrase to use. To make the exercise easier, they could supply the first letter of the word(s). Then, in pairs, they swap sentences, complete them and check their answers with theirpartner.

• After Exercise 7, students use the notes they made at home to tell apartner about a person or group living in isolation. They should discuss the reasons why they think these people chose that way of life. As feedback, invite different students to share their ideas with the class.

boy about a

3.23

by nick hornby

1 He got to school early, went to the form room, sat down at

his desk … There were a couple of girls in the room, but they ignored him, unless the snort of laughter he heard while he was getting his reading book out had anything to do with him.

2 What was there to laugh at? Not much, really, unless you were the

kind of person who was on permanent lookout for something to laugh at. Unfortunately, that was exactly the kind of person most kids were, in his experience. They patrolled up and down school corridors like sharks, except that what they were on the lookout for wasn’t flesh but the wrong trousers, or the wrong haircut, or the wrong shoes, any or all of which sent them wild with excitement. As he was usually wearing the wrong shoes or the wrong trousers, and his haircut was wrong all the time, every day of the week, he didn’t have to do very much to send them all demented.

3 Marcus knew he was weird, and he knew that part of the reason he was weird was because his mum was weird. She just didn’t get this, any of it. She was always telling him that only shallow people made judgements on the basis of clothes or hair; she didn’t want him to watch rubbish television, or listen to rubbish music, or play rubbish computer games (she thought they were all rubbish), which meant that if he wanted to do anything that any of the other kids spent their time doing, he had to argue with her for hours. He usually lost, and she was so good at arguing that he felt good about losing. losing

She could explain why listening to Joni Mitchell and Bob Marley (who happened to be her two favourite singers) was much better for him than listening to Snoop Doggy Dogg, and why it was more important to read books than to play on the Gameboy his dad had given him. But he couldn’t pass any of this on to the kids at school. If he tried to tell Lee Hartley – the biggest and loudest and nastiest of the kids he’d met yesterday – that he didn’t approve of Snoop Doggy Dogg because Snoop Doggy Dogg had a bad attitude to women, Lee Hartley would thump him, or call him something that he didn’t want to be called. It wasn’t so bad at the school he’d gone to in Cambridge, because there were loads of kids who weren’t right for school, and loads of mums who had made them that way, but in London it was different.

4 He was quite happy at home, listening to Joni Mitchell and reading

books, but it didn’t do him any good at school. It was funny, because most people would probably think the opposite – that reading books at home was bound to help, but it didn’t: it made him different, and because he was different he felt uncomfortable, and because he felt uncomfortable he could feel himself floating away from everyone and everything, kids and teachers and lessons.

What’s wrong with being a loner?

I 5

’ve always enjoyed my own company. To be honest, I like nothing better than curling up with a book, and not having to make the effort to engage in small talk. It’s not exactly that I’m antisocial, I do get a kick out of seeing friends, but I’d be just fine stranded on a desert island in the middle of the Pacific Ocean. 1 Sociability is very highly prized in our society and sometimes it seems as if everyone wants to be seen as a gregarious party animal. Think about all those group photos that get posted online. But research shows that being the life and soul of the party may actually be overrated. Apparently, one of the key personality features of highly artistic people is a lack of interest in Who knew, right? It may be that artists socialising. 2 need the time alone to reflect introspectively on their experiences, and to learn about their inner world, before transforming this into art. Another study found that managers who were more introverted were actually highly effective when managing more vivacious employees because they were more likely to listen to what their employees were telling them. So, loners can be good team players, just not in the way you might have been expecting. 3 There is also plenty of evidence from the natural world that you don’t have to enjoy going round in a pack to survive, or even thrive. Take the Laysan albatross,

for example. When these birds fly for the first time, they head off out to sea alone, where they will stay for the next three to five years. They’re not completely standoffish though. Eventually, something tells them that it’s time to find a partner and mate for life, even if they actually only meet up once a year. In human terms, introverts may spend a lot of time alone, but their relationships tend to be much more deep-rooted, and more enduring. Animals that like to stay together in a herd are often those animals that feel most threatened, and huddle together for safety. Larger predators, such as polar bears, don’t feel the need to be social butterflies. They’re just as happy on their lonesome most of the time. In fact, they actively avoid each other probably because of the scarcity of available resources. Being a loner can make you very self-sufficient. Of course, choosing to be a bit of a loner isn’t the same thing at all as being lonely. We need connections with Research others, even if we also like our own space. 4 in the UK found that loneliness can exacerbate your risk level for premature death, and prolonged solitude can even lead to hallucinations and mental instability. Being with others can also improve our immune system (though perhaps not if those others have a streaming cold). The world needs all different kinds of people.

FURTHER PRACTICE

NEXT CLASS

Workbook pages 92–93/Online Practice

Ask students to think about and/or do an Internet search for the following statement by Aristotle: Man is by nature apolitical animal. They should make notes about what the philosopher meant by the statement for the next lesson.

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8E GRAMMAR Exercise 2 1 ‘A’ is used to mean any pack or herd, or one of many. 2 It doesn’t have an article because it is referring to a class or group. Exercise 4 2 a: any herd, one of many; b: a specific herd 3 a: mentioning the sloth for the first time; b: referring back to the sloth already mentioned 4 a: the species as a whole; b: specific wolves within a pack 5 Both forms are used to talk about classes or species. 6 a: any adult male polar bear; b: a specific bear for the first time 7 a: a superlative makes the noun ‘known’; b: referring back to the previously mentioned species 8 a: the function of the place; b: a specific hospital

What connotations do you have when you look at the groups of animals in the photos?

Articles

THINK BACK Look at sentences a and b from the blog post on page 113 and discuss the questions. 1 Explain why the article a is used before pack and herd. 2 Explain why the word animals at the beginning of sentence b doesn’t have an article. a You don’t have to enjoy going round in a pack to survive, or even thrive. b Animals that like to stay together in a herd are often those animals that feel most threatened.

Match rules 1–12 with sentences a–l from the texts in Lesson 8D. We use the when the topic is known. It can be ‘known’ because 1 b it has been mentioned before. 2 d it is clear from the context what we’re referring to. 3 h it is unique. 4 e a superlative makes it unique (also with first, last, next, only, etc.). 5 c a relative clause makes it ‘known’.

□ □ □ □ □

We also use the with some geographical names: 6 k plural names for countries and mountain ranges. 7 g seas, rivers and areas.

□ □

We generally don’t use any article when 8 j we are referring to a group, class or species in general. l we are referring to an abstract noun. 9 10 a we are referring to a place such as church, hospital, prison, school as places serving their purpose.

□ □ □

Less commonly, we can use the 11 i to refer to a whole group or class of something, or species. 12 f with abstract nouns and places when we want to be more specific.

□ □

a He got to school early. b There were a couple of girls in the room, but they ignored him. c … unless the snort of laughter he heard while he was getting his reading book out had anything to do with him. d But he couldn’t pass any of this on to the kids at school. e … the nastiest of the kids he’d met yesterday. f It wasn’t so bad at the school he’d gone to in Cambridge. g I’d be just fine stranded on a desert island in the middle of the Pacific Ocean. h There is also plenty of evidence from the natural world. i Take the Laysan albatross, albatross for example, … j Larger predators, such as polar bears … k Research in the UK found … l … that loneliness had a significantly increased risk level. Grammar Reference > page 173

In pairs, explain the differences in meaning between the underlined parts of sentences. 1 a The orang-utan is the most solitary of the great apes. b An orang-utan had been killed by poachers. Sentence a is talking about the species as a whole, whereas sentence b is talking about an individual orang-utan. 2 a Unlike most species of deer, the moose does not form a herd. b The herd of deer at Belton Park has been there for over 300 years. 3 a I had never seen a sloth before in the wild. b The sloth didn’t seem very interested in me. 4 a Wolves are highly social animals that live in packs. b The alpha wolves in the pack decide when they will travel and hunt. 5 a Laysan albatrosses will spend several years choosing the right mate. b The Laysan albatross will spend several years choosing the right mate. 6 a An adult male polar bear weighs around 350–700 kilograms. b I saw a polar bear running towards me and screamed. 7 a The last known white rhinos are both female. b The species is therefore considered extinct. 8 a He was attacked by a hippo and ended up in hospital. hospital b A friend of the man, who works in the hospital, hospital said his condition was stable.

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REFERENCES CULTURE NOTES page 214

EXTRA ACTIVITIES IN CLASS • Do this activity after Exercise 4. Individually or in pairs, students write paired sentences like those in the exercise, using definite and indefinite

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articles. They can then remove the articles to create a gap-fill exercise and give it to another student/pair tocomplete. • After Exercise 7, refer students to the notes they made at home and invite them to share them with a partner or the class. Do they understand what Aristotle meant?

FURTHER PRACTICE • Workbook pages 94–95/Online Practice • Photocopiable resource 31: People and places quiz, pages 278, 311 • Extra digital activities: Grammar Checkpoint 8

Complete the text with a/an, the or no article (ø). In pairs, explain your choices, using the rules from Exercises 2 and 3.

Why do we

follow the crowd? Human beings are social creatures. On average, we spend around seventy-five percent of our waking time in direct communication with other people, and very often we are indeed influenced by what 2 ø others think, especially by what those around us think. If we already hold 3 ø strong opinions, listening to others who think differently may make no difference. But 4 ø research does show that when we are surrounded by people who think 5 the same as us, but more strongly, our own views will become more forceful, and we may feel more entitled to act on them. This is how 6 ø crowds can be manipulated and turned into angry mobs. We may also feel that what others do gives us ‘permission’ to do the same. In one experiment, 7the/ø psychologist Robert Cialdini compared people’s behaviour in 8 a national park in 9 the USA, on two different trails. On one trail, there was 10 a sign asking people not to take pieces of ancient petrified wood home, explaining that fourteen tons was taken each year by walkers. On the other trail there was no such sign. You might imagine that 11 the sign which asked people not to take the wood would have a positive impact, but in fact, the opposite happened. People on 12 the trail which had the sign took 13 the largest amount because they reasoned that it couldn’t be that bad if lots of other people were doing it too. 1

Study Watch out! In pairs, find more examples of fixed phrases using the in the texts in Lesson 8D.

WATCH OUT!

Many fixed phrases and expressions use the definite article the. Try to notice the use of articles in such phrases and learn them as ‘chunks’, e.g. do the same thing be a pain in the neck be under the impression For the record, ... on the way to ...

SPEAKING Work in pairs. Think about a situation when following the crowd may have good or bad consequences. For example, rescuing someone in danger, getting carried away by emotions at a concert or sporting event. Prepare to talk for 1–2 minutes about your chosen situation and what happened. Listen to your partner and make a note of how they use articles. At the end, give them feedback both on the content of what they said and any correct or incorrect use of articles that you noticed.

□ I can use articles to express different meanings.

ASSESSMENT

NEXT CLASS

Grammar Quiz 8

Ask students to make notes about their grandparents’, parents’ and their own values and to note examples. Who is more traditional or conservative? Who is more modern and open-minded?

Exercise 5 1 species in general 2 group in general (other people) 3 group in general (opinions) 4 abstract noun 5 fixed phrase 6 group in general (crowds) 7 unique (no article also possible) 8 one of many 9 plural name of country 10 first mention 11 previously mentioned 12 previously mentioned 13 superlative Exercise 6 Possible answers Text 1: the kind of person who, every day of the week, make ajudgement on the basis of, thinkthe opposite Text 2: make the effort to do something (can also use an), the life and soul of the party, feel the need to do something, isn’t the same thing at all, most of the time

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‘People should be able to produce their own food.’

‘Everyone has the right to make a career for themselves.’

TRADITIONAL VANALVUIGEATSINGHMEOLDERPNFULIFEL?

ARE IN

Without doubt, the world is changing very rapidly, and, as society changes, we may ask ourselves just how relevant old-fashioned values are in our modern world. For example, many older people would say that you should always put your family first, and prioritise their needs over anything else. However, it is no longer common for people to live with their extended family. In fact, around a third of households in Europe contain just one person, meaning that people have had to become more self-sufficient. People also often have to move some distance from their family in order to get work or progress their careers. While it would be wrong to endorse the idea that people should actively neglect their family, it is inevitable that they will not be in a position to give the care and support that might be possible if they were all living together, in a more traditional way. Similarly, most people do not know their neighbours in the way they used to. Whereas in the past people might stay in the same village all their lives, and their families would know each other well, nowadays people move around more. In addition, most people are out at work all day, with the result that there is less opportunity to be neighbourly, and people therefore tend to be more reserved with each other.

‘The younger generation should take care of their parents as they age.’

Having said all this, although our lives may have changed, it cannot be argued that traditional values have become obsolete. While we may not be as available for our family and neighbours, it is still important that we do whatever we can to help our fellow humans. And some traditional values remain as important as they ever were. For example, working hard is no less necessary in the modern world, even if we may work different hours, or online rather than in an office. In conclusion, while our circumstances may change, our basic moral code should not. Caring for others and having values that we endeavour to live by should never be regarded as old-fashioned.

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EXTRA ACTIVITIES IN CLASS • As an extension to Exercise 2, put students in pairs or small groups to discuss the notes they made at home. Give them a few minutes, then open up the discussion to the class. Ask them which generations in their families are closer in terms of values –

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theirgrandparents and parents or their parents and them? • Do this activity after Exercise 9. In the same pairs, students think of specific examples that can be used to support their arguments for the Writing task. When they have finished, they can compare notes with another pair.

FURTHER PRACTICE Workbook page 96/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 118–119.

8F WRITING | An opinion essay 1

SPEAKING In pairs, discuss the questions.

1 Look at the opinions in photos A–C. Do you think these represent traditional or modern values? Say why. 2 Make a list of some more traditional and modern values. For example, think about family, local community, work, and gender roles. Then compare with a partner.

Find other examples of formal language in the essay. Compare in pairs and rewrite them in more informal language.

Compare the following two sentences. Which sentence is a compound sentence, with two main clauses, and which is a complex sentence, with a main clause and a subordinate clause?

REFLECT | Values Do you think that your values are more traditional or more modern? Say why. What do you think are the positive and negative aspects of traditional or more modern values?

Read the Writing task. In pairs, come up with at least three ways in which people might think traditional values are not helpful in modern life.

1 We might not have as much time for our family or neighbours nowadays, but we still need to help people. compound sentence 2 While we may not be as available for our family and neighbours, it is still important that we do whatever we can to help our fellow humans. complex sentence

Young people often rebel against the more traditional values of their parents or grandparents, believing that these traditional ideas are not helpful in navigating modern life. Write an essay in which you will present your opinions on this subject, referring to the importance of the family, having a strong work ethic, neighbourliness.

Read the essay on page 116 written for the task in Exercise 3. Does the student mention any of your ideas?

Study Active Writing. Then complete it with examples of formal language from the essay.

1 Our lives have changed, but we don’t need to change how we treat each other. (despite) Despite the fact that our lives have changed, there is no need to change how we treat each other. 2 People often go away to study at university. They have to leave their families. (which) 3 People have to get work so they often have to move away from their families. (so as to) 4 In the past, people would live in the same place all their lives, but now they move around more. (while) 5 People lived in bigger family groups and they helped each other more. (living) 6 People aren’t at home during the day. They don’t know their neighbours well. (if) 7 Our circumstances may change, but our moral code should not. (whereas)

ACTIVE WRITING | Using a formal register in essays As a type of academic writing, essays should generally use a formal register. See the comparisons below. When you write an essay: • don’t use contractions or abbreviations. informal: However, it’s no longer common for people … formal: 1 • don’t use colloquialisms. informal: Their families would live in each other’s pockets. formal: 2 • be objective. informal: I don’t think traditional values are out of date. formal: 3 • use more formal vocabulary choices. informal: Obviously, the world is changing very fast. formal: 4 • use more complex sentences, rather than always joining clauses with and, but or so. informal: We might not have as much time for our family or neighbours nowadays, but we still need to help people. formal: 5

Rewrite the sentences as complex sentences using the words in brackets.

Read the Writing task and make notes to support your opinion. In pairs, compare your ideas. In some families, children are expected to follow certain rules given by their parents very strictly, whereas in other families they are perhaps given too much freedom. Write an essay in which you will present your opinions on this subject, referring to: • the impact of following rules (or not) on the children themselves. • the impact on society as a whole. • any ways in which you feel society’s attitude towards children’s behaviour has changed.

Exercise 1 1 Probably the first one is more modern and the other two more traditional. Exercise 5 1 However, it is no longer common for people … 2 Their families would know each other well. 3 It cannot be argued that traditional values have therefore become obsolete. 4 Without doubt, the world is changing very rapidly. 5 While we may not be as available for our family and neighbours, it is still important that we do whatever we can to help our fellow humans. Exercise 6 it is inevitable that (more formal vocabulary) Whereas in the past people might stay in the same village all their lives, and their families would know each other well, nowadays people move around more. (complex sentence) we may ask ourselves just how relevant old-fashioned values are in our modern world. (objective) Exercise 8 Suggested answers 2 People often go away to study at university, which means they have to leave their families. 3 People often have to move away from their families so as to get work. 4 While in the past people would live in the same place all their lives, now they move around more. 5 Living in bigger family groups, people helped each other more. 6 If people were at home during the day, they would know their neighbours better. 7 Whereas our circumstances may change, our moral code should not.

10 WRITING TASK Write an essay for the task in Exercise 9. Remember to use formal language conventions and complex sentences where appropriate.

□ I can write an opinion essay.

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Word List REMEMBER MORE 1 Decide if the meaning of the

sentences in each pair is the same (S) or different (D). Then check with the word list. 1

□S a Demonstrations are

proscribed in our town. b Demonstrations are banned in our town. 2 D a We condone all violent behaviour at this school. b We don’t allow any violent behaviour at this school. 3 S a The government is clamping down on people who don’t recycle their rubbish. b The government is coming down hard on people who don’t recycle their rubbish.

□ □

Exercise 2 1 It is difficult for parents to take in what their children want. 2 Sometimes it helps to hold off on making a life-changing decision. 3 Teens may take to doing things their parents don’t approve of. 4 We were held up by the traffic.

8A VOCABULARY AND SPEAKING 5.43

take a stance against sth /ˌteɪk ə ˈstɑːns əˌɡenst ˌsʌmθɪŋ/

(the) Abolition Movement /(ði) ˌæbəˈlɪʃən ˌmuːvmənt/

take sth in(phr v)/ˌteɪk ˌsʌmθɪŋ ˈɪn/

authorise sb to do sth /ˈɔːθəraɪz ˌsʌmbɒdi tə duː ˌsʌmθɪŋ/ bar sb from (doing) sth /ˈbɑː ˌsʌmbɒdi frəm (ˌduːɪŋ) ˌsʌmθɪŋ/

phrasal verbs with the particle in bold. Then check with the word list. 1 It is difficult for parents to completely understand what their children want. IN 2 Sometimes it helps to wait before making a life-changing decision. OFF 3 Teens may start doing things their parents don’t approve of. TO 4 We were delayed by the traffic. UP

3 Choose the correct words. Then check with the word list.

1 ‘Did she come back with a suntan from her holiday?’ ‘I don't know. Her complexion is naturally-tanned and pale / olive / dimpled.’ 2 ‘She exercises every day and has strong muscles.’ ‘Yes, her physique is very weedy / chubby / lean.’ 3 ‘Have you always had heavy brows like this?’ ‘No, they used to be lank / arched / skinny.’ 4 ‘How does she manage to get her hair so straight and shiny?’ ‘I’m not sure, but it’s always so glowing / willowy / sleek.’

4 Do the task. Find a picture of a person in this book or online. Write a description using at least eight words from the word list.

take to doing sth(phr v)/ˌteɪk tə ˈduːɪŋ ˌsʌmθɪŋ/ under house arrest /ˌʌndə ˈhaʊs əˌrest/ will(n)/wɪl/

born into slavery /ˌbɔːn ɪntə ˈsleɪvəri/

yield to(v)/ˈjiːld tə/

cannonball(n)/ˈkænənbɔːl/ clamp down on sb/sth(phr v)/ˌklæmp ˈdaʊn ɒn ˌsʌmbɒdi / ˌsʌmθɪŋ/ come down on sb(phr v)/ˌkʌm ˈdaʊn ɒn ˌsʌmbɒdi/ come out with sth(phr v)/ˌkʌm ˈaʊt wɪð ˌsʌmθɪŋ/ condemn(v)/kənˈdem/

youthful(adj)/ˈjuːθfəl/

8B LISTENING AND VOCABULARY 5.44 airbrushing(n)/ˈeəbrʌʃɪŋ/ alabaster(n)/ˈæləbɑːstə/

condone(v)/kənˈdəʊn/

antioxidant(n)/ˌæntiˈɒksɪdənt/

disprove(v)/dɪsˈpruːv/

arched(adj)/ɑːtʃt/

endorse(v)/ɪnˈdɔːs/

2 Rewrite the sentences using

take strong action against sth /ˌteɪk ˌstrɒŋ ˈækʃən əˌɡenst ˌsʌmθɪŋ/

arsenic(n)/ˈɑːsənɪk/

entitle sb to (do) sth(v)/ɪnˈtaɪtl ˌsʌmbɒdi tə (duː) ˌsʌmθɪŋ/ fad(n)/fæd/

athletic(adj)/æθˈletɪk/ beauty treatment /ˈbjuːti ˌtriːtmənt/ beholder(n)/biˈhəʊldə/

flee to freedom /ˌfliː tə ˈfriːdəm/ (the) Fugitive Slave Act /(ðə) ˌfjuːdʒətɪv ˈsleɪv ˌækt/ give permission for sth / to do sth /ˌɡɪv pəˈmɪʃən fə ˌsʌmθɪŋ / tə duː ˌsʌmθɪŋ/

belladonna(n)/ˌbeləˈdɒnə/ bobbed (hair)(adj)/ˈbɒbd (ˌheə)/ chest expander /ˈtʃest ɪksˌpændə/

hold off on(phr v)/ˌhəʊld ˈɒf ɒn/

chubby(adj)/ˈtʃʌbi/

hold sb back from(phr v)/ˌhəʊld ˌsʌmbɒdi ˈbæk frəm/

circumference(n)/səˈkʌmfərəns/

hold sth against sb(phr v)/ˌhəʊld ˌsʌmθɪŋ əˈɡenst ˌsʌmbɒdi/

conform to sth(v)/kənˈfɔːm tə ˌsʌmθɪŋ/ corset(n)/ˈkɔːsɪt/ decay(n)/dɪˈkeɪ/

lobby for(v)/ˈlɒbi fə/

dimpled(adj)/ˈdɪmpld/

musket ball /ˈmʌskət ˌbɔːl/

dissolve(v)/dɪˈzɒlv/

outlaw(v)/ˈaʊtlɔː/ perseverance(n)/ˌpɜːsəˈvɪərəns/

do whatever it takes /duː wɒtˌevər ɪt ˈteɪks/

proscribe(v)/prəʊˈskraɪb/

dye sth black /ˈdaɪ ˌsʌmθɪŋ ˌblæk/ enlarge(v)/ɪnˈlɑːdʒ/

put an end to sth /ˌpʊt ən ˈend tə ˌsʌmθɪŋ/

evident(adj)/ˈevɪdənt/

rebel(n)/ˈrebəl/

eye drops(n)/ˈaɪ ˌdrɒps/

rebellion(n)/rɪˈbeljən/

figure(n)/ˈfɪɡə/

(the) Renaissance /(ðə) rɪˈneɪsəns/

filing(n)/ˈfaɪlɪŋ/

revolve(v)/rɪˈvɒlv/

fine lines /ˈfaɪn ˌlaɪnz/

sanction(v)/ˈsæŋkʃən/

full(adj)/fʊl/

scruffy(adj)/ˈskrʌfi/

glossy(adj)/ˈɡlɒsi/

set about doing sth(phr v)/ˌset əˈbaʊt ˌduːɪŋ ˌsʌmθɪŋ/

glowing(adj)/ˈɡləʊɪŋ/

set forth(phr v)/ˌset ˈfɔːθ/

go for a natural look /ˌɡəʊ fər ə ˌnætʃərəl ˈlʊk/

set out to do sth(phr v)/ˌset ˈaʊt tə ˌduː ˌsʌmθɪŋ/

heavy(adj)/ˈhevi/

set sb against(phr v)/ˌset ˌsʌmbɒdi əˈɡenst/

hold sb up(phr v)/ˌhəʊld ˌsʌmbɒdi ˈʌp/

simultaneously(adv)/ˌsɪməlˈteɪniəsli/

hyaluronic acid /ˌhaɪəlʊˈrɒnɪk ˌæsɪd/

speak out against sth(phr v)/ˌspiːk ˈaʊt əˌɡenst ˌsʌmθɪŋ/

lank(adj)/læŋk/ lean(v)/liːn/

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EXTRA ACTIVITIES IN CLASS • Put students in pairs and ask them to write a dialogue using at least one word or phrase from each section of the word list (8A–8F). When they are ready, they can perform their dialogues for their classmates, who must count/ keep track of the vocabulary used.

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Thepair that uses the most words/ phrases from the word list wins. • Put students in groups of four to play a game of word association. Ask astudent to choose a word from the word list. The student says the word, then the next student should say aword that they associate with the first

word. It is then that student’s turn to choose a word for the next person in the group, etc. The group continues in this way until one student cannot think of a word. They are out and the game continues until there is a winner. • Write anagrams of 6–8 words from the word list on the board. Individually

08 moisturise(v)/ˈmɔɪstʃəraɪz/

soaked(adj)/səʊkt/

pack(n)/pæk/

muscular(adj)/ˈmʌskjələ/

stand out(phr v)/ˌstænd ˈaʊt/

party animal(n)/ˈpɑːti ˌænəməl/

olive(adj)/ˈɒləv/

understatement(n)/ˌʌndəˈsteɪtmənt/

pass sth on to sb(v)/ˌpɑːs ˌsʌmθɪŋ ˈɒn tə ˌsʌmbɒdi/

pale(adj)/peɪl/ perm (permanent wave)(n)/pɜːm (ˌpɜːmənənt ˈweɪv)/ permed into curls/waves /ˈpɜːmd ˌɪntə kɜːlz / weɪvz/

8D READING AND VOCABULARY 5.46 academically poor /ˌækəˈdɛmɪkəli ˌpɔː/ antisocial(adj)/ˌæntiˈsəʊʃəl/

personify(v)/pəˈsɒnəfaɪ/

at sb’s expense /ət ˌsʌmbɒdiz ɪkˈspens/

physique(n)/fəˈziːk/

be on the lookout for sth /bi ɒn ðə ˈlʊkaʊt fə ˌsʌmθɪŋ/

pluck(v)/plʌk/

patrol(v)/pəˈtrəʊl/ predator(n)/ˈpredətə/ predispose(v)/ˌpriːdɪsˈpəʊz/ premature death /ˌpremətʃə ˈdeθ/ prolonged solitude /prəˌlɒŋd ˈsɒlətjuːd/ reflect on sth(v)/rɪˈflekt ɒn ˌsʌmθɪŋ/

commit(v)/kəˈmɪt/

reserved(adj)/rɪˈzɜːvd/

curl up (with a book)(phr v)/ˌkɜːl ˈʌp (wɪð ə ˌbʊk)/

scarcity(n)/ˈskeəsəti/

pupil (of the eye)(n)/ˈpjuːpəl (əv ði ˌaɪ)/

deep-rooted(adj)/ˌdiːpˈruːtɪd/

self-sufficient(adj)/ˌself səˈfɪʃənt/

rosy(adj)/ˈrəʊzi/

demented(adj)/dɪˈmentɪd/

snort of laughter /ˌsnɔːt əv ˈlɑːftə/

silky(adj)/ˈsɪlki/

destabilise(v)/diːˈsteɪbəlaɪz/

sociability(n)/ˌsəʊʃəˈbɪləti/

six-pack(n)/ˈsɪkspæk/

do sb good /ˌduː ˌsʌmbɒdi ˈɡʊd/

sociable(adj)/ˈsəʊʃəbəl/

skinny(adj)/ˈskɪni/

enduring(adj)/ɪnˈdjʊərɪŋ/

social butterfly /ˈsəʊʃəl ˌbʌtəflaɪ/

sleek(adj)/sliːk/

engage in small talk /ɪnˌɡeɪdʒ ɪn ˈsmɔːl ˌtɔːk/

socially awkward /ˌsəʊʃəli ˈɔːkwəd/

slim(adj)/slɪm/

enjoying your own company /ɪnˌdʒɔɪɪŋ jər ˌəʊn ˈkʌmpəni/

solitary(adj)/ˈsɒlətəri/

prompt sb to do sth(v)/ˈprɒmpt ˌsʌmbɒdi tə duː ˌsʌmθɪŋ/

smooth(adj)/smuːð/ snail slime /ˈsneɪl ˌslaɪm/ soft(adj)/sɒft/ sparkling(adj)/ˈspɑːklɪŋ/ spring(n)/sprɪŋ/

exacerbate(v)/ɪɡˈzæsəbeɪt/ fit in(phr v)/ˌfɪt ˈɪn/ flesh(n)/fleʃ/ float away(v)/ˌfləʊt əˈweɪ/

tight(adj)/taɪt/ tooth enamel /ˈtuːθ ɪˌnæməl/ unforeseen(adj)/ˌʌnfɔːˈsiːn/ unibrow(n)/ˈjunəˌbraʊ/ unintended(adj)/ˌʌnɪnˈtendɪd/ vinegar(n)/ˈvɪnɪɡə/ weedy(adj)/ˈwiːdi/ willowy(adj)/ˈwɪləʊi/

8C SPEAKING

excitable(adj)/ɪkˈsaɪtəbəl/

5.45

blend in(phr v)/ˌblend ˈɪn/ business attire /ˈbɪznəs əˌtaɪə/ cost a small fortune /ˌkɒst ə ˌsmɔːl ˈfɔːtʃən/ distort facts /dɪˌstɔːt ˈfækts/

form room /ˈfɔːm ˌruːm/ gregarious(adj)/ɡrɪˈɡeəriəs/

standoffish(adj)/ˌstændˈɒfɪʃ/ stranded(adj)/ˈstrændɪd/ streaming cold /ˌstriːmɪŋ ˈkəʊld/ superior(adj)/suːˈpɪəriə/ team player(n)/ˈtiːm ˌpleɪə/ thrive(v)/θraɪv/ thump sb(v)/ˈθʌmp ˌsʌmbɒdi/

hallucination(n)/həˌluːsəˈneɪʃən/

8E GRAMMAR

head off(phr v)/ˌhed ˈɒf/

forceful(adj)/ˈfɔːsfəl/

helicopter mother /ˈheləkɒptə ˌmʌðə/

get carried away /ɡet ˌkærid əˈweɪ/

highly prized /ˌhaɪli ˈpraɪzd/

hold strong opinions /ˌhəʊld ˌstrɒŋ əˈpɪnjənz/

high-spirited(adj)/ˌhaɪˈspɪrɪtɪd/

mob(n)/mɒb/

huddle together /ˌhʌdl təˈɡeðə/

moose(n)/muːs/

impose sth on sb(v)/ɪmˈpəʊz ˌsʌmθɪŋ ɒn ˌsʌmbɒdi/

orang-utan(n)/ɔːˌræŋuːˈtæŋ/

in human terms /ɪn ˈhjuːmən ˌtɜːmz/

poacher(n)/ˈpəʊtʃə/

introspective(adj)/ˌɪntrəˈspektɪv/

sloth(n)/sləʊθ/

introspectively(adv)/ˌɪntrəʊˈspektɪvli/

waking time /ˈweɪkɪŋ ˌtaɪm/

5.47

petrified wood /ˈpetrəfaɪd ˌwʊd/

dress code(n)/ˈdres ˌkəʊd/

(the) life and soul of the party /(ðə) ˌlaɪf ən ˈsəʊl əv ðə ˈpɑːti/

evoke humour /ɪˌvəʊk ˈhjuːmə/

loner(n)/ˈləʊnə/

hyperbole(n)/haɪˈpɜːbəli/

lonesome(adj)/ˈləʊnsəm/

live in each other’s pockets /ˌlɪv ɪn iːtʃ ˌʌðəz ˈpɒkɪts/

incinerated(adj)/ɪnˈsɪnəreɪtɪd/

longevity(n)/lɒnˈdʒevəti/

navigate sth(v)/ˈnævəɡeɪt ˌsʌmθɪŋ/

literally(adv)/ˈlɪtərəli/

mate(v, n)/meɪt/

middle ground /ˌmɪdl ˈɡraʊnd/

mental instability /ˌmentl ˌɪnstəˈbɪləti/

ravenous(adj)/ˈrævənəs/

mental focus /ˌmentl ˈfəʊkəs/

ripped(adj)/rɪpt/

odd(adj)/ɒd/

smart(adj)/smɑːt/

on your lonesome /ɒn jə ˈləʊnsəm/

8F WRITING

5.48

neglect(v)/nɪˈɡlekt/ neighbourliness(n)/ˈneɪbəlɪnəs/ neighbourly(adj)/ˈneɪbəli/ obsolete(adj)/ˈɒbsəliːt/

119 or in pairs, students try to solve the anagrams as quickly as they can. Thefirst student/pair to do so wins. To make the activity easier, you could give them the first letter of each word (e.g. by circling or underlining it in the anagrams) or by choosing words from one section only – 8A, 8B, 8D, etc. – andtelling students which section.

FURTHER PRACTICE Workbook page 97/Online Practice

NEXT CLASS Ask students to revise Unit 8.

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Revision

VOCABULARY AND GRAMMAR Exercise 4 1 The poor are usually the people who are most affected by changes in taxation. 2 The fraudster we reported on last year has been sent to prison for two years for scamming people out of thousands of pounds. 3 We all had glowing cheeks after a brisk walk across the park. 4 The head teacher decided to put an end to the uniform policy and most students welcomed the decision. 5 A large number of young teenagers prefer to be in the background rather than be the focus of attention. 6 Nelson Mandela was a great leader and paved the way for enormous social changes.

Complete the sentences with the correct form of the words in brackets. 1 Students are encouraged to be more athletic (athlete) and participate in sports to maintain their health and fitness. 2 Some people appear to be standoffish (stand), but in fact it’s a result of their being shy. 3 We rely on supermarkets for all our food supplies. Perhaps we’ll need to become more self-sufficient (suffice) in the future. 4 My brother doesn’t look very muscular , (muscle) but in fact he is remarkably strong. 5 To get glossy (gloss) hair, you need to drink plenty of water and eat lots of fruit and vegetables. 6 I was weedy (weed) at primary school, but I have definitely filled out since then.

Complete the phrasal verbs in the sentences with the correct particles. on 1 The teachers come down hard any student caught cheating in tests or exams. 2 The manuscript looked extremely old, but it didn’t up to hold scrutiny and was declared a fake by the experts. 3 The police are clamping down on protests for safety reasons. out to 4 I certainly didn’t set become a team leader, but my boss thought I could do the job. 5 Just because you weren’t invited to the party, there’s no need to take it out on me! 6 Emily came out with the strangest comment at the meeting yesterday and it shocked everyone. 7 You can’t stop trying just because you’ve come up against a few small problems. off on 8 The company is going to hold implementing the changes because of opposition.

Complete the blog post with the correct words.

I’ve always been a bit of a 1l oner

and . It started after being at boarding school for five years where you have to share everything and there is no opportunity to have some time alone. I now find myself to be much more 3reserved than my friends and really quite introspective. I wouldn’t say that I’m actively 4 a nti-social and at work I’m definitely a team 5 player , but if I have to attend a social event, there’s no way you could ever describe me as the life and 6s oul of the party! I’m the one standing in the corner, taking 7everything in, but hoping to escape as soon as possible! My sister, on the other hand, is a real party 8animal and can’t understand my introspection at all.

enjoyed my own company 2

Correct the mistakes with articles in the sentences. The number of mistakes in each sentence is given in brackets. 1 Poor are usually people who are most affected by changes in the taxation. (3) 2 A fraudster we reported on last year has been sent to the prison for two years for scamming the people out of thousands of pounds. (3) 3 We all had the glowing cheeks after the brisk walk across the park. (2) 4 Head teacher decided to put an end to uniform policy and the most students welcomed the decision. (3) 5 The large number of young teenagers prefer to be in the background rather than be focus of the attention. (3) 6 Nelson Mandela was the great leader and paved the way for the enormous social changes. (2)

Complete the text with a / an / the or no article (ø).

SUBCULTURES

an the It’s 1 interesting question: what are 2 main subcultures in today’s world? Back in previous the generations, 3 rebellious had many tribes to choose from. There were, for example, 4 the/Ø Goths, with black hair and pale ghost-like faces, and 5 the/Ø punk rockers with gelled, spiky hair. Or you might have decided to become 6 kaftan-wearing hippy with a 7 flowers and peace signs that were universally the recognised. As long as society has existed, there have been those who did not want to conform, and their ideologies Ø combined with 8 fashion trends and music genres the made them stand out from 9 crowd. Perhaps 10 most recent identifiable subculture revolved the around hipsters, but what is happening today? Could it be that young people identify with their parents more and have less to rebel against? Or, have subcultures become more Ø difficult to identify through 11 fashion or musical affiliations? There again, perhaps 12 biggest the the subculture today consists of 13 fresh, clean, healthy-living environmentalists, who are rebelling against previous generations’ destruction of 14 planet. the

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REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 233

• Use of English, Student’s Book page 184

CULTURE NOTES page 214

• Class debates pages 265–266

• Unit 8 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 8 and Self-check 8, Workbook pages 98–99/Online Practice

• Unit 8 Skills Test (Dictation, Listening, Reading, Communication)

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

• Units 7–8 Cumulative Review Test

• Unit 8 Writing Test • Units 7–8 Exam Speaking

USE OF ENGLISH

SPEAKING

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

STRATEGY | Sentence transformation

How can these things change over time? • Interests • Attitudes and opinions • Study habits • Personality • Appearance and dress

Remember that contractions count as two words, not one. This can often help you in deciding which structure you need to use. 1 People are worried about economic uncertainties and the government needs to do something to stop this. PUT The government should act economic uncertainties that are worrying a lot of people. 2 Very few people who were questioned supported the new policy. MINORITY The new policy was only supported who were questioned. 3 I tend to remember the bad things people have done, and it’s not a good thing. HOLD I tend , and it’s not a good thing. 4 If members of a family have differing political views, it can create problems between them. AGAINST Differing political views can each other. 5 Some young people think that looking different from their peers means they might not be accepted into a group. AS Some young people opt their peers in order to be accepted into a group. Use of English > page 184

LISTENING

3.24 You are going to hear a lecture about the generation gap. Complete sentences 1–8 with a word or a short phrase. 1 The speaker says that the generation gap used to be a uniquely problem. 2 The generation gap now affects people in many countries because the is having more impact on our lives. 3 The speaker imagines that parents and children might have disagreed about , even in the 1920s. 4 Parents of teenagers in the 1950s often felt that their children wore . 5 The speaker suggests that changes in music and fashion came about because young people felt a need to previous generations. 6 At Glastonbury Festival nowadays, the number of people who are in their forties make up of the audience. 7 To express the idea of an attitude being very old-fashioned, the speaker uses the phrase: ‘to be ’. 8 One reason why there is a generation gap is that the elderly naturally prefer things that they have become .

Look at the prompts showing some ways in which people change as they grow older. Talk to each other about how and why these things change over time. Then decide which of these things change the most during our teenage years.

In pairs, take it in turns to ask and answer the questions. 1 In what ways would you say you were similar or different to your parents or other family members? 2 Do you think you generally fit in with or stand out from the crowd? Give examples. 3 How much can you tell about someone from the clothes they wear, the music they listen to or films they like? 4 Some people say that ‘opposites attract’. When might this be true and when might it be a problem?

Exercise 6 1 to put an end to 2 by a minority of the people 3 to hold grudges against people 4 set/turn members of a family against 5 to look the same as Exercise 7 1 first world / western world 2 Internet 3 (tastes in) music and fashion 4 outlandish clothes 5 rebel against 6 17.5% 7 stuck in the Dark Ages 8 accustomed to

WRITING

10 Your class has just had a discussion about whether your school should impose some rules about appearance. You have made the notes below.

Possible new school rules • A ban on ‘extreme’ hairstyles • A ban on jewellery and make-up • Rules about unacceptable clothes (T-shirts with slogans, clothes with holes, etc.) Some opinions expressed in the discussion: ‘The rules need to be clear and unambiguous.’ ‘We should make sure they don’t affect certain groups more than others.’ ‘There should be a real reason for any new rules imposed.’ Write an essay discussing the ideas in the notes. Explain your views on whether they are reasonable or not, giving reasons in support of your answer. You may, if you wish, make use of the opinions, but you should use your own words as far as possible.

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LIFE SKILLS

How to be a good team member

FOOD FOR THOUGHT

My team decided pretty quickly to do something to help poor people in our town, and we had the idea that we wanted to support our local food bank. The first thought I had was to raise some money to support the food bank, but everyone had a different idea, and we were all trying to persuade everyone else that our plan was the best. To be honest, we wasted a lot of time arguing the toss about it so no wonder no one could hear what Gemma was trying to say. When I took in what it was, I got everyone else to listen.

The point she was making was that any money we raised would only go so far, and that we needed to do something that would have a longer-term impact. Her idea was that people often forget to pick up a few extra items for the food bank when they’re shopping, and that perhaps we could get the supermarket to put signs next to items that the food bank really needs to remind people to buy them and donate them on their way out of the store.

We all instantly recognised that it was a much better idea, and so that’s what we did. And now it’s happening on a national level. It’s amazing to know that our social action project had such an impact!

CHARITY SINGLE

We really wanted to do something a bit different and perhaps more creative. We already knew that quite a few of us were musical, so I suggested that perhaps we could write and record a kind of tongue-in-cheek song about our CYP experience and sell the MP3 for charity.

Everyone was really enthusiastic about the idea, but we did have some issues trying to sort out who should do what. Several people wanted to be the main vocalist, and no one actually knew that much about the process of recording or editing the song. Eventually, we managed to agree on everyone’s roles, and I volunteered to find out how to use the recording software. I figured it could be a useful skill to put on my CV. I found someone from the local college to help me, and they let us use their recording studio as well. It wasn’t the easiest project to work on, but when we had finally completed it, there was an enormous sense of satisfaction. It wasn’t a top 40 biggest song ever, but we did manage to sell several hundred copies and raised quite a lot of money for a children’s charity.

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REFERENCES

EXTRA ACTIVITIES IN CLASS

AUDIO SCRIPT page 234

• As an extension to Exercise 1, students discuss the level of involvement of youth in their local communities. Is it common for teenagers to get involved in community projects or charities? If so, what kind of projects or charities do they help? If not, why not?

CULTURE NOTES page 214

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• After Exercise 5, put students in pairs or small groups and ask them to talk about a time when they needed the skills in the Life Skills box or a time in the future when they think they may need them. Give them 2–3 minutes to discuss in their pairs/groups, then invite different students to share their answers with the class.

07–08

5 1

In pairs, look at the photos and discuss the questions. 1 Which different kinds of groups can you see in these photos? Do they represent teams, or are they simply groups of people? What is the difference between a group and a team? 2 What groups are you / have you been part of? What did you gain from being part of these groups? What did you give to these groups?

In pairs, read the quotes and explain what they mean. Which is your favourite quote? Say why. Teamwork is the ability to work together toward a common vision. It is the fuel that allows common people to attain uncommon results. Andrew Carnegie Coming together is a beginning, staying together is progress, and working together is success. Henry Ford

3.25 Listen to Jude, a CYP (Citizenship Youth Programme) team leader talking about the organisation she is part of and answer the FAQs about CYP.

CITIZEN YOUTH PROGRAMME Got a question? Get your answer. 1 What is CYP? 2 Who will I be with? 3 What happens in each week? 4 What is a social action project? 5 What happens after the programme?

Work in pairs. Read two forum entries (A–B) from teenagers who took part in the CYP programme. What did each of them take away from their experience? Which of the projects appeals to you most/least? Say why.

Study the Life Skills box and match tips 1–6 with texts A–B in Exercise 4. Some tips match both texts. Which of these skills did each person demonstrate?

LIFE SKILLS | How to be a good team member 1 A Always listen to what others have to say and respect their viewpoints. B Make sure you are clear about your role, and that this 2 is suited to your skills and experience. 3 B Be reliable and take responsibility for your part in the team effort. 4 B Communicate with other team members, and make sure everyone is on the same page. 5 A, B Be flexible and willing to try something new. 6 A, B Remember that good teamwork is about the success of the team, and not your personal.

Do the task below.

LIFE SKILLS | Project Work in groups of four. Prepare for a discussion to plan a social action project together. Before you start, choose roles for the discussion, e.g. who will take notes, who will keep time, who will make sure everyone gets a chance to speak. Questions for discussion. • What cause will you choose to help? Think about what causes are important to you. What charities do you support? Are there any issues or problems in your local area that you could help with? • Clarify your goal. Sum up the purpose of the project in one sentence. • How will you know you have been successful? Summarise the outcome(s) you hope for. • Decide who is going to do what, and when. What equipment or help does each of you need? • Decide when you will meet again. • Finally, discuss how well you worked as a team during the discussion. Did you follow the tips from the Life Skills box? How could you work (even) better together going forward with this project?

Exercise 3 1 A voluntary youth programme where teenagers work over athree-week period to deliver asocial action project in their local community. 2 You’ll be working together with thirty other teenagers from your area. 3 The first two weeks, you’ll be away from home. In the first week, we’ll be staying at an activity centre in the countryside. You’ll do some exciting physical activities, e.g. rock climbing or canoeing to get to know others, and build confidence in each other. Then you have a weekend break and in the second week, you’ll also be staying away from home. You’ll cook for yourself or each other, and there will be social events each evening. This week you’ll plan your social action project. Then in week three you carry out your plans, living at home, but coming in to meet up every day. 4 A social action project might help tackle discrimination or poverty, protect the local environment, orperhaps support isolated or lonely people. 5 After a few weeks, you’ll meet up for a graduation ceremony and a party. You can join your regional youth board and carry on delivering community projects.

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Unbelievable VOCABULARY Expressions and adjectives related to illusion, surprise and incredulity, word families, adjective-noun collocations, collocations related to science GRAMMAR

Uses of will and would

LISTENING

Fact or opinion – understanding implication

SPEAKING

Making speculations about the past, present and future

WRITING

A proposal

9A VOCABULARY AND SPEAKING 1

SPEAKING Look at photos A–D showing different types of illusions created for entertainment. Discuss the questions. 1 Have you ever seen illusions like these? If so, when and where was it? 2 How might the people watching these illusions react? Say why. 3 What difficulties might have been involved in creating these illusions?

4.1 Listen to people talking about their experiences and match speakers 1–4 with photos A–D.

□

Speaker: 1 C

□

2 D

□

3 B

4.1 Listen again. Match speakers 1–4 with sentences a–f. There are two extra options. The speaker mentions … a the time devoted to the preparation of the trick. b 1 trying to work out how an illusion is created. c 2 completely involving the audience in a performance. 4 an example of a childhood experience. d e 3 the reactions of other people as well as his/her own. his/her broad knowledge of the subject of illusion. f

□ □ □ □ □ □

□

4 A

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REFERENCES AUDIO SCRIPT page 234 VIDEO SCRIPT page 245 CULTURE NOTES page 215

EXTRA ACTIVITIES IN CLASS

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• After Exercise 5, ask students to add as many adjectives for disbelief and

surprise as they can to the ones in Exercise 4 in 3 minutes. If they cannot think of any, they can use an online thesaurus to look them up. Elicit words from the class, list them on the board and elicit or explain their meanings. Encourage students to record any new adjectives in their notebooks.

• As an extension to Exercise 10, list the following words from the text in Exercise 8 on the board, and ask students to make derivatives: grown, creative, involved, truth, essential, employed, trust, alternative. They should do this individually and, if time allows, compare answers in pairs before class feedback.

09 Adjectives to describe disbelief and surprise

Match the adjectives in the box with their meanings 1–3.

□✓ baffling □ breathtaking □ electrifying □✓ heart-stopping □✓ mesmerising □✓ mind-boggling □✓ mystifying □ riveting

1 You can’t explain or believe it.

baffling

WOULD YOU BELIEVE THAT?

/mind-boggling/

mystifying

2 You can’t look away. mesmerising / riveting 3 You can’t move; very exciting. breathtaking / electrifying /

Most of us have grown so used to films that feature incredible special effects that we have almost become blasé about it. Some of the techniques seem 1 deceptively (DECEIVE) easy. But, in order for each special effect to be 2 believable (BELIEVE), a whole range of creative artists needs to be involved. There is a general 3 assumption (ASSUME) that everything is in the hands of computer animators, but nothing could be further from the truth. Yes, computers are essential in creating apparently 4 inexplicable (EXPLAIN) scenes, but many imaginative old-school tricks are still employed in the 5 deception (DECEIVE). Among these are the model makers who fashion miniatures which can be computer scanned, make-up artists, who spend an 6unimaginable (IMAGINE) amount of time building alien heads that are 7 convincing (CONVINCE), and animatronics experts who design and build mechanical puppets. We know that the worlds created are 8 illusory (ILLUSION), but we are in the hands of masters, and their aim is to make us trust the truth of these alternative 9 realities (REALITY).

heart-stopping

4.1 Look at Exercise 4 and tick the adjectives in the box the speakers used in their descriptions. Listen again and check. Then complete the sentences below with the remaining words from the box. 1 The atmosphere was completely electrifying as the performer prepared to reveal the illusion. 2 The size of the giant puppets was totally breathtaking as they moved through the city streets. 3 The illusionist’s hands moved so quickly they were riveting and no one in the crowd could look away.

Expressions related to disbelief and surprise

Read the posts about other illusions. Complete the highlighted expressions with the words from the box. aback against beats belief blew bowled heads something pulled taken

A That show where the illusionist made someone vanish had everyone scratching their 1 heads . B The jug looked as though it were suspended in midair. It 2 beats me how it didn’t fall down and smash into pieces. It seemed to go 3 against all the rules of gravity!

Word families

C The performance was spectacular. It 4 bowled me over – I was completely 5 taken in by the clever card tricks.

Recording word families is a way of building vocabulary, but remember that sometimes the basic root of a word family can produce two or more words of the same class, adjectives and nouns, with differing meanings, e.g. deceive – deceptive – deceitful

F I saw a photo of a house once that completely defied 8 . It looked transparent. It was all done with belief mirrors, but for a moment I was really taken 9 aback , thinking the house was invisible! G In the film Inception, there’s a scene where the whole of me away! away Paris seems to fold up. It completely 10 blew In pairs, think of special effects that you have seen recently in a film. How were they created? Think about the work of the people listed in the box. animatronics experts computer animators explosives experts make-up artists model makers puppeteers sound effect artists

10 How many words (nouns, verbs, adjectives, opposites, etc.) can you make from the same root?

believe convince explain illusion imagine real

11 SPEAKING Tricks and optical illusions are a very popular form of entertainment. Why do you think there is such an interest in this?

DOCUMENTARY VIDEO

E The conjuror produced a rabbit and three birds from his small pocket! We had no idea how he 7 pulled it off!

Study Active Vocabulary. Then complete the article above with words formed from the words in bold.

ACTIVE VOCABULARY | Word families

D Those weird mirrors at the show were really incredible! Seeing yourself a completely different shape was 6 something else, mind-boggling and rather disconcerting.

Read the article about creating special effects in films, ignoring the gaps. What do people often think about special effects that is not true? Everything is done by computer animators.

5 WATCH AND REFLECT Go to page 166. Watch the documentary And that’s Magic! and do the exercises.

□ I can use adjectives and expressions to describe disbelief and surprise. FURTHER PRACTICE

ASSESSMENT

• Workbook pages 100–101/ OnlinePractice

Vocabulary Quiz 9

• Photocopiable resource 32: The word I’m thinking of is … , pages 278, 312 • Extra digital activities: Vocabulary Checkpoint 9

Exercise 10 believe: disbelief, unbelief, (un)believable, (un)believably convince: conviction, (un)convincing, unconvincingly explain: explanation, (in)explicable, (in)explicably, explanatory, explicit illusion: illusory, disillusioned imagine: imagination, image, (un)imaginable, (un)imaginably, (un)imaginative, (un)imaginatively real: reality, realism, unreal, (un)realistic, (un)realistically, really

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NEXT CLASS Ask students to do an Internet search about method acting and to find an example – if possible, in an online video. They should make notes and bring them (and their video) to the next lesson.

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WHAT’S THE METHOD?

In reviews of upcoming movies over the next few years, it’s highly likely that you 1’ll hear / are hearing the term ‘method acting’ bandied about in connection with some big-name actors like Rooney Mara, Joaquin Phoenix and Leonardo DiCaprio. But just what does it mean and how recent an acting technique is this? The truth is that the term 2will mean / will have meant different things to different people, but it basically goes back to a Russian director, Constantin Stanislavski, who developed the idea that an actor should really ‘live’ a part and get completely inside the character, rather than impose emotions superficially. You 3’ll see / ’ll have seen recent dramatic reports of actors like Jared Leto insisting on maintaining their character off-screen as well as on. This is something we’ll 4probably be seeing / have been seeing a lot more of, as articles about the lengths that actors will go to in order to ‘inhabit’ a role can make extremely good publicity for a film in an increasingly competitive market.

Match examples a–f from the interview in Exercise 4 with different uses of will in 1–6. 1 Certainty It’s seven o’clock. They’ll be at the theatre by now.

□d

2 Typical behaviour Every evening he’ll shut himself into his study and spend an hour going over his lines.

□a

3 Typical behaviour that is irritating He will leave his books all over the floor after he’s been trying to find something.

□f

9B GRAMMAR Exercise 3 1 The Present Continuous is used for arrangements. 2 not focus on something finished 3 not referring to future event 4 not focus on something finished Exercise 4 1 researches a character’s background; visits places to observe and become familiar; imagines how character grew up; stays in character 2 stays in character at home; stays up all night; changes table manners, etc. 3 took on too much and was ill; did two plays at the same time; gottired and run down

SPEAKING In pairs, discuss if you have ever acted in a play or film and how you prepared for the role. How would you imagine actors prepare?

4 Insistence He will take on these difficult roles.

□b

5 Insistence as part of a conditional If he will come home late, what can he expect?

□c

Uses of will

Read an online article about method acting. Choose the correct forms to complete the text. Then summarise it in two sentences.

THINK BACK Look at the text in Exercise 2 again. In pairs, discuss the reasons for your answers.

4.2 Listen to a radio interview with the wife of an actor and answer the questions. 1 How does the actor prepare for a role? 2 What irritates his wife about his preparation? 3 What happened last year? Say why.

6 Replaces refuse in the present tense He won’t accept any advice on the matter.

□e

a b c d e f

He’ll research his character thoroughly. He will bring his character home with him. If he will keep accepting the sorts of parts he does, … That quote will be from a director of the play. He won’t discuss new projects in the early stages. He’ll adopt outrageous habits at mealtimes.

Grammar Reference > page 174

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REFERENCES AUDIO SCRIPT page 235 CULTURE NOTES page 215

EXTRA ACTIVITIES IN CLASS

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• Students can refer to the notes they made at home during their discussion in Exercise 1, and if they have a video clip, show it to a partner or to the class.

• After Exercise 5, ask students to add one more example sentence for each use of will. They can then swap with a partner to check each other’s work. Asclass feedback, invite a different student to read out one of their sentences each time, and continue until all uses of will have beencovered.

FURTHER PRACTICE • Workbook pages 102–103/ Online Practice • Photocopiable resource 33: Perfect pairs, pages 278, 313

09 7

1 He’s bound to be exhausted because he goes to bed so late. If he will go to bed so late, . he’s bound to get exhausted 2 My hope is for her to get into drama school this autumn. I would hope she’ll get. into drama school this autumn 3 I’m sure they’re at the after-show party now. They ’ll be at the after-show . party now 4 She refuses to have live flowers backstage because of a superstition. She won’t have live flowers . backstage … 5 Before the play begins, she always walks up and down the corridor repeating her lines. She ’ll walk up and down. the corridor repeating her lines … 6 That’s my signature on the programme. That would be / will be my. signature on the programme 7 He always phoned me just as I was in the middle of watching something interesting on TV! He would always phone. me just as I was in the middle of … 8 I know he’s waiting in the wings just about to go on stage at this moment. just about to go … He ’ll be waiting in the wings, . 9 He used to call me every night at 10 to wish me good night. He would call me every.night at 10 to … 10 Every morning, my mother got up to open the balcony door wide and let the freezing cold air in! Every morning, my mother would get up to open. …

Will versus would

Study Watch out! In pairs, look at the different uses of will in Exercise 5 and decide in which examples will could be replaced by would to talk about the past.

He will take on these difficult roles. = He would take on those difficult roles.

WATCH OUT! • As many of the uses of will presented in Exercise 5 express the attitude of the speaker, it is more common to find them referring to someone else and not the speaker himself/herself, e.g. He will scroll through messages when I’m trying to talk to him. • Sometimes, we use would to soften or distance a statement, opinion or hope, e.g. That would be my responsibility. Compare: That is my responsibility … I would think that he’ll get an award. Compare: I think that he’ll … I would suppose that he will resign his post after allegations of corruption. Compare: I suppose he'll ... I would imagine that he’s pretty tired right now. Compare: I imagine that he's …

Rewrite these sentences using will or would.

4.3 PRONUNCIATION Using word stress, we can change a statement of fact into an expression of irritation. Listen to the sentences from Exercise 4. Decide which of them express a fact (F), and which express irritation (I). In pairs, discuss what makes the difference. not contracting, but emphasising will and would 1 2 3 4

□I He will bring his character home with him! □F He’ll adopt outrageous habits at mealtimes and stay up all night sometimes! I □ He would insist that he was superman! □F He just wouldn’t accept that he was only human.

4.4 Read the sentences so that they express a fact, and then read again to express irritation. Listen and check. 1 He would / ‘d get up at 5.30 every morning during a film shoot, but it wasn’t necessary. 2 He will / ‘ll wear his stage costume at home for days before a performance. 3 She would / ‘d make me practise her lines with her. 4 She will / ‘d pick a fight with everyone the week before a show.

10 SPEAKING In pairs, tell your partner about … 1 an actor you really like whose performances are very convincing, and how he/she makes them so realistic. 2 a TV programme you would never miss when you were a child. Say why. 3 something that annoys you about the way a certain actor performs. Say why.

Grammar Reference > page 174

□ I can use will and would to express attitude. • Photocopiable resource 34: Finish my sentences, pages 279, 314 • Extra digital activities: Grammar Checkpoint 9

ASSESSMENT

Exercise 6 It is possible in all sentences except ‘They’ll be at the theatre by now.’

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NEXT CLASS Ask students to look online or in magazines for photos of people in happy situations and bring them to the nextclass.

Grammar Quiz 9

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1 the past (e.g. the reasons why your friend did not come to your birthday party). 2 the present (e.g. what some of your friends and family are doing now). 3 the future (e.g. results of a test you are waiting for).

9C SPEAKING 1

SPEAKING | Making speculations about the past,

Read the definitions. How might having these conditions affect a person’s life? hyperphantasia (n) – a condition where some people experience extreme mental imagery, visualising images, smells, sounds, etc. aphantasia (n) – a condition where some people cannot voluntarily visualise images.

4.5 Listen to two friends talking about aphantasia and hyperphantasia and answer the questions. 1 What examples of having aphantasia and hyperphantasia do they mention? 2 What is the man’s problem and how might he solve it? 3 Do you think the solution will work or not? Say why.

4.6 Complete the sentences the speakers use to make speculations with 1–3 words in each gap. Listen and check.

Exercise 4 1 guessing, must 2 would imagine, must have learned 3 probably 4 could be 5 suppose, might

1 I’m that it affect all sorts of aspects of their lives. 2 I that if he’s always had the problem, he to live with it. 3 That’s what artists have, wouldn’t you say? 4 It that a picture just pops into their brain. 5 I that work.

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The phrases we use for speculating can usually be used for the past, present and future, with the appropriate grammatical changes. It might involve / have involved imagining … She must be / have been extremely busy … It can’t make / have made things any worse … I would imagine they’ll decide to / they have decided to … There’s always the chance that they’ll / they have … It’s highly likely that they’ll / they’ve … They may well decide / have decided that … I’d say it’s pretty certain that they’ll / they have … It’s my guess that they’ll / they have … It could be / have been that … I’m guessing they must put / have put you in … It could well be / have been out of his control … My gut feeling is that … I presume that would involve …

Work in pairs. Look at the two photos below showing difficult situations. Speculate on what might be happening, what might have led to these situations and what might be done to solve the problems. More photos for making speculations – Student A, go to page 187; Student B, go to page 189.

In pairs, discuss the questions. 1 How could social media be used to help people with aphantasia or hyperphantasia? 2 What do you think is the best way to develop a child’s imagination? Should this be the role of a parent or a teacher? Say why.

□ I can make speculations about the past, present and future.

REFERENCES AUDIO SCRIPT page 235

EXTRA ACTIVITY IN CLASS Do this activity after Exercise 6. Putstudents in pairs and ask them to share the photos they have brought

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present and future

In pairs, discuss the questions. 1 Would you say that you have a vivid imagination? Can you make up stories or picture places in your mind? 2 What is visualisation? Do you find it easy to visualise a different reality? When do you think this could be a useful thing to do? 3 What might the photo represent?

Exercise 3 1 aphantasia: a boy not being able to recall his girlfriend’s face; hyperphantasia: work of artists 2 He needs to get some ideas for a short story. He could try relaxing and letting some pictures come into his mind at night.

Study the Speaking box. Then, in pairs, use the correct phrases to speculate about …

from home and speculate about them in the same way they did in Exercise6. Theyshould use phrases from the Speaking box.

FURTHER PRACTICE Workbook page 104/Online Practice

NEXT CLASS Ask students to think and make notes about any particularly memorable or recurring dreams they havehad.

9D LISTENING AND VOCABULARY 1

□

1 People love to talk about their dreams, but it is boring to hear about someone else’s. Do you agree? 2 Do you think that dreams can reveal things about our health, emotions or the future? Say why.

The speaker felt … a worried by the repetition of a certain dream. b intrigued by the way experiences are linked in a dream. c confused by his/her dreams’ connection with the past. d concerned that he/she might not get a certain type of dream again. e sad that he/she doesn’t get a certain type of dream anymore. f upset by the memories a dream brings back. g scared of getting locked in one of his dreams. h fascinated by what his/her dreams reveal about his/her emotions.

4.7 Listen to a sleep expert Professor Wilson talking about dreams on a radio programme and answer the questions.

Choose the correct words to complete the sentences.

□

a b c d

CRITICAL THINKING Read the extract from the recording. Is it more a fact or an opinion, or a combination of both? Say why.

REFERENCES AUDIO SCRIPT page 235

EXTRA ACTIVITIES IN CLASS • As a lead-in to the lesson, refer students to the notes they made at home and put them in pairs or small groups to discuss them. Tell them to describe

4 d

5 c

□

2 a

□

3 c

eating something an argument choice of bedtime deadline pressures

4 h e f g h

□

5 f

Exercise 4 Probably in the first sentence suggests an opinion, but shown in the second sentence implies a fact. Both sentences contribute to the implication that ‘everyone dreams’ without stating it in those exact words. We need to read both sentences to understand correctly.

illness a comment exhaustion a pre-sleeping activity

Complete the adjective-noun collocations with the adjectives from the box. Can you identify with any of the statements? Talk to your partner about it.

1 When it’s unbearably warm at night, I often get a broken night’s sleep. vivid dreams when I was 2 I used to get very a child, but I don’t so much now. 3 One of my friends always gives us a graphic description of his dreams the following morning, which is pretty boring! 4 I once had a prophetic dream and sure enough, I dreamt about what actually happened two days later! light sleeper and I wake up at the 5 I’m quite a least noise. 6 My recurring dreams are definitely anxiety-based. They tend to repeat until I have completed the task in my waking life.

Based on the information from the recording, do these statements express an opinion (O) or a fact (F)? How did you decide?

□ □ □ □

3 b

Exercise 2 1 Sleep is a way of recharging our bodies and dreaming is an essential part of sleep. Some people think they don’t dream, buteveryone dreams; dreams might be to store memories, deal with emotions, reflect experiences. 2 Dreamers of lucid dreams may be able to communicate while they are dreaming.

broken graphic light prophetic recurring vivid

Many people will insist that they do not dream, but this is probably because they have no memory of what happens during a particular stage of sleep. Research has shown us that dreaming is definitely an essential part of our nightly recuperation programme.

1 F Sleep is essential for our health. 2 O We dream in order for our brains to process memories. 3 F Lucid dreamers are in a real dreaming state. 4 F Lucid dreamers can direct the content of their dreams.

2 g

4.8 Listen again and match speakers 1–5 with reasons for having the dream a–h. There are three extra reasons. Speaker: 1 d

DOES EVERYONE DREAM?

□

Speaker: 1 a

1 It’s all very well putting / giving forward a theory, theory but you need evidence to prove it. 2 No one can give a certain / definitive answer to the question of where dreams come from. 3 Researchers have developed an ingenious / encouraging technique to test dreamers. 4 The research has been seriously / well -documented and is available on the website. 5 My sister is still unsure which scientific prospect / discipline she would like to follow. 6 The researchers’ work has proven decidedly / conclusively that there are limits to the amount of time we spend dreaming.

□

SPEAKING In pairs, discuss the questions.

1 What is known and what is thought about sleep dreaming? 2 What is exciting about a recent breakthrough?

4.8 Listen to people talking about what they felt about their recurring dreams. Match speakers 1–5 with sentences a–h. There are three extra options.

Work in pairs. Tell your partner a dream you have had (real or invented). Your partner has to guess whether it is true or not. Share the best dreams with the class.

□ I can tell the difference between a fact and an opinion.

howthey felt when they woke from their dreams. • After Exercise 8, ask students to choose 4–5 adjective-noun collocations from Exercises 3 and 8, and to write anagrams for the adjectives (e.g. nengosiui – ingenious). They then swap the anagrams with a partner, who must

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write the correct adjective and its noun to form the collocation (e.g. ingenious technique).

FURTHER PRACTICE • Workbook page 105/Online Practice • Photocopiable resource 35: Dreaming, pages 279, 315

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9E READING AND VOCABULARY 1

Look at old newspaper headlines from 1980. Speculate what the story might be about.

disregard have lay make open ridicule

UFO LANDS IN SUFFOLK

1 The company needs to to rest the rumours lay about the new policies. have an open mind about the 2 People need to value of further research into the issue. 3 Military intelligence are planning to open an investigation into the reports. 4 No one can disregard the possibility that the evidence was faked. 5 It’s quite normal for opposition parties to ridicule ideas put forward by the government. detailed mention of the 6 The newspapers make claims made by several witnesses in the case.

And that ’s OFFICIAL

COLONEL’S TOP SECRET REPORT TELLS THE FACTS

MYSTERY CRAFT IN EXPLODING WALL OF COLOUR

ANIMALS FLEE FROM STRANGE GLOWING OBJECT Exercise 2 1 Roswell was the most well-known; because Suffolk was a series of events / because of the number and calibre of witnesses 2 On three nights in 1980, several people, including army officers, saw mysterious flashing lights in the forest. One saw a red ball which seemed to explode. Since then, research and further investigation has continued. Last year a dog walker recorded lights in the sky over the forest.

Read four comments A–D on a TV documentary about UFO sightings in Suffolk. Do you agree with any of the writers’ general opinions about UFOs?

Read the comments again and match questions 1–4 with commenters A–D. Which commenter … 1 A has a different attitude to the others regarding the value of watching the documentary? 2 C agrees with commenter A about the truthfulness of the people who reported the events discussed in the documentary? 3 B has a different view to commenter C about the filming of certain scenes in the documentary? 4 D supports commenter B regarding the reason behind the sightings?

□ □

Complete the sentences with the highlighted adjectives from the comments. 1 The sighting raises some intriguing questions which people have been puzzling over for many years. 2 A highly qualified and reputable expert contributed to the article. 3 It’s a far-fetched theory, which some might actually call ‘ridiculous’ and it has no basis in fact whatsoever. 4 The gang came up with a successful but elaborate plan to scam people which involved rerouting emails across the world. 5 The government has a single-mindedpolicy regarding the treatment of reported UFO sightings, and focuses on only one angle. 6 She had trouble sleeping, but was reluctant to take sleeping pills.

SPEAKING In pairs, talk about … 1 a time when you had to raise your voice recently. 2 something you would like to raise public awareness of. 3 something that has recently raised a few eyebrows in your family.

REFLECT | Society In pairs, discuss the questions. 1 Should governments invest time and money in investigating UFO sightings? Say why. 2 Some people believe that we are too quick to associate UFOs with extraterrestrial life. What is your opinion?

10 Research another well-known unexplained event. Prepare a fact sheet and present your findings to the class.

□ I can identify specific details in a comment and talk about unexplained events.

REFERENCES AUDIO SCRIPT page 236 CULTURE NOTES page 215

EXTRA ACTIVITIES IN CLASS • After Exercise 5, put students in pairs and ask them to write an interview about an unexplained event.

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Choose the correct alternatives to complete the collocations with the verb raise. 1 The investigation raised questions / discussions about the authenticity of the reports. 2 Celebrities do a lot of work in raising knowledge / awareness of many world health issues. 3 The teacher raised confusion / doubts about some of her students’ readiness to take the exam. 4 The choice of recipient for the science award raised a few hairs / eyebrows as it was completely unexpected. 5 The recent progress in developing new antibiotics has raised hopes / dreams that current medications will be replaced soon. 6 The speaker had to raise his words / voice to be heard over the protesters at the climate change meeting.

1 Why is the Roswell incident mentioned and why is the Suffolk event taken more seriously? 2 Summarise the sequence of events.

□ □

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4.9 Listen to an extract from a radio interview and check your ideas. Answer the questions.

Complete the collocations from the recording and the comments with the verbs from the box.

Onestudent is a reporter and the other is an eyewitness to the event. They should use some of the adjectives in Exercise5. When they are ready, they can act out their interview for the class. If time is short, ask students to write their dialogues as homework. Theycould then share them with a partner or act them out for the class inthe nextlesson.

• Do this activity at the end of the lesson. Put students in pairs or small groups and have them brainstorm a list of arguments both for and against the existence of advanced life forms in the universe. When they are ready, askthem to share their ideas with the class. Have a class discussion and then take a vote on the question ‘Are we alone in the universe?’.

The Mystery of

Rendlesham Forest 4.10

The documentary on a series of UFO sightings in Suffolk, UK, was shown last Monday and provoked some different reactions. Our comments page today features some of them. Who do you agree with?

A doctorbeavis

I’ve had a long interest in what are popularly known as UFOs, and in the reactions provoked by reported sightings of them, both of the general public and of those in positions of authority. I like to think that I have 5 an open mind on whether these objects are a result of a natural phenomenon or attempts at communication from other life forms in the universe. However, I do believe that most people who report sightings are neither hallucinating nor simply looking for attention, 10 as it is often claimed. The recent documentary you will no doubt have seen, about one of the world’s most documented sightings in Rendlesham Forest, England, in 1980, provided, as far as I’m concerned, excellent coverage of an intriguing series of events, 15 and I challenge anyone to raise doubts over the authenticity of those witness reports. Governments may be reluctant to release information about sightings for whatever reason, but documentaries like this show that there are definitely events that need further 20 systematic investigation.

B Scifiver

Science fiction is a genre that I enjoy, both in literature and in film, and I, like many others, have experienced that need to feel that we are not alone in the universe. However, as the documentary on the Rendlesham Forest 25 UFO sightings last week showed very clearly, the fact that we want something to be true does not make it so. Although I must praise the dramatic way in which the reimagined scenes were filmed, it was clear that those who reported seeing the lights descending into 30 the forest were exaggerating the event. The fact that these witnesses were from a nearby military base does not automatically give them credibility. I do not doubt that they saw something unusual, but the assumption that it was an alien craft was illogical. There are other 35 natural explanations for what they saw. However, the documentary disregarded even the possibility of this and unfortunately, did not live up to my expectations.

C luxurydroid

The documentary had been billed as ‘exciting’ and ‘revealing’, and unsurprisingly, viewing figures showed 40 that vast numbers of people watched it. This is a reflection of the interest many have in the existence of alien life. However I, personally, was underwhelmed and unimpressed. Disappointingly, I found that the real discussion of a possible cover-up and its implications were lost in the way the 45 documentary was presented. The re-enactment of the events was, I felt, indulgent and overdramatic with a lot of investment in special lighting effects and powerful background music. This all proved for me a distraction from the fascinating factual accounts of some reliable witnesses, 50 that could have raised some interesting questions, one being that the whole thing could have been an elaborate hoax. But by whom, and for what reason, seems a question destined to remain unanswered.

D bobbafat

There have been many documentaries about possible alien spacecraft over the years, which have looked at various conspiracy theories from a single-minded perspective. Last week’s offering on the Rendlesham Forest events was, unfortunately, no exception. It was a good example of why the governments’ strategy of ridiculing the idea of ‘little 60 green men’ has been so successful. It has meant that UFOs are forever associated with the far-fetched notion of extraterrestrials, and thereby discouraged any real investigation into the true nature of the sightings, which is far more likely to relate to unusual natural phenomena. 65 The documentary missed the opportunity of raising awareness of these possibilities and I found it so predictable and boring that I couldn’t finish watching it. There have been recent comments in reputable US newspapers, relating to a subtle change in attitude of 70 the government towards acknowledging sightings and developing a systemised approach to reporting and analysis. This approach would, to my mind, contribute to a much more interesting documentary. 55

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FURTHER PRACTICE

NEXT CLASS

Workbook pages 106–107/Online Practice

Ask students to make notes about a club they would like to have at their school/ college or local youth centre. They should write what the club is, what people could do at the club and why it would be worthwhile for them.

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PROPOSAL FOR EXPANSION OF THE PHOTOGRAPHY CLUB

Needs and benefits With such an increased number of members the studio we currently use is proving far too small and we are having to limit attendance and access to the teacher’s individual advice sessions. It is important to be able to encourage students who are not that experienced, otherwise they may lose their enthusiasm for the hobby. An attempt must be made to meet the needs of all our members.

Introduction

Recommendations

The purpose of this proposal is to outline the benefits for students of the school photography club, should it be expanded. I shall explain how the students already benefit from the club’s work and then outline what is required to accommodate the higher number of members we have.

Provision of a much larger room would allow all members to profit from meetings and talks. As well as this, it would be extremely helpful to have the presence of another teacher with a detailed knowledge of photographic techniques in order to advise members who need help in getting started or progressing. This additional teacher would also prove invaluable when the club goes on field trips.

Current situation The photography club meets on a regular basis to discuss, practise and share ideas. We are also extremely lucky to have the expertise of an experienced teacher to call on, who will give group or individual advice on improving techniques. In addition to this, we benefit from occasional talks by visiting speakers and one of our main priorities is to arrange field trips for outdoor photography. The club is extremely popular, and our membership has risen dramatically over the last few months.

Conclusion Some of the students will go on to have careers in art and film-making while others simply find it a wonderful hobby. We believe that we should do our utmost to provide our members with the means to further their hobby or career ambitions. Expansion of the club would open up opportunities to many more students and we are confident that you will consider this proposal favourably.

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REFERENCES AUDIO SCRIPT page 237

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 2 by referring students to the notes they made at home and asking them to share their ideas in pairs. After Exercise 2, ask if

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anyone wanted a photography club and invite any of the students who answer ‘yes’ to share their ideas with the class. If none of the students chose a photography club, ask them whether they think it would be nice to have one at their school/college/youth centre and why/why not.

• After students discuss their ideas in Exercise 7, get them to plan their proposal in the same pairs. Ask them to make an outline of their proposal and organise their ideas using the headings from the Writing box. They should make notes about points to include as well as language from the Writing box they can use in each section.

9F WRITING | A proposal 1

SPEAKING In pairs, discuss what you enjoy taking photographs of and whether you have ever used any techniques to enhance your pictures.

In pairs, go back to the model text and find examples for each point of the advice in the Writing box. Find some key phrases to add to the box.

4.11 Listen to a student talking about the college photography club. What problems is the club facing?

Rewrite the informal sentences in a more appropriate style to be included in a proposal. More than one answer is possible for each.

Read the Writing task and model answer. Which points made by the speaker in Exercise 2 are mentioned?

1 I’m writing to ask you to think about starting up a new music club at our school. 2 One important thing we do at this club is discuss recent news stories. 3 If we advertise in the local press, we’ll definitely get the word to more people. 4 We need more money and then we can buy equipment for everyone. 5 We can’t help everyone at the moment, so we’ve got to find some more people to help out. 6 I really hope that you’ll look at all my suggestions.

The photography club at your school has proved very popular and the members feel that it needs to be expanded to meet current demand. You have been asked to write a proposal for the school head. In your proposal, you should explain the current situation, why it needs to be expanded and make recommendations on what could be done.

Study the Writing box. Has the writer of the proposal followed all the advice? Complete the phrases with the words from the box.

address confident consideration doubt enable ensure key lacking maintain priorities purpose urge

Read the comment by a member of an amateur dramatic society. In pairs, discuss what else could be done to increase membership, and why joining a drama group might be a good idea.

WRITING | A proposal When writing a proposal, divide it into sections and give headings as this helps organise your points clearly. • Introducing a proposal In this section, you should outline the reason you are writing the proposal, but without going into detail. The aim of this proposal is to … The 1 purpose of this proposal is to evaluate/outline/ recommend/suggest … • Giving information about the current situation One of our main 2 priorities is … key A3 aspect of what we do is … 4 lacking What is at the moment is ... • Recommendations and benefits This would 5 ensure that ... Providing additional space would 6 address the issue of ... Extra investment would 7 enable us to … There is no 8 doubt that ... • Concluding To finish you should provide a final reason to back up your proposal, sometimes a more general statement. There is a real need for ... To 9 maintain the current ... it is essential that ... I would 10 urge you to consider ... 11 I feel confident that you will consider this proposal favourably. I would hope that you will give this proposal your full 12 consideration . Remember to use formal and objective language throughout as a proposal is a relatively formal document.

Exercise 3 increasing membership, talks, teacher’s help, studio, field trips, hobby – career Exercise 6 Suggested answers 1 The aim of this proposal is to suggest setting up a new music club at our school. 2 A key aspect of what we do at this club is to discuss recent news stories. 3 Advertising in the local press would enable us to reach more people. 4 Extra investment would solve the issue of providing equipment for everyone. 5 There is no doubt that enlisting other people to help out is essential. 6 I would hope that you will give this proposal your full consideration.

Numbers down again! I think it’s because we don’t put on enough plays and people get fed up and bored. hey want to act and do stuﬀ, don t they lso, we e got to ad ertise more we ha en t e en got a website uch a shame. rama gets all sorts of diﬀerent people working together and really helps out the shy ones. lus, it s great for future public spea ers

WRITING TASK Read the Writing task. Use the ideas from the comment and your discussion in Exercise 7 to write your proposal for the committee. Your amateur dramatic society needs to attract more members. As a member of the society you have been asked to write a proposal for the committee. In your proposal, you should explain why you think membership has gone down and make recommendations about how more members could be attracted to the club.

□ I can write a proposal. • If students do the writing task in class, ask them to swap proposals with apartner for some peer-correction. They should check each other’s work and make suggestions for improvements. They can then rewrite their proposals, in class or as homework, taking in their partner’s suggestions.

Exercise 2 limited amount of individual help, small room, not enough equipment

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FURTHER PRACTICE Workbook page 108/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 134–135.

151

Word List REMEMBER MORE

9A VOCABULARY AND SPEAKING 5.49

1 Complete the gaps with the

correct form of the words in brackets. Then check with the word list.

1 It wasunrealistic(REAL) to expect her to arrive on time. She’s always late! 2 I don’t trust his deceitful (DECEIVE) smile at all! 3 It was adeceptively(DECEPTION) simple illusion, but required a lot of skill and experience. 4 The show was really boring and unimaginative (IMAGINE).

2 Complete the text with the words in the box. Then check with the word list.

broken definitive graphic light recurring

animatronics expert /ˌænəməˈtrɒnɪks ˌekspɜːt/ assumption(n)/əˈsʌmpʃən/ baffling(adj)/ˈbæflɪŋ/ be sth else /ˌbi ˌsʌmθɪŋ ˈels/ be taken aback(phr v)/bi ˌteɪkən əˈbæk/ be taken in by sth /bi ˌteɪkən ˈɪn baɪ ˌsʌmθɪŋ/ believable(adj)/bəˈliːvəbəl/

pull sth off(phr v)/ˌpʊl ˌsʌmθɪŋ ˈɒf/ puppet(n)/ˈpʌpət/ puppeteer(n)/ˌpʌpəˈtɪə/ reel(v)/riːl/ riveting(adj)/ˈrɪvətɪŋ/ seamlessly(adv)/ˈsiːmləsli/ string puppet /ˈstrɪŋ ˌpʌpət/ submission(n)/səbˈmɪʃən/ suspend(v)/səˈspend/

blasé about sth(adj)/ˈblɑːzeɪ əˌbaʊt ˌsʌmθɪŋ/

transparent(adj)/trænˈspærənt/

blow sb away(phr v)/ˌbləʊ ˌsʌmbɒdi əˈweɪ/

unimaginable(adj)/ˌʌnɪˈmædʒənəbəl/

bowl sb over(phr v)/ˌbəʊl ˌsʌmbɒdi ˈəʊvə/

unimaginative(adj)/ˌʌnɪˈmædʒənətɪv/

breathtaking(adj)/ˈbreθˌteɪkɪŋ/ captivated(adj) /ˈkæptɪveɪtɪd/

unrealistic(adj)/ˌʌnrɪəˈlɪstɪk/ vanish(v)/ˈvænɪʃ/

conjuror(n)/ˈkʌndʒərə/ contort(v)/kənˈtɔːt/

9B GRAMMAR

conviction(n)/kənˈvɪkʃən/

acting technique /ˈæktɪŋ tekˌniːk/

deceit(n)/dɪˈsiːt/

bandy sth about(phr v)/ˌbændi ˌsʌmθɪŋ əˈbaʊt/

deceitful(adj)/dɪˈsiːtfəl/

go to any lengths /ˌɡəʊ tə ˈeni ˌleŋkθs/

deception(n)/dɪˈsepʃən/

impose(v)/ɪmˈpəʊz/

deceptive(adj)/dɪˈseptɪv/

inhabit(v)/ɪnˈhæbɪt/

deceptively(adv)/dɪˈseptɪvli/

insistence(n)/ɪnˈsɪstəns/

defy belief /dɪˌfaɪ bəˈliːf/

learn the lines /ˌlɜːn ðə ˈlaɪnz/

disconcerting(adj)/ˌdɪskənˈsɜːtɪŋ/

look back(phr v)/ˌlʊk ˈbæk/

disenchanted(adj)/ˌdɪsənˈtʃɑːntɪd/

make good publicity /ˌmeɪk ˌɡʊd pʌˈblɪsəti/

disillusioned(adj)/ˌdɪsəˈluːʒənd/

method acting /ˈmeθəd ˌæktɪŋ/

electrifying(adj)/ɪˈlektrɪfaɪɪŋ/

off-screen(adv)/ˌɒf ˈskriːn/

employ a trick/technique /ɪmˌplɔɪ ə ˈtrɪk / tekˈniːk/

on-screen(adv)/ˌɒn ˈskriːn/

explanatory(adj)/ɪkˈsplænətəri/

run-down(adj)/ˌrʌnˈdaʊn/

explicable(adj)/ekˈsplɪkəbəl/

superficially(adv)/ˌsuːpəˈfɪʃəli/

explicit(adj)/ɪkˈsplɪsɪt/

take on a role /ˌteɪk ɒn ə ˈrəʊl/

fashion sth(v)/ˈfæʃən ˌsʌmθɪŋ/

the wings(n)/ðə ˈwɪŋz/

go against sth(phr v)/ɡəʊ əˈɡenst ˌsʌmθɪŋ/

touchy(adj)/ˈtʌtʃi/

to each category below.

have an inkling /ˌhæv ən ˈɪŋklɪŋ/

upcoming(adj)/ˈʌpˌkʌmɪŋ/

1 Words about sleep: a broken night’s sleep, 2 Adjectives: breathtaking, 3 Collocations with raise: raise a question, 4 Expressing disbelief and surprise: baffling,

have sb scratching their head /ˌhæv ˌsʌmbɒdi ˌskrætʃɪŋ ðə ˈhed/

9C SPEAKING

heart-stopping(adj)/ˈhɑːtˌstɒpɪŋ/

aphantasia(n)/əfænˈteɪziə/

illusory(adj)/ɪˈluːsəri/

beef stew /ˌbiːf ˈstjuː/

incredible(adj)/ɪnˈkredəbəl/

chunk(n)/tʃʌŋk/

inexplicable(adj)/ˌɪnɪkˈsplɪkəbəl/

gut feeling /ˌɡʌt ˈfiːlɪŋ/

it beats me /ɪt ˌbiːts ˈmiː/

hyperphantasia(n)/ˌhaɪpəfænˈteɪziə/

jiggle(v)/ˈdʒɪɡəl/

overload(v)/ˌəʊvəˈləʊd/

levitate sb(v)/ˈlevəteɪt ˌsʌmbɒdi/

pop into(phr v)/ˌpɒp ˈɪntə/

mesmerising(adj)/ˈmezməraɪzɪŋ/

presume(v)/prɪˈzjuːm/

mind-boggling(adj)/ˈmaɪndˌbɒɡəlɪŋ/

vivid imagination /ˌvɪvəd ɪˌmædʒəˈneɪʃən/

Even though I’m a 1 light sleeper, I tend to have a lot of vivid and 2 recurring dreams. After yet another 3 broken night’s sleep, I decided to consult a specialist. Having given him a 4 graphic description of one of my dreams, he couldn’t give me a 5 definitive answer as to what was causing my dreams.

3 Choose the correct options. Then check with the word list.

1 If you disregard a possibility, you a forget about it. b ignore it. c explore it. 2 When people raise their eyebrows at something, they are a surprised. b angry. c upset. 3 Ridiculing an idea means a rejecting it. b making fun of it. c considering it.

4 Add two more words or phrases

Exercise 4 1 drift off to sleep, light sleeper 2 inexplicable, mesmerising 3 raise (a few) eyebrows, raiseawareness 4 mind-boggling, mystifying

agile(adj)/ˈædʒaɪl/

mystifying(adj)/ˈmɪstɪfaɪɪŋ/

ACTIVE VOCABULARY | Categorising

Categorising helps to remember words and phrases. Think of five categories and add two words from the word list to each category.

5.50

outrageous(adj)/aʊtˈreɪdʒəs/

5.51

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EXTRA ACTIVITIES IN CLASS • Ask students to look for and highlight phrases and expressions related to disbelief and surprise in the word list for Lesson 9A. Ask them to close their books, and dictate some of the phrases, gapping the first or second

152

part (e.g. be taken… (aback); … (defy) belief). Students should write down the completed phrases. After checking answers with the class, you could ask students to write example sentences for the phrases, individually or in pairs.

• PlayTrue or Falsewith vocabulary from the word list. Divide students into teams. Give teams in turn true/false statements about a word/phrase,e.g.When you are in a fix, you have a problem.(T)When something is far-fetched, it’s easy to believe. (F). Students have to decide if each statement is true or false.

09 9D LISTENING AND VOCABULARY 5.52

coverage(n)/ˈkʌvərɪdʒ/

re-enactment(n)/ˌriː ɪˈnæktmənt/

cover-up(n)/ˈkʌvərʌp/

reimagined(adj)/ˌriːɪˈmæʤɪnd/

anxiety-based /æŋˌzaɪəti ˈbeɪst/

craft(n)/krɑːft/

reluctant(adj)/rɪˈlʌktənt/

be in a fix /ˌbi ɪn ə ˈfɪks/

credibility(n)/ˌkredəˈbɪləti/

remarkable(adj)/rɪˈmɑːkəbəl/

broken night’s sleep /ˌbrəʊkən ˌnaɪts ˈsliːp/

credible(adj)/ˈkredəbəl/

reputable(adj)/ˈrepjətəbəl/

core features /ˌkɔː ˈfiːʧəz/

descend(v)/dɪˈsend/

reroute(v)/ˌriːˈruːt/

destined to(adj)/ˈdestənd tə/

ridicule an idea /ˌrɪdəkjuːl ən aɪˈdɪə/

disregard the possibility /ˌdɪsrɪˌɡɑːd ðə ˌpɒsəˈbɪləti/

scam(n)/skæm/

drift off to sleep /ˌdrɪft ˌɒf tə ˈsliːp/ exponent(n)/ɪkˈspəʊnənt/

distraction(n)/dɪˈstrækʃən/

figure(v)/ˈfɪɡə/

elaborate(adj)/ɪˈlæbərət/

graphic description /ˌɡræfɪk dɪˈskrɪpʃən/

extraterrestrial(adj)/ˌekstrətəˈrestriəl/

have no memory of sth /ˌhəv nəʊ ˈmeməri əv ˌsʌmθɪŋ/

factual account /ˌfaktʃuəl əˈkaʊnt/

deadline pressure /ˈdedlaɪn ˌpreʃə/ definitive answer /dɪˌfɪnətɪv ˈɑːnsə/

implication(n)/ˌɪmpləˈkeɪʃən/ ingenious technique /ɪnˌdʒiːniəs tekˈniːk/

fake(v)/feɪk/

senior army officer /ˌsiːniər ˈɑːmi ˌɒfəsə/ sighting(n)/ˈsaɪtɪŋ/ single-minded(adj)/ˌsɪŋɡəlˈmaɪndɪd/ spacecraft(n)/ˈspeɪskrɑːft/ surface(v)/ˈsɜːfəs/

far-fetched(adj)/ˌfɑː ˈfetʃt/

systemised approach to sth /ˌsɪstəmaɪzd əˈprəʊtʃ tə ˌsʌmθɪŋ/

feature(v)/ˈfiːtʃə/

truthfulness(n)/ˈtruːθfəlnəs/

light sleeper /ˌlaɪt ˈsliːpə/

flashing(adj)/ˈflæʃɪŋ/

underwhelmed(adj)/ˌʌndəˈwelmd/

lucid dreaming /ˌluːsɪd ˈdriːmɪŋ/

flee(v)/fliː/

unidentifiable(adj)/ˌʌnaɪˈdentɪfaɪəbl/

forest floor /ˌfɒrəst ˈflɔː/

unimpressed(adj)/ˌʌnɪmˈprest/

hallucinate(v)/həˈluːsəneɪt/

upload(v)/ʌpˈləʊd/

have an open mind /ˌhæv ən ˌəʊpən ˈmaɪnd/

winking light /ˌwɪŋkɪŋ ˈlaɪt/

occurrence(n)/əˈkʌrəns/ overreliance(n)/ˌəʊvərɪˈlaɪəns/ prearranged(adj)/ˌpriːəˈreɪndʒd/ prophetic dream /prəˌfetɪk ˈdriːm/ prove (sth) conclusively (that) /ˌpruːv (ˌsʌmθɪŋ) kənˈkluːsɪvli (ˌðæt)/ put forward a theory /ˌpʊt ˌfɔːwəd ə ˈθɪəri/ random(adj)/ˈrændəm/ recharge(v)/ˌriːˈtʃɑːdʒ/ recuperation(n)/rɪˌkjuːpəˈreɪʃən/ recurring dreams /rɪˌkɜːrɪŋ ˈdriːmz/ reveal(v)/rɪˈviːl/ scientific discipline /ˌsaɪənˌtɪfɪk ˈdɪsɪplɪn/

have no basis /ˌhæv ˌnəʊ ˈbeɪsəs/ hoax(n)/həʊks/ incident(n)/ˈɪnsɪdənt/ indentation(n)/ˌɪndenˈteɪʃən/ indulgent(adj)/ɪnˈdʌldʒənt/ intriguing(adj)/ɪnˈtriːɡɪŋ/ lay sth to rest /ˌleɪ ˌsʌmθɪŋ tə ˈrest/ lift off(phr v)/ˌlɪft ˈɒf/ live up to sth(phr v)/ˌlɪv ˈʌp tə ˌsʌmθɪŋ/

smidgen(n)/ˈsmɪdʒɪn/

make detailed mention /ˌmeɪk ˌdiːteɪld ˈmenʃən/

storage(n)/ˈstɔːrɪdʒ/

make the headlines /ˌmeɪk ðə ˈhedlaɪnz/

subconscious(n)/sʌbˈkɒnʃəs/

military intelligence /ˌmɪlətəri ɪnˈtelədʒəns/

tie in knots /ˌtaɪ ɪn ˈnɒts/ vivid dreams /ˌvɪvɪd ˈdriːmz/ well-documented(adj)/ˌwel ˈdɒkjumentɪd/

miss the opportunity /ˌmɪs ði ˌɒpəˈtjuːnəti/ open an investigation into /ˌəʊpən ən ɪnˌvestɪˈɡeɪʃən ˌɪntə/ overdramatic(adj)/ˌəʊvədrəˈmætɪk/

9E READING AND VOCABULARY 5.53

prank(n)/præŋk/

acknowledge(v)/əkˈnɒlɪdʒ/

raise awareness /ˌreɪz əˈweənəs/

authenticity(n)/ˌɔːθenˈtɪsəti/

raise (a few) eyebrows /ˌreɪz (ə ˌfjuː) ˈaɪbraʊz/

be in a position of authority /ˌbi ɪn ə pəˈzɪʃən əv ɔːˈθɒrəti/

raise doubts /ˌreɪz ˈdaʊts/

bill(v)/bɪl/ challenge sb(v)/ˈtʃæləndʒ ˌsʌmbɒdi/ cold case /ˌkəʊld ˈkeɪs/ colonel(n)/ˈkɜːnl/ contribute to sth /kənˈtrɪbjuːt tə ˌsʌmθɪŋ/

puzzle over sth(phr v)/ˌpʌzəl ˈəʊvə ˌsʌmθɪŋ/

9F WRITING

5.54

accommodate(v)/əˈkɒmədeɪt/ address an issue /əˌdres ən ˈɪʃuː/ attendance(n)/əˈtendəns/ benefit from(v)/ˈbenəfɪt frəm/ committee(n)/kəˈmɪti/ dramatic society /drəˌmætɪk səˈsaɪəti/ enhance(v)/ɪnˈhɑːns/ expand(v)/ɪkˈspænd/ expansion(n)/ɪkˈspænʃən/ expertise(n)/ˌekspɜːˈtiːz/ give sth consideration /ˌɡɪv ˌsʌmθɪŋ kənˌsɪdəˈreɪʃən/ inspirational(adj)/ˌɪnspəˈreɪʃənəl/ membership(n)/ˈmembəʃɪp/ outline(v)/ˈaʊtlaɪn/ provision of sth(n)/prəˈvɪʒən əv ˌsʌmθɪŋ/ tenfold(adj)/ˈtenfəʊld/

raise hopes /ˌreɪz ˈhəʊps/ raise one’s voice /ˌreɪz ˌwʌns ˈvɔɪs/ raise questions /ˌreɪz ˈkwestʃənz/ readiness(n)/ˈredinəs/ recipient(n)/rɪˈsɪpiənt/

135 Instronger classes, students could also play in groups, with players taking it in turns to give statements for their group to decide if they are true or false. Each correct answer gives teams one point, and the team with the most points wins.

• Put students in pairs and ask them to choose one phrase from each section of the word list (9A–9F). They should then give their phrases to another pair. Pairs now have to write a dialogue including all the phrases. When they have finished, they should swap texts with the other pair for checking.

FURTHER PRACTICE Workbook page 109/Online Practice

NEXT CLASS Ask students to revise Unit 9.

153

Revision

VOCABULARY AND GRAMMAR

1 It’s not surprising that he’s always tired because he insists on working late at night. WILL If he will work late at night, . it’s not surprising he’s always tired 2 When dad had flu, my mum often got mad because he refused to listen to the doctor’s advice. WOULD When dad had flu, my mum often got mad because he would refuse to listen. to the doctor’s advice 3 James usually gets to the beach on Sunday mornings before anyone else is awake. WILL James will get to the beach before anyone else On Sunday mornings, is awake . 4 I imagine he’s jogging at the moment as it’s 8.30, so there’s no point calling him now. WILL There’s no point calling him right . now as it’s 8.30 and he’ll be jogging 5 She has the bad habit of leaving everything until the last minute and that is so frustrating! WILL She will leave everything!until the last minute and that is so frustrating 6 We tried to complain several times, but the manager just refused to accept our calls. WOULD We tried to complain several . times but the manager just would not

Complete the sentences with the correct form of the verbs in the box. blow carry defy disregard prove put put 1 Some scientists have forward the theory that in our dreams we can actually solve issues that concern us during the day. 2 No one can prove conclusively that eating late at night causes a broken night’s sleep. 3 The amazing black and white photograph that won the competition completely me away. blew 4 You must watch the film about the French tightrope walker – it really defies belief. 5 In the conjuring trick, if you disregard the possibility that there is a false back to the box, then it surely becomes a complete impossibility. 6 The researchers are carrying out an experiment into the thinking processes of identical twins.

Complete the sentences with the correct form of the words in brackets. 1 There has been no definitive (definite) answer yet as to whether life forms exist on other planets. 2 In my opinion, it’s unrealistic (real) to think that people will ever be able to read the thoughts of others. 3 There is a really graphic (graph) description at the beginning of the sci-fi novel of the destruction caused by the intergalactic war. 4 The scene in the painting is unidentifiable (identity) because the painter left no indications of its location whatsoever. 5 The acrobats in the show were electrifying (electricity) to watch as they soared over the audience. 6 People used to ridicule (ridiculous) scientists who said that our brains could exacerbate or help relieve physical illnesses. Interestingly, the scientists have been proven right.

Choose the correct words to complete the email.

Hi, About the auditions tomorrow … As arranged, I 1’ll pick / pick you up at about 6.30. 2Are you / Will you be waiting on the corner by the Post Office as usual? It 3is going to be / would be good if you could bring along your copy of the play. I 4will / would imagine that there 5will only be / are only a few scripts to share. I’ve acted for Dave before and I’m sure he 6will be / is doing everything to keep costs down! Knowing Dave, we 7will bring / ’ll be bringing our own coffee to rehearsals and making our own costumes too! I 8will / would think that we 9 are finishing / ’ll finish around 10.30. 10We’ll be working / We’ll have been working hard for over three hours by then and Dave 11will hear / will have heard enough to make decisions on casting. See you soon, Arthur

Rewrite the sentences using the words in bold.

accept our calls

USE OF ENGLISH

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

STRATEGY | Multiple choice There are usually similarities in meaning or form between all four options, but only one will fit because of a collocation or a particular preposition, for example.

CAN YOU BELIEVE YOUR EYES?

The French term trompe l’oeil means that the eye is being , and this technique, which is used to create the 2 that a two-dimensional painting is actually a threedimensional object, has been used by artists, architects and mention is even made in sculptors for centuries. 3 descriptions of murals discovered in old Roman villas. These doubts in the mind of the observer about paintings 4 the height of the ceiling or depth of the rooms. Pavement artists take the art one step further and challenge us directly as we pass. Their artistic portrayals of deep chasms or waterfalls seem to go 5 all the rules and even when our brains reassure us that there simply cannot be a deep hole in the pavement, our heads. It takes great skill on the we continue to 6 off such optical trickery and the part of the artists to 7 by these public will certainly continue to be taken 8 devious works of art however often the techniques are explained. 1

1 2 3 4 5 6 7 8

a deceitful a mistake a Far-fetched a lift a against a itch a blow a along

b dishonest b illusion b Reputable b rise b opposing b rub b let b over

Use of English > page 185

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FURTHER PRACTICE

ASSESSMENT

• Use of English, Student’s Book page 185 • Class debates pages 265–266

• Unit 9 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 9 and Self-check9, Workbook pages 110–111/ OnlinePractice

• Unit 9 Writing Test

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

• Unit 9 Skills Test (Dictation, Listening, Reading, Communication)

c deceived c disbelief c Detailed c question c after c scratch c take c for

d disillusioned d imagination d Baffling d raise d over d wrinkle d pull d aback

READING

Read four texts about a feeling of déjà vu. For questions 1–4, choose from writers A–D.

BEEN THERE, DONE THAT? A Emily Stevens Researchers have identified various possible causes of déjà vu (pronounced day-zhaa voo, it’s French for ‘already seen’). At the most basic level, it can be triggered by a real memory, even if it is one we are not consciously aware of. Many details of our early lives are lost as we grow older. In research that I have been studying, a number of threeyear-olds were interviewed about a recent experience. By the age of seven, the children could still recall about sixty percent of those events but, within a further year or two, the level of recall had dropped well below half, which might indicate that the memories disappear. However, there have been cases where adults have experienced a feeling of déjà vu and then subsequently found out that they had actually been to the same place as very young children. I believe that this indicates that our early childhood memories are never lost completely, and it would appear logical to assume that we could all experience this form of déjà vu at any time in our lives.

with the fascinating experience being a quick shock. However, although the hypothesis is supported by some studies, others show no correlation between levels of tiredness and the likelihood of experiencing déjà vu. Perhaps there are two different forms of déjà vu and it is sometimes caused by a real memory, even if not of our own experiences. For example, we may be remembering someone else’s holiday photos rather than a holiday we once took ourselves.

B David Nicholson

D Andrew Baker

There are several theories about déjà vu, but the most convincing one involves familiarity. In this case, what the brain is showing us is not a flashback, but a sense that connects a present experience to something recognisable from our lives. This, in turn, provokes a feeling which we perceive as a memory, even though it isn’t. As we age, we have experienced so many things that it isn’t surprising that some of them share similarities. Castles, for example, may give us a feeling of déjà vu because they are often so similar in design. In some cases, this sense of familiarity can even lead to premonition, the feeling of knowing what will happen next or what is awaiting us around the next corner. Sometimes, we may be proved correct, although this is probably mere coincidence as research suggests that people experiencing this feeling are, in fact, no more likely to predict the future correctly than anyone else.

It’s fascinating to read the range of theories about déjà vu, which apparently date back to the Ancient Greeks. There are many convincing theories but none which have been totally proved. However, I feel that an interesting piece of research into how the brain works may give us a clue as to the cause of déjà vu. In a test, the subjects were shown postcards; half of them were presented while the subjects were under hypnosis in which they were instructed to forget what they had seen. When all the postcards were presented again, the people remembered the ones shown to them before the trance-like state. Apparently, they couldn’t clearly recall the other ones, so the hypnosis clearly worked, but their minds weren’t a complete blank. They felt a vague sense of familiarity when looking at the pictures. To me, this indicates that there could be memories locked away in our brain from different stages in our lives that we can’t consciously access, but which perhaps could lead to us feeling a sense of déjà vu that we can’t explain.

C Alison Rogers Research into déjà vu shows that about seventy percent of people will experience it at some point in their lives. However, from what I have read, it seems that there is a tendency for this to occur earlier in life, during the late teens and twenties, rather than later. In addition, research indicates other factors which can contribute to the experience. Those with higher education and frequent travellers also feel it more often than normal. In my opinion, the link between these groups is that they have a greater likelihood of suffering from tiredness or stress. Déjà vu to my mind could be a kind of defence mechanism in which the brain is trying to keep us alert

Which person: 1 D has the same view as Emily about how our brains work? 2 A shares Alison’s view that déjà vu can’t be fully explained by one specific theory? 3 C has a different view from Emily on who is most likely to experience déjà vu? 4 B disagrees with the others about the importance of memory to déjà vu?

□ □ □ □

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Exercise 2 Possible answers 1 garden work (mowing, raking, earth removal, possibly for local construction firms), babysitting, dog walking, cleaning houses, petsitting, house sitting, doing small jobs around the house (hanging shelves, setting up a TV), tutoring (Maths, English), shopping Exercise 3 Suggested answers Advantages: challenge; international team; full training in different online marketing tools – noprevious knowledge necessary; learning new skills, including people skills; co-operation with other departments; decent remuneration; possibility of permanent job with perks and benefits Disadvantages: busy role; ‘going over and beyond the call of duty’ suggests the job may involve working extra hours

VOCABULARY Work-life balance idioms and collocations, qualities of a leader, idioms related to working life and communication, personality adjectives GRAMMAR

Gerunds and infinitives

READING

Identifying specific details in an article

SPEAKING

Toning language down

WRITING

A report

10A VOCABULARY AND SPEAKING 1

SPEAKING Work in pairs. Think about the last few days. What percentage of the time did you spend doing the things in the box? Do you think the balance was right? Say why. Rank the activities in order of importance during a typical day. doing sports or a hobby multi-tasking relaxing with friends or family sleeping studying using social media

SPEAKING In pairs, answer the questions. 1 Look at the photos. What jobs can a teenager get? Think about summer/part-time jobs, vocational training, etc. 2 Have you ever had a job? If so, what kind of job was it? How did you find it? What were your duties? What was that experience like?

Read an advert for an internship. What do you think are the advantages and disadvantages of this job?

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REFERENCES AUDIO SCRIPT page 237

EXTRA ACTIVITIES IN CLASS

156

Up the ladder

• Do this activity after Exercise 3. Ask students to look at the advert again, think about the four responsibilities of the job and decide which ones they would be good at and which they

Are you looking for a challenge? Join our international division in Edinburgh. During your content marketing internship, you will get full training, so online marketing knowledge is not required. This is a busy role and your responsibilities will include: • providing support to the Marketing Assistant to ensure the smooth running of the department • writing content for our website and our social media channels • co-operating with the sales team • responding to customers’ queries What we offer: • training in different online marketing tools • remuneration: €400 a month Should you demonstrate dedication to work and going above and beyond the call of duty, we may offer you a permanent position with our company, with full perks and benefits. Are you the perfect candidate? Apply now and we will contact you as soon as possible.

would find difficult. They can then discuss with a partner or share their ideas with the class. • Do this activity at the end of the lesson. Put students in pairs and ask them to talk about how they maintain their own school-/work-life balance. They should try to use vocabulary from Exercises 5, 7and 9.

FURTHER PRACTICE • Workbook pages 112–113/ Online Practice • Photocopiable resource 36: Work to live or live to work?, pages 279, 316 • Extra digital activities: Vocabulary Checkpoint 10

10 4

4.12 You are going to listen to an expert talking about work/study and life balance. Why is it important to maintain a balance between these areas of life?

ACTIVE VOCABULARY | Register Language register is the level of formality that we use when speaking or writing. The register depends on who we are talking to, what we are talking about, and how light-hearted or formal we wish to sound. You will be safe using neutral register.

Work-life balance collocations

4.12 Look at collocations 1–8 from the recording and discuss their possible meaning in relation to work/ studying. Then listen again and check. 1 2 3 4 5 6 7 8

constant connectivity juggle unremitting demands strike the right balance grasp the significance draw a line (between something) maintain a balance strive for something pay dividends

4.13 Listen to the rest of the programme and answer the questions. 1 What did Maria and Bradley do during their internships and what were their duties? 2 Were they satisfied with their internships? Say why.

Work-life balance idioms

4.13 Listen again and complete the sentences with the correct forms of the verbs from the box. call intrude learn meet (x2) sign throw work 1 I got to the ropes, had terrific role models learn and it gave me a real taste for the job. 2 My health improved rather than being jeopardised and no one I knew ever needed to throw a sickie. 3 It really wasn’t what I’d signed up for. 4 Sometimes I just felt like calling it a day . 5 It was the way it intruded on my personal life that was the problem. 6 I know everyone is under considerable pressure to targets at work. meet 7 There were permanent staff there working their socks off trying to their work demands. meet

Read Active Vocabulary. Then look at the sentences and decide what register they are: formal (F), neutral (N) or informal (I). Try to rewrite them, using other registers. 1 2 3 4 5 6

□I Give me a call. □F Online marketing knowledge is not required. □F Should you decide to continue in our employment, we may offer you a long-term position in the firm. F □ My dad subscribes to the theory that employees should always talk about what’s bothering them. □F It was the way it intruded on my personal life that was the problem. I □ I got to learn the ropes and it gave me a real taste for the job.

Match idioms and phrases 1–7 from the recording with their definitions a–g. 1 2 3 4 5 6 7

□g be upfront about something □b throw it all in □f pop down somewhere □c be a one-off □e have your say □a give somebody a real taste for the job □d be a given

a b c d e f g

Gain some hands-on experience in a role at work. Give up. Happen only once. Be accepted. Have the opportunity to give your opinion. Go somewhere for a short time. Be open about problems and not hide them.

10 Complete the sentences containing the idioms and phrases from Exercise 9 with the correct words.

say 1 In my family, I like to have my when we make decisions. 2 When I get a bad grade, I feel like throwing it all in. But then I pull myself together and fight. pop 3 I think it’s good to down to the shops to grab a snack when I’m studying. given 4 It’s a that when you’re down with something, you need to stay home and rest.

11 Read a career’s advisor’s blog and complete it with the correct words.

A free bit of advice OK, guys, so you’ve finished school – or on your way to – and a new life beckons! There’s an awful lot of doom and gloom out there about how work can just take over your life and 1 intrude on your personal life. So, at the and beginning, it’s all about learning the 2 ropes 3 not throwing it all in the first problem you encounter. And what’s really important is to be 4 upfront about anything you’re not sure of – talk about it, ask questions – that’s how we learn. It is of paramount the right balance between importance to 5 strike work and play, otherwise you will be 6 working your socks off trying to meet your work 7 demands and pretty soon. But if you’ll feel like calling it a 8 day you organise your time well, and pace yourself to meet 9 targets , it will pay 10 dividends in the long run!

12 SPEAKING Some people say that flexibility of working

times and places is the most important thing to consider when looking for a job. How far do you agree?

□ I can tell the difference between formal and informal registers when talking about work.

Exercise 4 Suggested answer People have to maintain a healthy work-/study-life balance, not only for the health benefits but for productivity at work/school too. Exercise 5 1 being ‘on call’, always present and ready to respond 2 multi-task 3 be assertive at work and work only during office hours / be able to divide your time appropriately between work and private life 4 understand the importance of certain tasks 5 keep your work and private life separate 6 keep the right balance you managed to strike 7 make a great effort to achieve sth 8 be very useful and bring a lot of advantages, especially in the future Exercise 6 1 Maria was an assistant providing support to the sales team. Bradley was an intern in the marketing dept; he had to write content for the website and their social media channels, and respond to customers’ queries. 2 Maria thinks she was lucky – the company followed good employment practices; her internship was brilliant, she was able to keep the right work-life balance; her health improved and she never thought about throwing it all in. She got a permanent job in the company. Bradley’s company exploited him. He loved the work, but the work-life balance was a nightmare – he wasn’t able to draw a line between work and life as he was expected to be on call, always ready to respond to clients; he got anxious about his private life and felt guilty about popping down to the gym or meeting up with friends. Although the money was good, hedidn’t want to work full time for the company. Exercise 8 1 Formal: Would you call me, please? Neutral: Can you give me a call? 2 Neutral: You don’t need to know anything about online marketing. 3 Neutral: If you decided you’d like to work for us, we may give you apermanent job. 4 Neutral: My dad believes that employees/workers should always talk … 5 Neutral: I didn’t like the way it affected my personal life. 6 Neutral: I gained some hands-on experience in the role.

139

ASSESSMENT Vocabulary Quiz 10

NEXT CLASS Ask students to do an Internet search for a successful young entrepreneur and to make notes for the next lesson.

157

Who gets your respect?

We asked for reader comments about young entrepreneurs they admire. Add your own! Respect, Rose! Since a local enterprise competition encouraged 18-year-old Rose Dyson hasn’t looked back. The £25 that was given to her in the competition, enabled her to produce an ethical lip balm. Her mum let her use the kitchen to try out recipes, and her first batch brought her a £40 profit! Most entrepreneurs tend to succeed because they follow their instinct, like Rose. At times, they risk losing everything, but they to be deterred by this and continue to follow their conviction. Rose has never stopped believing in her dream. She envisaged producing affordable vegan cosmetics, and she has managed to do that. She is grateful her parents didn’t make her follow a fixed educational path (she decided against going to university) and to one customer who had difficulty believing that Rose, at fifteen, could possibly be running her own business! I can’t help admiring Rose’s creativity and tenacity. She’ll go a very long way, and will have to get used to being a very successful businesswoman. Students, like Rose used to be, encouraging to find fulfilment that a more traditional educational path cannot always provide.

10B GRAMMAR 1

Exercise 5 1 to have been given 2 having been working 3 to have been working 4 to maintain 5 having been told 6 to having experienced 7 taking 8 to be turning out 9 to be put 10 being remembered

SPEAKING In pairs, discuss the questions.

1 Who is the most successful person you know personally? Do you admire them? Say why. 2 What qualities does a person need to become successful? Say why.

1 I was lucky (give) a reasonable amount of money by my parents. 2 Despite (work) on the film for ages, I hadn’t expected to be rewarded. 3 It was wonderful (work) on something I loved. 4 Although I was a success, I needed (maintain) it. 5 I remembered (tell) once about an author who’d said ‘You’re only as good as your last book’. 6 Most successful people will admit (experience) self-doubt at points in their career. 7 One temptation is to avoid (take) risks so that you don’t fail. 8 Everyone would prefer (turn out) success after success. 9 Success needs (put) into perspective. 10 Otherwise you risk (remember) for one thing only.

Read the text. Does Rose have any of the qualities you mentioned in Exercise 1?

Gerunds and infinitives

Exercise 6 a gerunds: 2, 3, 5, 6, 7, 10 infinitives: 1, 4, 8, 9 b active: 2, 3, 4, 6, 7, 8 passive: 1, 5, 9, 10 c 1, 2, 3, 5, 6

THINK BACK Put the underlined verbs or verb phrases from the online comment in Exercise 2 in the correct categories.

verb, e.g. appreciate / deny / admit (to) / can’t bear + gerund

risk, stop, envisage, decide against, have difficulty, can’t help, get used to, need

verb, e.g. choose / happen + infinitive with to

tend, fail, continue, manage

verb, e.g. hope / force / help + object + infinitive with to

encourage, enable

verb, e.g. notice + object + infinitive without to

let, make

Grammar Reference > page 175

4.14 What difficulties might someone who has become successful face? Listen to an entrepreneur talking about his success to a group of students and compare your answers.

4.15 There are various forms of both the gerund and the infinitive depending on time aspect and verb pattern. Complete the sentences with the correct forms of the verbs in brackets. Listen and check.

Look at the sentences in Exercise 5 again. Which forms: a are gerunds or infinitives? b are active or passive? c refer to a time before another time in the past? Grammar Reference > page 175

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REFERENCES AUDIO SCRIPT page 238

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by asking students to share the information they found online. They could do this in pairs or small groups. If there is time, open

158

thediscussion up to the class. How much of a role in success does luck play? Does wealth equal success? If not, what does it mean to students? • After Exercise 6, ask students to write six gap-fill sentences using various forms of the gerund and the infinitive, as in Exercise 5. In pairs, they swap

sentences, complete them and check their answers with their partner. • As an extension to Exercise 8, ask students to write two pairs of sentences about the young entrepreneur they made notes on at home. They should try to use verbs that can be followed by either a gerund or an infinitive.

10 7

Complete the text with the correct infinitive or gerund forms of the verbs in brackets. Do you ever experience the imposter phenomenon? In what circumstances?

1 a b 2 a b 3 a

FEEL LIKE A

FRAUD? YOU’RE NOT T

I regret to say that there is no more work for you. I regret saying that there is no more work for you. The teacher went on to tell us about the new project. The teacher went on telling us about the new project.

Starting a new job means getting up early in the morning. b To start a new job means getting up early every morning for it. 4 a I propose to discuss the issue with the boss. b I propose discussing the issue with the boss.

ALONE!

he term ‘imposter syndrome’ is generally used 1 (refer) to successful people who doubt their own abilities. The name is thought 2 (coin) in the 1970s and was associated with the idea of being a fraud. In other words, people felt lucky 3 (be) successful, not deserving. Instead of being proud of 4 (achieve) great things, some dismissed their own success as simply 5 (be) in the right place at the right time. Back then, the imposter phenomenon was generally linked with famous people, or high flying businessmen, but today, according to an article published in the International Journal of Behavioural Science, around seventy percent of both men and women experience this syndrome at some points of their lives. In spite of 6 (do) a job successfully for a very long time, people worry that they have been fooling others and that one day their ineptitude will be discovered. We all, at times, need 7 (be reassured) that we are right for what we do professionally so as not to feel like imposters. It is important 8 (not undermine)

Read the pairs of sentences and decide if they have the same meaning.

Grammar Reference > page 175

Rewrite the sentences using the words in bold. 1 By chance, I was listening to the radio when they announced the news. HAPPENED I to the radio when the news was announced. 2 Sara was disappointed that the teacher hadn’t chosen her for the project. HAVE Sara was disappointed by the teacher for the project. 3 Back then, the school never let the students leave before 3.30 on Fridays. TO The students were before 3.30 on Fridays. 4 A show of hands finally decided the results of the competition. ENDED UP The results of the competition a show of hands. 5 The coach will leave you behind unless you hurry up. RISK You by the coach unless you hurry up. 6 I have to wake up earlier to go to my new job, and it’s hard. USED It’s hard earlier to go to my new job. 7 I tried to clean the cut on my sister’s hand, but she wouldn’t let me touch it. BEAR I tried to clean the cut on my sister’s hand, but she it.

Exercise 7 1 to refer 2 to have been coined 3 to have been 4 having achieved 5 having been 6 having been doing 7 to be reassured 8 not to undermine 9 to be Exercise 8 1 a present meaning; bhappened in the past 2 a started speaking about new topic; b continued speaking about the same topic 3 same meaning 4 a speaker states what he/she intends to do; b speaker makes a suggestion Exercise 9 1 happened to be listening 2 not to have been chosen 3 never allowed to leave 4 ended up being decided by 5 risk being left behind 6 to get used to waking up 7 couldn’t bear my/me touching

10 In pairs, think of examples of the following situations and talk about them.

1 Something you can’t bear people doing. 2 Something you are ashamed of having done in your life so far. 3 An opportunity you were lucky to have been given when you were younger. 4 An event you regret attending over the last few months. 5 A mistake you went on to make again in recent days. 6 What trying to achieve your dream will mean for you.

11 SPEAKING In pairs, discuss your opinions about

imposter syndrome. How do you feel when you have achieved something difficult?

□ I can use gerunds and infinitives.

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FURTHER PRACTICE

ASSESSMENT

NEXT CLASS

• Workbook pages 114–115/ Online Practice

Grammar Quiz 10

Ask students to do an Internet search about a famous person and what they wanted to be when they were younger. Ask them to make notes for thenextlesson.

• Photocopiable resource 37: Speedy scribe, pages 279, 317 • Extra digital activities: Grammar Checkpoint 10

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10C READING AND VOCABULARY 1

Exercise 3 1 preschoolers: their parents’ careers, fairytales; primary school children: money, fame 2 someone’s personality traits, interests and talents; popularity of online gaming and YouTube celebrities 3 vloggers, professional gamers and game designers, a racing car driver 4 Taxman: he realised what amount of training being an acrobat entailed and he switched ambitions and trained to be an accountant Jax28: when she was at uni, she felt teaching was her calling – she could make a difference to the students’ lives Allegra: has always been passionate about being adancer; a teacher encouraged her to go to an arts training school

SPEAKING In pairs, look at the chart and discuss the questions. What can you notice about the top career aspirations for young people? How do they change over the years? Why do you think they change?

1 When was the last time something sparked your excitement? What was it? 2 What dreams have you realised in the last five years? 3 Would you mind if your parents tried to shape your future?? Say why. play down 4 Does it ever happen that you the issue of your grades? When was the last time it happened and why? tops your list of the best jobs? Say why. 5 What

Top career aspirations for young people today by age group. Age 1–3

Job ballerina/dancer 18.6% musician/singer 14.3%

4–7

8–11

12–14

15–17

doctor

11.4%

astronaut

9.8%

veterinarian

9.8%

doctor

7.5%

scientist

13.7%

veterinarian

9.8%

artist

7.8%

doctor

10.6%

engineer

10.6%

scientist

9.1%

engineer

12.5%

teacher

10.7%

actor

7.1%

18 or older teacher

7.8%

doctor

Read the article and compare with your ideas in Exercise 1.

Read the article again and answer the questions. 1 What shapes the dream careers of preschoolers and primary school children? 2 What influences teenagers’ plans? 3 What are the trends in job careers nowadays? 4 What influenced the career choices of each of the people sharing their life stories?

In pairs, discuss the questions. 1 Did you use to have a pipe dream when you were a child? What was it? 2 Do you think it is important to find your calling in life? Say why. 3 What has been on the cards for you for a long time now? 4 Is there much scope for using your talents in what you do at school at the moment?

Complete the sentences with the correct prepositions from the box. at back of to (x3) 1 I’m apt forget people’s names if I’m to introduced to too many at once. at something difficult if you 2 You can succeed it. really set your mind to back 3 Watching these cartoons is really rolling the years for me! 4 Many jobs that exist today are destined to disappear when the roles are taken over by robots. 5 I coveted that job and was doing my best to get of my it so my boss was very supportive promotion.

Complete the sentences with 1–3 words in each gap. 1 Many young children’s early ambitions are shaped by a desire to parents. 2 Characters in sometimes provide role models for children not yet at school. 3 Children sometimes have unattainable goals and the likelihood of is low. 4 The gaming industry is providing proper for young people. 5 Jax28 was unaware of what her was until graduation. 6 Taxman lost interest in a particular ambition because of the that was involved. 7 Allegra is proof that if you’re devoted to your dream, you are apt to career.

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Replace the underlined words and phrases with the correct forms of their highlighted synonyms from the article. 1 This was the job he had desired since his youth. coveted 2 I’d love to get a job working at a space research centre, but it’s impossible to realise. a pipe dream 3 Once she started working as a nurse, she knew it was her dream profession. calling 4 Not many people imagine themselves remaining in the same job for their whole lives these days. envision 5 I was hoping for promotion, but it doesn’t seem to be likely to happen now. on the cards 6 There are a lot of opportunities for being creative in this job. is a lot of scope

12.4%

writer/author

Complete the collocations with the correct forms of the verbs from the box. Then, in pairs, discuss the questions. play realise shape spark top

WHAT DO KIDS TODAY WANT TO BE?

Exercise 4 Possible answers 1 copy their 2 fairytales 3 achieving them 4 career options/ opportunities/ jobs 5 calling/vocation 6 training / amount of training 7 make it your

REFLECT | Society In pairs, discuss the questions. 1 Do you think it is important for young people today to make early decisions on a future career? Say why. 2 How far do your childhood aspirations relate to your present goals? What has influenced your choices so far?

□ I can identify specific details in an article.

REFERENCES CULTURE NOTES page 215

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by asking students to share the information they found at home about the famous person – they could do this in pairs or small groups.

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What do they think of the person’s early career aspirations? • Do this activity before or after Exercise9. Ask students to write down their name and (main) career choice on a small piece of paper. Collect the papers, shuffle them and pick one at random. Read it out to the class and choose a

student to conduct a short interview with the student named on the paper about the reasons for their choice. Encourage students to use vocabulary from the lesson. Continue until every student has been both interviewer and interviewee. For a shorter activity, students could do their interviews in pairs or groups of four.

Dreams shape your future

reams and aspirations are what fuel us when we’re young and often shape our future. Whatever our abilities, there is always a fulfilling career on the cards, but these dreams are apt to change at various stages of our lives.

4.16

Preschoolers often envision their future careers as copies of their parents, such as a teacher or a truck driver, for example, or perhaps as the princess or prince they see in their storybooks. However, as they grow older, the scope for dreaming extends too. The world is your oyster, as the popular saying goes.

At primary school, children’s ambitions tend towards the fantastic – perhaps not quite as unrealistic as the princesses or princes of fairytales, but singers, actors and athletes 10 are high on the lists today, and interestingly money as well as fame are prime motivators. A nine-year-old may well covet the idea of being a superstar while another may set their mind on being a proud owner of numerous aeroplanes one day. Realistically, the chances of achieving 15 these aims are incredibly slim. The probability of becoming an astronaut (another favourite) is remarkably low as is the possibility of winning medals at the Olympics. But primary school is the time to dream big and be optimistic.

Aspirations generally change at secondary school, and the 20 dreams become less glamorous. Rather than taking off,

dreams of flying spaceships plummet. Possible future careers are more informed by someone’s personality traits, interests and talents, and careers in science, writing, engineering and teaching top the lists. What is also having a considerable 25 impact on ambitions for this age group is the rocketing popularity of online gaming and YouTube celebrities. Vloggers, professional gamers and game designers are all valid career options today and are beginning to beat the more traditional career paths teenagers used to aspire to 30 follow. Bucking the trend, there is one new fantasy-driven aspiration, probably destined to remain a pipe dream for most, that has joined the most popular list – and that’s becoming a racing car driver. So, do let us know about any ambitions you had when you 35 were younger. What sparked the excitement in you? Did you

realise your childhood dreams? Did you find your calling? Or are you still dreaming?

Jax28 I remember watching a TV courtroom drama and deciding I wanted to be a defence lawyer – the one that always found the real murderer in the end – much more exciting 40 than his counterpart – the prosecutor. But that faded at some point. I didn’t really know what I wanted to do after that, but I was absolutely certain I didn’t want to be a teacher; all the stick the teachers get from the kids and standing up there every day – oh, no! It wasn’t until I finished uni that I felt teaching was my calling – I could make a difference to my students’ lives. So that’s what I am now – an English teacher!

Taxman 45 When I was young, I saw Cirque du Soleil in Las Vegas and I was totally blown away.

I was in a gymnastics club – so that was it. I was going to become an acrobat and join the circus. My parents were extremely supportive of my choice (which hadn’t always been the case). But, needless to say, when I later realised the amount of training it entailed, I switched ambitions and trained to be an accountant. My parents just said, 50 ‘Whatever floats your boat, son.’ Sometimes I think I missed my vocation though …

Allegra A career in dance was on the cards from day one. I did a lot of street dancing in my early teens, but I was apt to play down my talent. That’s until a teacher encouraged me to go to an arts training school. I did a lot of singing, acting, mime and music, but my love was still dancing – and it’s now my career, and I’m loving it! Shows you 55 can realise your ambition if it’s something you’re passionate about.

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FURTHER PRACTICE Workbook pages 116–117/Online Practice

NEXT CLASS Ask students to think about the qualities of a good leader and to make notes for the next lesson.

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10D LISTENING AND VOCABULARY Exercise 1 Possible answers supportive, creative, passionate, inspirational, communicative, respectful, selfless, determined Exercise 3 honest (upfront), risk-taker (confident), impose solutions (problem-solver), team player, decisive Exercise 6 1 blow a fuse 2 land in your lap 3 stuck in a rut 4 hold you in good stead 5 cut out for 6 work your way up

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SPEAKING Look at the list of best qualities of a leader in the box. In pairs, discuss why you think a leader needs to have these qualities. What other features would you add?

SPEAKING Do you think you have the qualities to be a leader? Say why. Do you know any good leaders? Who are/were they?

4.17 Listen to a radio interview with a manager talking about her job. Which qualities of a good leader from Exercise 1 does she mention?

1 I wasn’t the type of person to take a back seat and let others make decisions for me. 2 Some of those personality traits hold me in good stead for doing my current job. – I had 3 The position didn’t just land in my lap to work my socks off. cut 4 Let me say, first off, that not everyone is out to be a leader. stops with you. In other words, 5 The buck you have the ultimate responsibility for this project. had they 6 My parents would’ve blown a fuse known! 7 I started at the bottom and gradually worked my way up. , 8 If your team feel they’re stuck in a rut the likelihood is that they are not going to be co-operative. 9 That’s detrimental to goal achievement – a sign of . a bad leader in my book

4.17 Listen again and choose the correct answers. 1 What does Jenna think about herself as a child? a She believes she hasn’t changed over the years. b She regrets being a troublesome child. c She admits to having a strong character. d She thinks that she was too adventurous. 2 Jenna values her work background because a it gave her a vast knowledge of her business. b it brought her into contact with managerial staff. c it showed her the importance of hard work. d it made her self-reliant and independent. 3 In Jenna’s opinion, the most important skill of a leader is a being clear in setting goals and targets. b supporting employees’ development. c forcing others to accept your decisions. d organising people’s work. 4 How would you summarise Jenna’s advice to potential leaders? a If you don’t have the skills at first, you can learn them on the job. b Everyone has the ability to become a good leader, so they shouldn’t be put off. c You need to be ready to bear some harsh criticism. d If you want to make a lot of money, you need to become a leader.

4.18 Complete the extracts from the interview with the correct words from the box. Then listen and check. book buck cut fuse lap rut seat stead way

committed confident decisive emphatic optimistic problem solver self-aware upfront

Replace the underlined phrases in the questions with the idioms from Exercise 5. Then, in pairs, ask and answer the questions. 1 When did you last get very angry? angry Say why. 2 Have you ever had a good opportunity surprisingly given to you? you Talk about it. 3 Do you know anyone who is doing something they don’t enjoy and can’t get out of? of Talk about him/her. 4 What skills or interests do you have now that you think will be useful to you in your future career? 5 What job do you think the person sitting next to you now is just right for? for Say why. 6 Would you rather enter a profession at a high level or start at the bottom? Say why.

REFLECT | Society Do you think that schools can help develop the qualities needed for people to become good leaders? Say why.

□ I can draw inferences from the interview and talk about leadership qualities.

REFERENCES AUDIO SCRIPT page 238

EXTRA ACTIVITIES IN CLASS • Before Exercise 1, put students in pairs and ask them to share the notes they made at home. Why are the qualities important? During Exercise 1, they can

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compare the qualities in the box with those they chose. Are they similar? • After Exercise 5, ask students to write example sentences for the phrases in the exercise. They can then share their sentences with a partner or the class, or work in pairs to check each other’s sentences.

FURTHER PRACTICE • Workbook page 118/Online Practice • Photocopiable resource 38: Career paths, pages 280, 318

10E SPEAKING AND VOCABULARY 1

Look at the cartoon. In pairs, discuss why the two people might be getting angry.

How would you tone down the language in these sentences? Replace the highlighted adjectives with the adjectives from the box or your own ideas. (overly) assertive confident defensive opinionated oversensitive resolute shy sincere straightforward trusting unapproachable underconfident vocal 1 He’s very controlling. He’s always telling everyone what to do. He’s just confident and knows what he’s doing. 2 He’s loudmouthed. He never stops talking rubbish. 3 He’s gullible. He never questions anything. 4 He’s abrasive. He’s never polite to people, and puts everyone’s backs up. 5 He’s adamant. Stubborn like a donkey, and rather confrontational. 6 He’s aloof aloof. He’s unfriendly and deliberately not talking to other people.

Divide the adjectives according to whether you think they have a more positive or negative connotation. Note that some words can belong to both categories. abrasive adamant approachable articulate assertive confrontational controlling defensive gullible loudmouthed opinionated resolute vocal

4.19 Study the Speaking box. Then listen to Joe and his mum discussing his job and complete the phrases.

SPEAKING | Toning language down

Choose adjectives or rephrase in ways that are less abrupt, or have a more positive connotation, e.g. inconsiderate – unkind confrontational – likes to face problems Read the comments. Which do you most agree with and why?

My friend is really frank about things. He likes to have his say and he always speaks his mind – he’s always upfront about things. He certainly doesn’t mince his words when it comes to giving feedback. He is not a person to beat around the bush, but people seem to respect him for that. At least you know where you stand with him. Yes, I believe there’s a time and a place for saying exactly what you think, but it’s also true that there are times when you need to be a bit tactful or diplomatic and tone down your language. It’s a given that being brutally honest can put people’s backs up and you don’t get what you want from them. It can appear really rude at times too.

When talking to people, do you speak your mind or try to tone down your language? What does it depend on?

AUDIO SCRIPT page 239

EXTRA ACTIVITY IN CLASS After Exercise 8, put students in pairs and ask them to write 3–4 similar statements, using direct/abrupt language. When they

Exercise 6 Positive: assertive, articulate, approachable, resolute, gullible, defensive Negative: abrasive, adamant, opinionated, controlling, confrontational, loudmouthed, vocal (but may be perceived as positive in certain situations)

Reply to the statements trying to tone the language down. Then, in pairs, role-play two situations. Student A go to page 187. Student B go to page 189.

REFLECT | Values In pairs, give examples of situations when it might be better to be brutally honest and when it might be better to tone down your language.

□ I can tell the difference between positive and negative connotations and talk about honesty. REFERENCES

Exercise 5 Possible answers 1 He’s just confident and knows what he’s doing; likes to make sure everybody is being productive/ everybody is doing their best. 2 I think he’s just vocal and straightforward. 3 I think he’s just trusting and honest 4 I find him sincere, abit opinionated, a bit unapproachable and (overly) assertive. 5 Adamant? Don’t you think he’s just resolute? Confrontational? Nah, just quite opinionated, vocal and assertive. 6 I think he’s just a bit shy, oversensitive and underconfident.

1 The food in that restaurant was utterly revolting! I admit it wasn’t the best meal of my life but, generally speaking, it could have been worse. 2 His last book was an absolute joke! 3 It was totally inconsiderate of her to keep us waiting.

Look at the highlighted phrases in the comments. Which of them mean ... 1 saying exactly what you think? 2 saying something that may antagonise people? 3 rephrasing something more sensitively?

Rephrasing negative comments of them I wouldn’t say that. I think it’s more a 1 case taking time to evaluate your work. I’d be more 2 inclined to say that it’s a challenge. That’s one way of 3 putting it. Surely, that’s an 4 exaggeration . He’s just getting up to speed. I don’t think that’s 5 particularly helpful. It might be better ... That’s a bit 6 harsh , don’t you think? It might be a little 7 challenging at times, but generally ... it seems rather complex. I 8 admit

Exercise 3 1 speaks his mind, not mince his words, being brutally honest, you know where you stand with him 2 put people’s backs up 3 tone down your language, beat around the bush

are ready, they swap statements with another pair and reply using language from the Speaking box. If there is time, get them to compare and discuss their answers in groups of four.

FURTHER PRACTICE

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NEXT CLASS Ask students to research the concept of work experience for high school or college students and to make notes for the next lesson.

Workbook page 119/Online Practice

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REPORT ON

WORK EXPERIENCE AT LEYTON PRIMARY SCHOOL

INTRODUCTION The purpose of this report is to describe my work experience as a teaching assistant at Leyton Primary School, evaluate the benefits and recommend any changes that could improve the experience for future work placements.

commitment required by the teacher and the need for effective classroom management techniques to control a large group of boisterous six-year-olds. Mr Barlow maintained discipline without dampening the children’s enthusiasm.

WHAT THE PLACEMENT INCLUDED

RECOMMENDATIONS FOR IMPROVEMENTS FOR FUTURE PLACEMENTS

I was assigned Year 1 Group B, and my duties entailed supporting both the children and their teacher, Mr Barlow. It was part of my routine to set up the classroom, ensuring that all the relevant supplies were in place, and clear everything away after the lessons. This involved, for example, putting books away and cleaning paint pots. During classes, I circulated to give additional assistance to the children.

It is impossible to overestimate the benefits of this type of work experience for students who are considering a teaching career. I would recommend that in the future, teaching assistants be allowed more responsibility, such as giving extra reading practice to children who are struggling in the group. Observation of more than one level could also be taken into consideration. These things would give a wider picture of what primary teaching entails.

BENEFITS

CONCLUSION

The experience was beneficial to me in many ways, not least giving me an insight into the learning processes in young children. I was also made aware of the

Overall, my experience was extremely positive, and I would definitely recommend it for future work placements.

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REFERENCES AUDIO SCRIPT page 239

EXTRA ACTIVITIES IN CLASS • Lead in to Exercise 1 by putting students in pairs and asking them to share the information they found at home about

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work experience for students. Would they like to do work experience? What type of work would they like to do? • After students read the writing task in Exercise 4, but before they read the report, ask them who might read such a report and why it might be useful to write one.

FURTHER PRACTICE Workbook page 120/Online Practice

NEXT CLASS Ask students to study the word list and do the Remember More exercises on Student’s Book pages 148–149.

10F WRITING | A report 1

SPEAKING In pairs, discuss what type of work experience might be offered to students in local media, education, retail outlets, public services and hospitality.

Read the information sheet for secondary school students and think about the benefits and drawbacks of such an opportunity.

WORK EXPERIENCE OCTOBER/NOVEMBER As every year, Year 12 students will be offered work experience with local companies for a three-week period from March 2nd to 23rd. Interviews will be arranged with class tutors where individual students will be able to discuss how they can best benefit from the opportunity. Following the work experience period, students will be expected to write a report on their experience.

4.20 Listen to a college student telling about her work experience and answer the questions. 1 2 3 4 5

What was her work experience? Why does she refer to it as ‘weird’? What did she have to do? How does she think it benefitted her? What improvements would she like to see for a future work placement?

Read the Writing task and student’s report below. Discuss whether the report includes everything necessary. Your college arranged a period of work experience as part of your course. The aim of the placement was to give students experience working and observing professionals working in their envisaged field of employment. You have been asked to write a report for the college. Your report should: • cover what your work experience involved, • explain what (if any) benefits you got from the experience, • make recommendations regarding improving this work experience placement for future students.

I was at Leyton Primary School for three weeks as my work placement and I thoroughly enjoyed myself. The kids were all great and the teacher, Mr Barlow, was amazing! I helped him out with all the lesson prep and cleared up the classroom afterwards. I also got to help out during the lessons and went round the class to see if the kids were doing the right things. They usually were! The whole experience was beneficial to me and now I know that I really want to be a teacher. It was also a welcome break from college and exams! It was a lot of fun and I think it’s cool for students like me to see what we’re letting ourselves in for before we choose a career. I certainly didn’t get bored. I was sad to leave and I really hope to keep in touch with the kids and Mr Barlow. Thanks for everything Mr B! I hope your next teaching assistant appreciates your advice as much as I did.

Study the Writing box and tick what the writer has NOT done in the report in Exercise 4.

WRITING | A report When writing a report you should: • ✓ clearly state the topic of the report in an introduction. • ✓ outline what will be included in the report. • ✓ use formal and objective language throughout. • ✓ give headings to the individual sections. • ✓ describe events succinctly. • avoid repetition by using rephrasing, reference devices or substitution. make clear recommendations with justification and • anticipated outcomes. • ✓ link the conclusion to the rest of the report.

□ □ □ □ □ □ □ □

Exercise 3 1 teaching assistant in a primary school 2 It was her own first school, so it was awkward to be back there but in a different role. 3 preparing the classroom, clearing up, helping students 4 She saw how children learned, how enthusiastic they were, learned about planning and classroom management from the teacher. 5 more responsibility, e.g. helping individual students; less physical work; watch more than one level

Language • Signalling intent in a report This report is intended to ... The purpose of this report is to … This report sets out to ... The report will comment on … This report will serve as a record of ... • Concluding a report All in all, ... Overall, this experience ... If these recommendations are implemented ...

Read the report on page 146. Has the writer done what the task requires?

In pairs, read the Writing task and discuss why young people might want to spend a period of time working in another country. Think about the points below. contacts different culture friends and family language new working environment personal development You decided to spend some time working in another country before starting university and you used a company to find a placement and make the arrangements. The company has asked you to write a report on your experience. Your report should: • outline what the work experience involved, • explain what (if any) benefits you got from the experience, • evaluate the company that found the placement, • make recommendations for how the placement and arrangements could be improved for future students.

WRITING TASK Read the notes. What else would you add? Use your ideas from Exercise 7 and write your report.

6 weeks – international legal firm – observing / some translation, etc. Good – picked up some language, good to compare systems – very big firm, didn’t Most arrangements good – quick responses to queries, travel arrangements OK, accommodation NOT good – changed twice maybe smaller firm, more interaction?

□ I can write a report.

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Word List REMEMBER MORE Exercise 1 1 out – off 2 night – day 3 strings – ropes

1 Find and correct one mistake in

each sentence. Then check with the word list. 1 Ever since joining the company, I’ve been working my socks out. 2 After working here for ten years, I think it’s time I called it a night. 3 When I first started, my manager helped me learn the strings.

2 Complete the idioms with the

correct verbs. Then check with the word list. be a one-off 1 2 throw it all in 3 have your say 4 give sb a real taste for the job

10A VOCABULARY AND SPEAKING 5.55

pop down somewhere(phr v)/ˌpɒp ˈdaʊn ˌsʌmweə/

be a given /bi ə ˈɡɪvən/

productivity at work /ˌprɒdʌkˌtɪvəti ət ˈwɜːk/

be a one-off /bi ə ˌwʌn ˈɒf/

provide support /prəˌvaɪd səˈpɔːt/

be of paramount importance /bi əv ˌpærəmaʊnt ɪmˈpɔːtəns/

query(n)/ˈkwɪəri/

be upfront about sth /bi ˌʌpˈfrʌnt əˌbaʊt ˌsʌmθɪŋ/ beckon(v)/ˈbekən/ busy role /ˌbɪzi ˈrəʊl/ call it a day /ˌkɔːl ɪt ə ˈdeɪ/ call of duty /ˌkɔːl əv ˈdjuːti/ constant connectivity /ˌkɒnstənt ˌkɒnekˈtɪvəti/ content / online marketing /ˌkɒntent / ˌɒnlaɪn ˈmɑːkətɪŋ/

remuneration(n)/rɪˌmjuːnəˈreɪʃən/ shattered(adj)/ˈʃætəd/ sign up for sth(phr v)/ˌsaɪn ˈʌp fə ˌsʌmθɪŋ/ smooth running /ˈsmuːð ˌrʌnɪŋ/ stay on board /ˌsteɪ ɒn ˈbɔːd/ stay the course /ˌsteɪ ðə ˈkɔːs/ strike the right balance /ˌstraɪk ðə ˌraɪt ˈbæləns/ strive for sth(v)/ˈstraɪv fə ˌsʌmθɪŋ/ subscribe to sth(v)/səbˈskraɪb tə ˌsʌmθɪŋ/

cope with a heavy workload /ˌkəʊp wɪð ə ˌhevi ˈwɜːkləʊd/

take advantage of sb /ˌteɪk ədˈvɑːntɪdʒ əv ˌsʌmbɒdi/

words from the box. Then check with the word list. Answer the questions with your partner.

dedication to work /ˌdedɪˌkeɪʃən tə ˈwɜːk/

throw a sickie /ˌθrəʊ ə ˈsɪki/

demonstrate dedication to work /ˌdemənstreɪt ˌdedɪˌkeɪʃən tə ˈwɜːk/

throw it all in /ˌθrəʊ ɪt ˌɔːl ˈɪn/

dream envision mind shape

division(n)/dəˈvɪʒən/

3 Complete the questions with the

1 Did you ever have plans that were just a pipe dream ? What were they? 2 How do you envision your life after you finish secondary school? 3 What do you think of people who always speak their mind ? 4 Are there any people who try to shape your future? Say who.

4 Choose the correct words to

complete the text. Then check with the word list. My dad never 1mixes / minces his words. But at least you always know where you 2sit / stand with him. He taught me to never take a back 3seat / chair. He also told me that not everyone is 4cut / born out to be a leader.

5 Study Active Vocabulary and do the task.

ACTIVE VOCABULARY |

doom and gloom /ˌduːm ən ˈɡluːm/ draw a line (between sth) /ˌdrɔː ə ˈlaɪn (bɪˌtwiːn ˌsʌmθɪŋ)/ encounter a problem /ɪnˌkaʊntər ə ˈprɒbləm/

Sometimes the words we use may offend other people so it is important to understand the connotation that words have. Two words can have the same definition, but their connotations may differ (positive, negative or neutral). Find five words which have a negative connotation. Then add words which have a similar meaning but a neutral connotation.

vocational training /vəʊˌkeɪʃənəl ˈtreɪnɪŋ/ work outside office hours /ˌwɜːk aʊtˌsaɪd ˈɒfɪs ˌaʊəz/ work your socks off /ˌwɜːk jə ˈsɒks ˌɒf/

ensure sth(v)/ɪnˈʃʊə ˌsʌmθɪŋ/

10B GRAMMAR

give sb a real taste for the job /ˌɡɪv ˌsʌmbɒdi ə ˌrɪəl ˈteɪst fə ðə ˌdʒɒb/

batch(n)/bætʃ/

5.56

coin a term /ˌkɔɪn ə ˈtɜːm/

gloomy picture /ˌɡluːmi ˈpɪktʃə/

culminate(v)/ˈkʌlməneɪt/

go above and beyond /ˌɡəʊ əˌbʌv ən bɪˈjɒnd/

deter(v)/dɪˈtɜː/

grasp the significance /ˌɡrɑːsp ðə sɪɡˈnɪfɪkəns/

enter for sth(v)/ˈentə fə ˌsʌmθɪŋ/

have high hopes /ˌhæv ˌhaɪ ˈhəʊps/

enterprise(n)/ˈentəpraɪz/

have your say /ˌhæv jə ˈseɪ/

entrepreneur(n)/ˌɒntrəprəˈnɜː/

in the long run /ɪn ðə ˈlɒŋ ˌrʌn/

envisage(v)/ɪnˈvɪzɪdʒ/

intern(n)/ˈɪntɜːn/

exceed expectations /ɪkˌsiːd ˌekspekˈteɪʃənz/

internship(n)/ˈɪntɜːnʃɪp/

flop(v)/flɒp/

intrude on sth(v)/ɪnˈtruːd ɒn ˌsʌmθɪŋ/

fraud(n)/frɔːd/

jeopardise(v)/ˈdʒepədaɪz/

high-flying(adj)/ˌhaɪˈflaɪɪŋ/

juggle unremitting demands /ˌdʒʌɡəl ˌʌnrɪˌmɪtɪŋ diˈmɑːndz/

imposter syndrome /ɪmˈpɒstə ˌsɪndrəʊm/

learn the ropes /ˌlɜːn ðə ˈrəʊps/

Connotation

tutoring(n)/ˈtjuːtərɪŋ/

maintain a balance /ˌmeɪnˌteɪn ə ˈbæləns/ marketing tools /ˈmɑːkətɪŋ ˌtuːlz/ meet targets /ˌmiːt ˈtɑːgɪts/ meet work demands /ˌmiːt ˈwɜːk diˌmɑːndz/

ineptitude(n)/ɪˈneptətjuːd/ innovative(adj)/ˈɪnəvətɪv/ intoxicating(adj)/ɪnˈtɒksəkeɪtɪŋ/ lip balm(n)/ˈlɪp ˌbɑːm/ live up to expectations /ˌlɪv ˈʌp tʊ ˌekspekˈteɪʃənz/

pace yourself /ˈpeɪs jɔːˌself/

put sth into perspective /ˌpʊt ˌsʌmθɪŋ ˌɪntə pəˈspektɪv/

pay dividends /ˌpeɪ ˈdɪvɪdendz/

reassure(v)/ˌriːəˈʃʊə/

perks and benefits (of a job) /ˌpɜːks ən ˈbenəfɪts (əv ə ˌdʒɒb)/

show of hands(n)/ˌʃəʊ əv ˈhændz/

permanent position /ˌpɜːmənənt pəˈzɪʃən/

top(v)/tɒp/

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EXTRA ACTIVITIES IN CLASS • Divide the class into two teams. On the board, write an anagram of a word from the word list for each team in turn to guess correctly for one point. Ensure each pair of words has a similar level of difficulty. Set a time limit of 30 seconds

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per word. Students get an extra point if they can use it correctly in a sentence. The team with the most points at the end are the winners. • Students play Memory Challenge. Give them 2–3 minutes to study the word list, then ask them to close their books. Write Collocations and idioms

on the board, put students in pairs or small groups and set a time limit (e.g. 3 minutes). In their pairs/groups, they should write as many collocations and idioms from the word list as they can. The pair/group with the most items on their lists at the end of the time limit are the winners.

10 turn sth out(phr v)/ˌtɜːn ˌsʌmθɪŋ ˈaʊt/

delegate responsibility /ˌdeləɡeɪt rɪˌspɒnsəˈbɪləti/

oversensitive(adj)/ˌəʊvəˈsensətɪv/

undermine(v)/ˌʌndəˈmaɪn/

get (some) stick /ˌɡet (ˌsʌm) ˈstɪk/

peacemaker(n)/ˈpiːsmeɪkə/

wear off(phr v)/ˌweər ˈɒf/

hold sb in good stead /ˌhəʊld ˌsʌmbɒdi ɪn ˌɡʊd ˈsted/

put sb’s back up /pʊt ˌsʌmbədiz ˌbæk ˈʌp/

10C READING AND VOCABULARY 5.57

hospitality chain /ˌhɒspəˈtæləti ˌtʃeɪn/

resolute(adj)/ˈrezəluːt/

in my book /ɪn ˈmaɪ bʊk/

revolting(adj)/rɪˈvəʊltɪŋ/

be apt to do sth /bi ˈæpt tə duː ˌsʌmθɪŋ/

rephrase(v)/ˌriːˈfreɪz/

be destined to /bi ˈdestənd tə/

keep one’s ear to the ground /ˌkiːp ˌwʌns ˈɪə tə ðə ˈɡraʊnd/

be supportive of /bi səˈpɔːtɪv əv/

land in one’s lap /ˌlænd ɪn ˌwʌns ˈlæp/

buck(v)/bʌk/

line of work /ˌlaɪn əv ˈwɜːk/

calling(n)/ˈkɔːlɪŋ/

lucrative(adj)/ˈluːkrətɪv/

counterpart(n)/ˈkaʊntəpɑːt/

mellow(adj)/ˈmeləʊ/

That’s a bit harsh. /ˌðæts ə ˌbɪt ˈhɑːʃ/

courtroom drama /ˌkɔːtruːm ˈdrɑːmə/

mischief(n)/ˈmɪstʃɪf/

covet(v)/ˈkʌvət/

precocious(adj)/prɪˈkəʊʃəs/

That’s an exaggeration. /ˌðæts ən ɪɡˌzædʒəˈreɪʃən/

defence lawyer /dɪˈfens ˌlɔːjə/

rewarding(adj)/rɪˈwɔːdɪŋ/

entail(v)/ɪnˈteɪl/

self-reliant(adj)/ˌself rɪˈlaɪənt/

envision(v)/ɪnˈvɪʒən/

signpost(n)/ˈsaɪnpəʊst/

fade(v)/feɪd/

take a back seat /ˌteɪk ə ˌbæk ˈsiːt/

fuel(v)/ˈfjuːəl/

the buck stops with sb /ðə ˌbʌk ˈstɒps wɪð ˌsʌmbɒdi/

informed(adj)/ɪnˈfɔːmd/ miss one’s vocation /ˌmɪs ˌwʌns vəʊˈkeɪʃən/ needless to say /ˌniːdləs tə ˈseɪ/ on the cards /ˌɒn ðə ˈkɑːdz/ pipe dream /ˈpaɪp ˌdriːm/ play sth down(phr v)/ˌpleɪ ˌsʌmθɪŋ ˈdaʊn/

rise to a challenge /ˌraɪz tʊ ə ˈtʃæləndʒ/ sensitively(adv)/ˈsentsətɪvli/ speak your mind /ˌspiːk jə ˈmaɪnd/ straightforward(adj)/ˌstreɪtˈfɔːwəd/

That’s one way of putting it. /ˌðæts ˈwʌn ˌweɪ əv ˈpʊtɪŋ ɪt/ tone down your language /ˌtəʊn ˌdaʊn jə ˈlæŋɡwɪdʒ/ unapproachable(adj)/ˌʌnəˈprəʊtʃəbəl/ unsure(adj)/ˌʌnˈʃɔː/ vocal(adj)/ˈvəʊkəl/

troublesome(adj)/ˈtrʌbəlsəm/

you know where you stand with sb /jə ˌnəʊ ˌweə jə ˈstænd wɪð ˌsʌmbɒdi/

turn down a dare /ˌtɜːn ˌdaʊn ə ˈdeə/

10F WRITING

work your way up /ˌwɜːk jə ˌweɪ ˈʌp/

anticipated outcome /ænˌtɪsɪpeɪtɪd ˈaʊtkʌm/

thick-skinned(adj)/ˌθɪkˈskɪnd/

5.60

boisterous(adj)/ˈbɔɪstərəs/

plummet(v)/ˈplʌmət/

10E SPEAKING AND VOCABULARY 5.59

prosecutor(n)/ˈprɒsɪkjuːtə/

abrasive(adj)/əˈbreɪsɪv/

realise your dreams /ˌrɪəlaɪz jə ˈdriːmz/

adamant(adj)/ˈædəmənt/

rocketing popularity /ˌrɒkɪtɪŋ ˌpɒpjəˈlærəti/

aloof(adj)/əˈluːf/

dampen sb’s enthusiasm /ˌdæmpən ˌsʌmbədiz ɪnˈθjuːziæzəm/

roll sth back(phr v)/ˌrəʊl ˌsʌmθɪŋ ˈbæk/

amenable(adj)/əˈmiːnəbəl/

give assistance to sb /ɡɪv əˈsɪstəns tə ˌsʌmbɒdi/

scope for sth(n)/ˈskəʊp fə ˌsʌmθɪŋ/

antagonise(v)/ænˈtæɡənaɪz/

set your mind to sth /ˌset jə ˈmaɪnd tə ˌsʌmθɪŋ/

approachable(adj)/əˈprəʊtʃəbəl/

give sb an insight into sth /ɡɪv ˌsʌmbɒdi ən ˈɪnsaɪt ˌɪntə ˌsʌmθɪŋ/

shape your future /ˌʃeɪp jə ˈfjuːtʃə/

articulate(adj)/ɑːˈtɪkjələt/

let yourself in for sth /let jɔːˌself ˈɪn fə ˌsʌmθɪŋ/

slim chance /ˌslɪm ˈtʃɑːns/

ask for the moon /ˌɑːsk ˌfə ðə ˈmuːn/

maintain discipline /meɪnˌteɪn ˈdɪsɪplɪn/

spark one’s excitement /ˌspɑːk ˌwʌns ɪkˈsaɪtmənt/

be brutally honest /bi ˌbruːtəli ˈɒnɪst/

public service(n)/ˌpʌblɪk ˈsɜːvɪs/

switch ambitions /ˌswɪtʃ æmˈbɪʃənz/

be willing to do sth /bi ˈwɪlɪŋ tə duː ˌsʌmθɪŋ/

retail outlet /ˈriːteɪl ˌaʊtlet/

top your list /ˌtɒp jə ˈlɪst/

beat around the bush /biːt əˌraʊnd ðə ˈbʊʃ/

set up a classroom /ˌset ˈʌp ə ˌklɑːsrʊm/

unattainable(adj)/ˌʌnəˈteɪnəbəl/

confident(adj)/ˈkɒnfɪdənt/

succinctly(adv)/səkˈsɪŋktli/

vocation(n)/vəʊˈkeɪʃən/

confrontational(adj)/ˌkɒnfrənˈteɪʃənəl/

vet sth(v)/ˈvet ˌsʌmθɪŋ/

controlling(adj)/kənˈtrəʊlɪŋ/

work placement /ˈwɜːk ˌpleɪsmənt/

10D LISTENING AND VOCABULARY 5.58 be cut out to be sth /bi ˌkʌt ˈaʊt tə bi ˌsʌmθɪŋ/ be itching (for sth / to do sth) /bi ˈɪtʃɪŋ (fə ˌsʌmθɪŋ / tə ˌduː ˌsʌmθɪŋ)/

circulate(v)/ˈsɜːkjəleɪt/ classroom management /ˈklɑːsrʊm ˌmænɪdʒmənt/

courteous(adj)/ˈkɜːtiəs/ get up to speed /ˌɡet ˌʌp tə ˈspiːd/ hotheaded(adj)/ˌhɒtˈhedɪd/ I’d be inclined to say /ˌaɪd bi ɪnˈklaɪnd tə ˌseɪ/

be stuck in a rut /bi ˌstʌk ɪn ə ˈrʌt/

loudmouthed(adj)/ˈlaʊdmaʊθt/

bear criticism /ˌbeə ˈkrɪtəsɪzəm/

not mince (your) words /ˌnɒt ˌmɪns (jə) ˈwɜːdz/

blow a fuse /ˌbləʊ ə ˈfjuːz/

opinionated(adj)/əˈpɪnjəneɪtɪd/

149 • Individually, students write gap-fill sentences with words or phrases from the word list. To make the exercise easier, they could supply the first letter of each gapped word. Then, inpairs, they swap sentences, complete them and check their answers with theirpartner.

FURTHER PRACTICE Workbook page 121/Online Practice

NEXT CLASS Ask students to revise Unit 10.

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Revision

VOCABULARY AND GRAMMAR Exercise 4 1 getting 2 to have passed 3 you/your arriving 4 me/my turning up 5 losing 6 me/my staying on 7 to work 8 looking at 9 to have made 10 to study for

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

A Hi – gosh – 1 (get) used to driving myself across town for my weekend job is difficult! It’s great 2 (pass) my driving test, but being forced to sit in traffic jams when it's so busy is a nightmare. (arrive) a bit late from B Is your boss OK with 3 time to time? (turn up) A Obviously, she isn’t that keen on 4 too late, but generally she’s fairly easy-going. It’s not (lose) the job. I’ve as though I’m risking 5 worked extra afternoons a couple of times to catch up (stay on). and they’ve appreciated 6 (work) B Do you think you might go on 7 there full time once you’ve graduated? A I haven’t really given it much thought yet. It means 8 (look at) all my options seriously soon. How about you? (make) some decisions B I really need 9 by the end of the month as I’m hoping 10 (study for) another degree, so we’ll see.

cut grasp hold strike spark set strike 1 It is never easy to the right balance between work and leisure, but it’s important to try. 2 They are advertising for students to work weekends at the local vets and this opportunity has really sparked my excitement. 3 A group of us have decided to train for the marathon, but I’m not sure that we are all out to be cut runners. grasp 4 People need to the importance of talking about problems if they’re feeling stressed at school or work. hold 5 Learning one or two languages will you in good stead when you enter the work market after college. 6 My father believed that you can do anything if you set your mind to it.

Choose the correct words to complete the sentences. 1 My cousin has definitely been going beyond the need / pressure / call of duty this week and putting in very long hours at work. 2 I worked my socks / shoes / toes off for this exam and I still didn’t get good grades. 3 Being approachable / opinionated / articulate is definitely a requisite for becoming a lawyer. They need to be clear and convincing in court. 4 The manager didn’t chop / mince / tone his words. He said if productivity didn’t increase, there would be redundancies. 5 What I fear is getting stuck in a buck / rut / seat and finding I’m still doing the same things in fifteen years’ time. 6 The new boss is completely confrontational / cynical / adamant and refuses to change his decisions on anything.

Complete the sentences with the correct words. 1 If people make mistakes, they should be upfront about what they’ve done, and it can be dealt with. 2 It was all a bit of a pipe dream really – there was no way he could ever realistically become an astronaut. 3 Working parents often have to juggle unremitting demands to keep both family and working life running smoothly. 4 My brother is following in our mother’s footsteps and going into nursing. 5 Karl is under a lot of pressure right now, but he hopes his work will pay dividends eventually. 6 There were plenty of stressful situations at work when I wanted to t hrow it all in and start selling potatoes instead.

Complete the dialogue with the correct form of the verbs in brackets. Add a pronoun where necessary.

Choose the correct words to complete the text.

Me at twenty-ﬁve

The recent TV programme entitled Me at twenty-five was fascinating to watch. It followed up on a project started by teachers for their ten-year-old students fifteen years ago. The youngsters were asked to write an essay in which they envisaged themselves 1working / to work at the age of twenty-five. They were encouraged 2detailing / to detail exactly what they saw themselves doing. Then earlier this year, several of the students (now aged twenty-five) were filmed talking about what they had managed or failed 3achieving / to achieve, and discussing what they were proud of 4having done / to have done or what choices they regretted 5to have made / having made. The majority of the children tended 6having completely changed / to have completely changed their ambitions as they grew older. One, who had imagined becoming a politician, ended up 7working / to work as business executive, and one who is now a lawyer had decided against 8opening / to open his own sweet shop! Both were happy 9to make / to have made those decisions.

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REFERENCES

FURTHER PRACTICE

ASSESSMENT

AUDIO SCRIPT page 239

• Use of English, Student’s Book page 186 • Class debates pages 265–266

• Unit 10 Language Test (Vocabulary, Grammar, Use of English)

• Self-assessment 10 and Self-check10, Workbook pages 122–123/ OnlinePractice

• Unit 10 Skills Test (Dictation, Listening, Reading, Communication) • Unit 10 Writing Test

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

• Units 9–10 Cumulative Review Test • Units 9–10 Exam Speaking

USE OF ENGLISH

SPEAKING

Complete the second sentence using the word in bold so that it has a similar meaning to the first one. Use no more than six words, including the word given.

The photos show people in different work situations. Take it in turns to compare the pictures. In pairs, ask and answer the questions below.

STRATEGY | Sentence transformation

Exercise 6 1 to inform you that you have 2 expect to be finishing 3 put their backs up and you 4 admitted having targeted a lot of 5 worked his way up in the

Sentence transformations often test direct and indirect speech, comparative and superlative forms, active and passive forms, quantifiers, conditionals and verb patterns. 1 I’m afraid I have to let you know that your application has been unsuccessful. INFORM I regret been unsuccessful in your application. 2 It’s highly likely that I will be finishing my university thesis next year. EXPECT I would my university thesis next year. 3 You can annoy people and risk losing their cooperation if you are too critical of their work. BACKS Being too critical of people’s work can really risk losing their cooperation. 4 In court, the fraudster said that he’d targeted a lot of elderly people earlier in the year. HAVING In court, the fraudster elderly people earlier in the year. 5 My father is now a director of the company where he started at the bottom. WAY My father company of which he is now a director.

Student A 1 What different aspects of stress at work do the pictures show and how might the stress be reduced? 2 In which situation do you think stress might cause the most problems? Say why.

Use of English > page 186

Student B 1 What could be the effects of stress in these situations and how might the people have avoided getting stressed in the first place? 2 In which situation do you think it might be more difficult for people to avoid stress? Say why.

LISTENING

4.21 Listen to five people talking about job interviews. For TASK ONE, choose from options a–h the speakers’ opinions about the application process or interview. For TASK TWO, choose from options a–h what we know about each speaker. There are three extra options for each task. TASK ONE Speaker: 1 H 2 A 3 G 4 C 5 D e bitterly competitive a not worth the effort f delayed for no reason b surprisingly short g very impressive c quite amusing h suitable for a different post d inexpertly assessed

□ □ □ □ □

TASK TWO Speaker: 1 G 2 D 3 H 4 B 5 C a They rejected a job offer after their interview. b They have already started working in the position applied for. c They don’t come across well in interviews. d They didn’t complete the application. e They accept that they are not the sort of candidate required. f They were offered a better job than they applied for. g They are about to start the job they successfully applied for. h They are currently between two stages of the interview process.

□ □ □ □ □

In pairs, take it in turns to ask and answer the questions. 1 When you choose a career, which will be more important: salary or enjoyment? 2 Some people prioritise their working life over their family life. Why do you think that is? 3 Do you think schools should organise work placements for students one day a week as part of the curriculum? Say why. 4 Why do you think some people, such as footballers, celebrities or top executives, get paid more than essential workers like nurses?

WRITING

10 The local authority is thinking of implementing

an organised babysitting service to help both parents and job seekers in the town. You decide to write a proposal for the service. Your proposal should mention minimum age limits for the babysitters, assessing suitability of applicants, ways of contacting babysitters and the possibility of reviewing both babysitters and parents to help avoid problems. Write your proposal.

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LIFE SKILLS

How to develop leadership skills

MICHELLE OBAMA

GRETA THUNBERG

An accidental leader I’ve always been quite shy and retiring, or as my granny would say, backwards in coming forwards! But last year I found myself accidentally becoming a leader, and after my initial shock, I actually enjoyed the experience. How do you accidentally become a leader? Well, my history class went on a school trip to Berlin. Because the trip had been organised by the history department, the teachers who went didn’t speak any German … and guess who did? My father is German, so we grew up speaking both languages at home. Once the teachers realised I was fluent in German, they delegated all the tasks of speaking to the tour guides and people in the ticket offices, or asking for directions or ordering food to me. To begin with I was horrified. I’ve never seen myself as very assertive, and now I was having to juggle unremitting demands from different people on the trip, negotiate with strangers and generally take a lot of responsibility for everything going smoothly (or not). I would have suggested someone else, but no one else spoke decent German. I worked my socks off on that trip, but in terms of building my confidence it paid dividends, and now I’m even thinking about training to become a translator! Josie

Out of the back seat There were plenty of people at school who saw themselves as ‘destined to lead’. In all too many cases, what this meant was that they made a virtue out of being bossy and domineering, or perhaps even worse, patronising and overly helpful. So, I didn’t really think that I was cut out to be a leader, and that was, to be honest, just fine with me – I wasn’t exactly itching to take on all the extra work involved in leadership either. But little did I know that life had other plans for me. It all started in my first job straight out of school. I was working for a charity, and they had a ‘suggestions box’ in reception. One day, I had a cool idea for an app that could pair up people with a bit of time on their hands with lonely old people needing a chat, so I slipped it into the box. My boss loved the idea so much that she put me in charge of implementing it. I just wanted the charity to be able to raise more money, but I found that I actually enjoyed not taking a back seat for once. The rest, as they say, is history. I’m now local area manager for the charity and I absolutely love it! Nick

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REFERENCES AUDIO SCRIPT page 240 CULTURE NOTES page 215

EXTRA ACTIVITIES IN CLASS • Lead in to the topic of the lesson by asking students what they know about the people in the photos. If they have

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access to the Internet in class, they could search online for information. • After students complete the Life Skills project, ask them to think about leadership qualities for different leadership roles, e.g. the leader of acountry, a company CEO, a school head teacher. Do they require the same qualities? Which leaders do students

think have the most difficult or most important roles? Do they think people are born leaders or are made leaders by the circumstances they encounter in life? Give them a few minutes to think about their views and make notes, then get them to discuss in pairs or small groups. If there is time, invite a few students to share their ideas with the class.

09–10

STEVE JOBS

1 2

In pairs, make a list of the typical characteristics of a leader and of a follower. Which list do you think describes you better? Say why. ‘Are you a leader or a follower?’ is a classic interview question. What do you think would be the best way to answer this question? Say why.

Read two blog posts written by people who became leaders. How did they feel at first, and what did the experience give them?

Read the online quiz below. Which of these signs did Josie and Nick show?

FIVE SIGNS YOU’RE A RELUCTANT LEADER

□ You ﬁnd it a bit embarrassing to be in the limelight. □ People often come to you for advice, but it always surprises you when they do. 3 □ You can think of a lot of people who’d be better at being a leader than you would. 4 □ People who like leading others aren’t the kind of people you tend to get on with. 5 □ You are really good at thinking of excuses as to why 1 2

WINSTON CHURCHILL

attributes calling envision failures shy step styles win

LIFE SKILLS | How to develop leadership skills • Even if you don’t think you have a 1 calling to be a leader, or you can’t 2 envision yourself in that role, give it a go – you may surprise yourself. Learn about well-known leaders and study which of their 3 attributes made them good leaders. • Think about people around you who are leaders – observe them and analyse how they are able to 4 win people over and why people listen to them. • Learn about different leadership 5 styles and try to identify your own. step up and lead, • If there is an opportunity to 6 shy away from it, but try to take it on with don’t 7 enthusiasm and think about how much you can learn from this experience.

Work in pairs. Choose someone you know personally who is a good leader and make some notes on what makes them effective.

Do the task below.

you can’t take a leadership role.

5 6

Do you recognise yourself in any of the signs listed in Exercise 4? What could be the benefit of questioning these beliefs or behaviours if you have them? 4.22 Listen to Anna, an educational consultant, talking about leadership skills. Decide if she would agree (A) or disagree (D) with the statements.

□ □ □ □ □ □

1 D Leadership skills are only important when you reach management-level positions at work. 2 D Some people aren’t really cut out to be leaders. 3 A Teamwork is important in companies these days. 4 D People who are reluctant to lead are generally not very effective in that role. A A lot of people have a fairly stereotypical idea of 5 what makes a good manager. 6 D If you are a good follower, you’re unlikely to make a good leader.

Complete the advice in the Life Skills box with one word in each gap. There is one extra word.

LIFE SKILLS | Project

Exercise 2 Both options have both positive and negative connotations. A follower could be someone who is good at doing whatever is necessary to help the team, or they could be someone who never wants to take responsibility, and can’t think for themselves. A leader could be someone who brings out the best in others, or they could be someone that can’t take orders and always wants to be in the limelight. The best answer, depending on the job, would be to explain how you can take both roles as needed. Exercise 3 Josie was horrified at first, butit built her confidence and now she’s thinking about acareer as a translator. Nick didn’t think he was cut out to be a leader, but the experience he had led to acareer in management. Exercise 4 Josie: 1, 3, 5 Nick: 4

Prepare a short presentation about a well-known leader. • Choose someone you personally admire. • Use at least two different sources to find out information about them. – In what ways is/was this person an effective leader? – What do/did they (or others led by them) achieve? – How would you describe this person’s leadership style? – How do/did other people feel about them? – Are there any ways in which this person could perhaps have been a better leader? Say why. • Finish by explaining why you chose this person and how you think they might influence your own leadership style in the future.

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CULTURE SPOT 1

The British and the seaside

the Seaside 5

An island nation 15

Royal connections

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REFERENCES AUDIO SCRIPT page 240

172

The heyday 100

105

Holidays for all 60

110

115

120

The heyday of the seaside resorts in the UK came in the late 1940s, in the post-war years. More people could afford to travel greater distances to stay in the resorts of their choice. By now, many seaside traditions were well-established, and these annual breaks were the time for the traditionally straitlaced Brits to let their hair down and exhibit another side to their character! The seaside brought the opportunity to indulge in food, enjoy the sunshine, and have a lot of fun! The children were treated to sugary candyfloss, rock and ice creams and the parents bought saucy postcards and covered themselves in baby oil to get suntans – sunburn not being considered dangerous until later in the century. Many stereotypical images of the British on the beach date from this time: men with socks and sandals and knotted handkerchiefs on their heads; pink-skinned sunbathers whose fair skin couldn’t take the sunshine; the stoicism of those determined to enjoy a beach holiday at all costs, in spite of the rain, wind and cold!

Decline and rejuvenation 125

130

135

140

145

The British love affair with the seaside came to a sudden end in the late twentieth century when cheap flights made it more affordable to visit other countries, where the weather was better and more reliable. Package holidays meant that a family could buy flights and accommodation abroad for the same price as a week at the British seaside, if not less. Seaside hotels closed, piers deteriorated and the end-of-pier entertainers looked for work elsewhere. However, today, after decades of globetrotting,, the popularity of the globetrotting ‘staycation’,, whether for economic ‘staycation’ reasons or through choice, is growing again. Many British seaside resorts are reinventing themselves and attracting large numbers of foreign tourists, hoping to sample some aspects of the British seaside culture too.

7 Do you enjoy seaside holidays? How do you think British seaside resorts differ from those you know?

You are going to read a blog about the development of British seaside resorts. Think of information it might include. Read the blog and check your ideas.

Read the blog and decide if statements 1–6 are true (T) or false (F), or if the information is not given (NG). 1 2 3 4 5 6

□T The first UK seaside town to become a resort was Weymouth. NG □ Recently, members of the royal family have preferred east coast seaside destinations. □F Until the twentieth century, people used to change their clothes in special huts. T □ British men used to protect their heads with unusual coverings. NG In the nineteenth century, people were concerned □ about sunburn. NG Package holidays are the most popular type of □ holiday for foreign visitors.

Match the highlighted words from the text with their definitions. Then use them in your own sentences. 1 2 3 4 5 6 7 8

A holiday spent in your own country. staycation When something is given a new life. rejuvenation Travelling around the world. globetrotting Very typically. quintessentially Strict and moral. straitlaced Got in a bad condition. deteriorated Relax and enjoy. let your hair down Good for you. beneficial

In pairs, take turns to summarise consecutive paragraphs. Use the words from Exercise 4.

4.23 Listen to a podcast about the British seaside and answer the questions.

4.23 Listen again and complete the factfiles with 1–3 words in each gap.

Pleasure piers The first ones were built in the 1 nineteenth century. ship The purpose was to transfer people from the 2 to the shore. km. The longest is Southend-On-Sea at 3 1.3 The oldest is at Ryde on the Isle of Wight, over 4 200 years old. Deckchairs Invented in 5 1886 by John Moore. First used by passengers on the decks of 6 Traditional colour of beach deckchairs was 7 and white stripes. Seaside rock Very hard and very sweet. First sold in 8 Blackpool ten Skill can take 9 to perfect. Brighton Rock is 10 a book Graham Greene.

Fish and chips The first fish and chip shop in the UK opened in 11 1860 . Fish and chips were traditionally wrapped in 12 newspaper . Packaging had to change due to 13health and safetyregulations.

Choose the correct prepositions to complete the sentences. 1 Since the decline of end-of-pier entertainments, councils have gone on / forward to install leisure activities on many piers. 2 The secrets of the recipes for seaside rock have been handed out / down through generations. 3 Way before / back in the 1960s, seafronts saw clashes between teenage gangs called ‘mods’ and ‘rockers’. 4 Getting sunburned used to be part and parcel for / of going on a seaside holiday. 5 Children used to gather up / round ice cream vendors on the beach to get ice cream cornets. 6 Look out / over for old-fashioned sweet shops on the seafront that often sell candyfloss. 7 Back in / at the day, swimmers wore knitted swimsuits.

1 Who might find this programme useful? 2 What personal examples does Anna give when talking about the different traditions?

GLOSSARY frivolous – behaving in a silly way rather than doing serious or sensible things heyday – the time when something was most popular, successful, or powerful

ships green

Exercise 6 1 non-British tourists who may be planning to visit the UK 2 childhood holidays at the seaside; walking along piers when you can see the water below; having a deckchair collapse on her; nearly breaking a tooth on some rock when she was eight years old

REFLECT | Culture What aspects of your country’s national identity or culture are reflected in the things people do on holiday?

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CULTURE SPOT 2

Rowan Atkinson

British humour

Monty Python

THAT’S SO ! Y N N U F T NO 5

Have you ever been bafﬂed by a UK comedy series which shows audiences in ﬁts of laughter, but leaves you waiting for a punchline? You’re not alone. The British sense of humour is quite unique and takes a lot of getting used to. With luck, our quick guide may help. Non-stop and deadpan For some nationalities, there may be a time and a place for using humour and making jokes. Not in the UK. One of the difficult things to get your head round is that the British grab every opportunity to slip a joke into a conversation or make a comic allusion. Banter, where light-hearted teasing remarks are exchanged (often with strangers), is part of daily life. Humour never gets turned off. What makes this even more difficult is that so much British humour is dry and deadpan – jokes are made with a straight face, without gestures, and delivered in a serious tone of voice. So sometimes it even takes the British a while to twig that the other person has just said something funny. For those not used to it, it can be a nightmare knowing whether to laugh or not. Irony and sarcasm Of course, much of British humour involves those things that make us all laugh – the slapstick of Charlie Chaplin, witty one-liners, humour arising from misunderstanding or farce, but there are elements of British humour that are quintessentially British. The real essence of the British sense of humour is irony – when things are incongruous, when reality is at odds with what is expected and often amusing because of this. Like when someone posts something on social media to complain about the influence of social media, or when a fire station burns down. Its derivative, sarcasm, comes very naturally to the British too. It’s common to hear people say the opposite of what they mean. If your English friend refers to receiving an enormous bill for something as ‘Well, that’s just wonderful!’ believe me – it’s a joke. He hasn’t suddenly gone insane.

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Charlie Chaplin

Understatement and self-deprecation Stereotypical British characteristics, such as a dislike of showing extreme emotions and hatred of arrogance, give an insight into other aspects of their humour. For example, they are fond of understatement and self-deprecation. You might hear ‘It’s rather warm,’ when in fact the temperatures are over forty degrees, and a best-selling writer might say ‘I’ve had some success,’ also reflecting the traditional British embarrassment with success. This apparent humility is approved of by fellow Brits, and many comedians and films use understatement, self-deprecation and extreme politeness as a source of comedy. Think of Hugh Grant in Love, Actually. No great dramatic declarations of passion for the Brits! Mocking themselves, others, and their social systems The Brits also enjoy mocking their own social ineptitude and class structure, like Rowan Atkinson in Mr Bean and Johnny English. Many British sitcoms make fun of those pretentious social climbers who aspire to higher status. There’s nothing the Brits like more than taking the pompous and privileged down a peg or two. This is clear in the use of satire, where humour is used to mock the rich and famous, with politicians often providing the main target. Word-play and wit If a Brit describes you as ‘witty’, it is one of the greatest compliments. It includes the ability to respond quickly and cleverly to a comment or in a situation, often by using words with double or triple meanings, or playing with intonation and word stress. The English language offers a wealth of opportunities for word-play and puns. You just need to take a look at the names of many shops and stores in the UK and you’ll find examples. There’s a computer store called ‘Bits and PCs’ (bits and pieces), a kebab shop called ‘Abra-kebabra’ and a fish and chip shop with the name ‘The Cod Father’ (Godfather). Godfather). Godfather ). So, the weird sense of humour that the British have does not rely on one aspect of humour alone, but on a combination of irony, sarcasm, slapstick, understatement, self-deprecation, word-play and absurdity. It’s the mixture of all these ingredients that makes British humour what it is, and it may go some way towards explaining the difficulty other nationalities might have in understanding just what IS or ISN’T funny to a Brit! The brilliant Richard Ayoade (The IT Crowd and Travel Man) uses nearly every aspect of British humour in his work, and famous stand-up comedians such as Michael McIntyre and Jack Whitehall, current kings of British comedy, are also great examples. And, of course, who could forget the amazing Monty Python? Take heart. You’ll get there.

In pairs, answer the questions. Then read the article and compare your answers.

grab 1 You need to an opportunity to enjoy life whenever you can. 2 My English friend always delivers a joke with a very serious expression. 3 Sometimes I don’t get the punchline of a joke and have to ask for an explanation. It’s embarrassing. 4 The comedienne manages to be funny while keeping a completely straight face. 5 There’s a wealth of opportunities for young comedians who want to go professional. of laughter by the end. 6 The story had me in fits

1 Do you think different cultures find different things funny? Say why. 2 Do you know any British comedies and comedians? Do you like them? Say why. 3 Do you find British humour easy to understand? Say why.

In pairs, match the types of humour from the box with examples 1–5. Sometimes more than one answer is possible. deadpan irony sarcasm understatement word-play 1 I see you’ve finished then. (piles of work still on desk) 2 I think it might be a bit busy today. (queues of people waiting outside shop doors) 3 I hear the police station got robbed last night. 4 A Where can you find a prehistoric moose? B I don’t know. A At the back of Mummy’s fridge. 5 A You must have caught that passing shower they were talking about. (friend is soaking wet) B Ah – yes – very dry!

Read the article again and answer the questions. 1 Why might the British themselves not understand some humour? 2 What examples does the writer give of irony and sarcasm? 3 Why are the Brits good at using understatement in jokes? 4 Who are usually the targets when mockery is used in humour? 5 Why is some British humour very hard for foreign speakers to understand? 6 What is the purpose of the article? How well do you think the writer succeeds? Say why.

4.24 Listen to an extract from a radio phone-in programme about laugh-out-loud moments. Match speakers 1–3 with statements a–f. Speaker 1 b d

2 c e

3 a f

His/Her favourite laugh-out-loud moment … a does not rely on dialogue. b is different from the one the presenter is thinking of. c involves the main comedian and his relative. d involves anticipation. e happens in another country. f is typical of the work of a particular actor.

Exercise 2 Possible answers 1 irony/deadpan 2 understatement 3 irony/deadpan 4 word-play 5 deadpan/word-play/sarcasm Exercise 3 1 because the speaker’s face and expression doesn’t change– it’sdifficult to know if they’re joking 2 a fire station burning down (ironic because firefighters usually put out fires); complaining about the influence on social media posting it on social media; someone describing a bill as ‘wonderful’ when it clearly isn’t 3 because it’s a national characteristic not to show excessive emotion 4 the speaker him/herself, British society, the arrogant and pompous, the privileged 5 because it depends on wordplay, double meanings, etc. and is often delivered deadpan 6 to help understand the British sense of humour

Complete the expressions from the recording with the correct forms of the words from the box. bring chuckle lighten mood put there 1 With all this terrible weather, we just need to lighten up a bit. Let’s watch some comedy! 2 I’m not in the mood for going out this evening, I’m afraid. I’m a bit too tired. 3 I’m not usually a laugh-out-loud sort of person, I tend to chuckle or have a sly smirk. 4 There’s one moment in Monty Python’s Life of Brian that brings tears to my eyes – I really get the giggles and can't stop laughing. put 5 I’ve got some news that will definitely a smile on your face. You’ve won the competition! 6 The moment when the comedian sits on an invisible with the best of them. chair is up there

GLOSSARY banter – friendly conversation in which people make a lot of jokes with, and amusing remarks about each other deadpan – sounding and looking completely serious when you are saying or doing something funny derivative – something that has developed or been produced from something else incongruous – unexpected or unsuitable in a particular situation ineptitude – lack of skill, incompetence slapstick – humorous acting in which the performers fall over, throw things at each other etc.

Complete the collocations from the article with one word in each gap.

In pairs, discuss the questions. 1 Which of the moments discussed by the speakers might you be most interested in watching? Say why. 2 Do you usually laugh out loud or chuckle when you find something funny?

REFLECT | Culture In pairs, discuss the questions. 1 Compare the British sense of humour with the type of humour people like in your country. 2 Which aspect of British humour would cause people from your country the most problems? Say why. 3 How does your country’s sense of humour reflect the typical characteristics of the people?

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LITERATURE SPOT 1 Exercise 3 1 They may think it’s difficult or strange because it’s different in content and style to what has been previously written. 2 They dealt more with character and psychology and less with adventure and action, and used adifferent style of writing. 3 A moment in the present time recalls longer periods of time in the past – rather like a time machine / all events take place in one day. 4 It follows the thought processes of the characters, sometimes with long sentences, unusual punctuation or ideas expressed in a disorderly way. Exercise 6 1 She is hurrying to get everything in the house tidy for the visitors. 2 She probably wouldn’t care. 3 It wouldn’t be completely cooked (underdone) because she always let Jenny do it, as she herself was always more concerned about the pudding. 4 She is respectful, helpful, tactful, kind, discerning – a good judge of character, but also accepting of her role. 6 He played his part perfectly and seemed to be a perfect gentleman, but his manner made him seem like someone who was not passionate about anything. Exercise 7 1 appraised 2 underdone 3 full tilt 4 nipped into, blundered into 5 irreproachable 6 ornaments 7 unassuming 8 impartiality

In pairs, discuss the questions. 1 Have you read any novels by twentieth century British writers? 2 Mrs Dalloway is one of the best-known novels by Virginia Woolf, but she is also the author of To the Lighthouse and The Waves. Have you read any of the books or seen their film adaptations?

2 3

4.25 Listen to an extract of an interview with an English Literature lecturer and see if your ideas about the book change. 4.25 Listen again and answer the questions. 1 Why does the lecturer think some people may have the wrong opinion about Virginia Woolf’s novels? 2 In what ways did Woolf and Joyce’s novels differ from novels by previous writers? 3 What is interesting about the timescale of Mrs Dalloway? 4 What is unusual about the style in which Mrs Dalloway is written?

In pairs, think again about the recording in Exercise 3 and read the Fact box about Virginia Woolf. Why do you think she was considered one of the most influential writers of the twentieth century?

Read From Page to Life and the extract from Mrs Dalloway on page 159. Would you like to read the whole book or watch a film based on it? Say why.

Exercise 8 1 The whole paragraph is one sentence made of lots of short incomplete phrases, which gives the impression of someone’s thoughts jumping very quickly from one idea to another. 2 blared/roared = loud, like a lion or a horn glared = the light was harsh and angry

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Mrs Dalloway

Replace the underlined parts of the sentences with the correct forms of the highlighted words from the extract. 1 The teacher looked critically at all the students’ artwork and announced herself extremely pleased with everyone’s efforts. 2 It isn’t dangerous if beef is a little pink, but other meats must be cooked thoroughly. 3 On hearing her father, the child ran as fast as she could and nearly tripped on the doorstep. 4 I went for a quick visit to my friend’s house and soon realised that I’d accidentally walked into the middle of a row between her and her husband. 5 The manner in which the police handled the case was impossible to criticise. 6 The decorative little objects in my grandmother’s room gather a lot of dust. 7 In spite of her highly successful career, the author remained an unpretentious and modest person. 8 Competition judges need to show that they do not favour anyone, otherwise they won’t be invited to judge again.

In small groups, discuss the questions. 1 How does the writer convey a sense of excitement and hurry in the first paragraph? 2 What effect does the writer’s use of the verbs in bold create? ... while the fire blared and roared, the lights glared ...

SPEAKING In pairs, answer the questions. 1 What is your reaction to reading this extract? Say why. 2 What difficulties might there be in making a film of Virginia Woolf’s books?

10 REFLECT | Culture In pairs, discuss the questions. 1 What does this extract tell us about society in London at the time Virginia Woolf was writing? 2 Do you know any other famous writers who used/use a similar writing style to Woolf?

11 WRITING TASK Imagine you were a guest (or one of the staff ) at Mrs Dalloway’s party. Write a letter to a friend the following day to tell him/her about the party.

FROM PAGE TO LIFE Mrs Dalloway, written in 1925, was made into a very successful film in 1997 with Vanessa Redgrave as Clarissa, and Rupert Graves as Septimus. Another film, The Hours, was made in 2002, based on an awardwinning book of the same name by Michael Cunningham. The book and film revolve around a day in the lives of three women from different generations, but who are linked by the novel, Mrs Dalloway. In this critically acclaimed film, Clarissa, played by Meryl Streep, is a modern interpretation of the original Mrs Dalloway and in 2001 is preparing for a party. Laura, played by Julianne Moore, is a 1951 housewife who escapes her complicated life by reading Mrs Dalloway. The third character is Virginia Woolf herself, played by Nicole Kidman, who won an Oscar for her role.

Virginia Woolf

Mrs Dalloway 5

Lucy came running full tilt downstairs, having just nipped into the drawing-room to smooth a cover, to straighten a chair, to pause a moment and feel whoever came in must think how clean, how bright, how beautifully cared for, when they saw the beautiful silver, the brass fire-irons, the new chair-covers, and the curtains of yellow chintz: she appraised each; heard a roar of voices; people already coming up from dinner; she must fly! The Prime Minister was coming, Agnes said: so she had heard them say in the dining room, she said, when she was coming in with a tray of glasses. Did it matter, did it matter in the least, one Prime Minister more or less? It made no difference at this hour of the night to Mrs Walker who was among the plates, saucepans, colanders, frying-pans, chicken in aspic, ice-cream freezers, trimmed crusts of bread, lemons, soup dishes, and pudding basins which, however hard they washed up in the kitchen, seemed to be all on top of her, on the kitchen table, on chairs, while the fire blared and roared, the electric lights glared, and still supper had to be laid. All she felt was, one Prime Minister more or less made not a scrap of difference to Mrs Walker. The ladies were going upstairs already, said Lucy; the ladies were going up, one by one, Mrs Dalloway walking last and almost always sending back some message to the kitchen, ‘My love to Mrs Walker,’ that was it one night. Next morning they would go over the dishes – the soup, the salmon; the salmon, Mrs Walker knew, as usual underdone, for she always got nervous about the pudding and left it to Jenny; so it happened, the salmon was always underdone. But some lady with fair hair and silver ornaments had said, Lucy said, about the entrée, was it really made at home? But it was the salmon that bothered Mrs Walker, as she spun the plates round and round, and pushed in dampers and pulled out dampers; and there came a burst of laughter from the dining room; a voice speaking; then another burst of laughter – the gentlemen enjoying themselves when the ladies had gone. The tokay, said Lucy running in. Mr Dalloway had sent for the tokay from the Emperor’s cellars, the Imperial Tokay. It was borne through the kitchen. Over her shoulder

Lucy reported how Miss Elizabeth looked quite lovely; she couldn’t take her eyes off her; in her pink dress, wearing the necklace Mr Dalloway had given her. Jenny must remember the dog, Miss Elizabeth’s fox-terrier, which, since it bit, had to be shut up and might, Elizabeth thought, want something. Jenny must remember the dog. But Jenny was not going upstairs with all those people about. There was a motor at the door already! There was a ring at the bell – and the gentlemen still in the dining room, drinking tokay! There, they were going upstairs; that was the first to come, and now they would come faster and faster, so that Mrs Parkinson (hired for parties) would leave the hall door ajar, and the hall would be full of gentlemen waiting (they stood waiting, sleeking down their hair) while the ladies took their cloaks off in the room along the passage; where Mrs Barnet helped them, old Ellen Barnet, who had been with the family for forty years, and came every summer to help the ladies, and remembered mothers when they were girls, and though very unassuming did shake hands; said ‘milady’ very respectfully, yet had a humorous way with her, looking at the young ladies, and ever so tactfully helping Lady Lovejoy, who had some trouble with her dress. And they could not help feeling, Lady Lovejoy and Miss Alice, that some little privilege in the matter of brush and comb was awarded them for having known Mrs Barnet – ‘thirty years, milady.’ Young ladies did not use to wear rouge, said Lady Lovejoy, when they stayed at Bourton in the old days. And Miss Alice didn’t need rouge, said Mrs Barnet, looking at her fondly. There Mrs Barnet would sit, in the cloakroom, patting down the furs, smoothing out the Spanish shawls, tidying the dressing-table, and knowing perfectly well, in spite of the furs and the embroideries, which were nice ladies, which were not. The dear old body, said Lady Lovejoy, mounting the stairs, Clarissa’s old nurse. And then Lady Lovejoy stiffened. ‘Lady and Miss Lovejoy,’ she said to Mr Wilkins (hired for parties). He had an admirable manner, as he bent and straightened himself, and announced with perfect impartiality ‘Lady and Miss Lovejoy … Sir John and Lady Needham … Miss Weld … Mr Walsh.’ His manner was admirable; his family life must be irreproachable, except that it seemed impossible that a being with greenish lips and shaven cheeks could ever have blundered into the business of children.

FACT BOX Virginia Woolf Virginia Woolf was born in 1882 into an aristocratic and wealthy family in London. The family was intellectual, but very traditional in their attitudes to women. This influenced Virginia’s beliefs that women in society should be treated the same as men. Her work was an important inspiration to the feminist movement. In her 20s, Virginia and her brother founded an intellectual circle called the Bloomsbury Group which included famous writers, philosophers, artists and politicians of the time. She and her husband, Leonard, started the Hogarth Press which published the work of some important writers. Virginia wrote seven major novels, of which Mrs Dalloway and To the Lighthouse are probably the most well-known.

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LITERATURE SPOT 2 1

Exercise 2 1 She’s going to study it on aliterature course. 2 similar: there is wit; different: themes are more complex and dark 3 She’s not sure about the intellectual and abstract aspect to the novel. 4 nature of art, relationships between art and artist 5 He doesn’t want to spoil it for her.

Exercise 6 1 His attitude to luxury; at the end of the extract, he turns away from the picture. 2 a It gives the effect that the light is weak and only filtering through b The light blasts like abroom and fills the room; the shadows are limited to the corners; we feel the energy and power of the light. c The sunlight is not steady, almost as though it is afraid of what it is revealing.

Read the Fact Box about Oscar Wilde, a famous writer. Have you read any of his works or seen any of his plays?

Look at the picture on page 161. What do you think the main story might be about? Read the extract and check your ideas.

Read the extract again. Decide if statements 1–8 are true (T) or false (F). 1 2 3 4 5 6 7 8

□T Dorian has recently changed his attitude to a materialistic lifestyle. □F He examines the portrait as soon as he notices something unusual. □T The change in the portrait’s expression is more noticeable in natural light. □F The changed portrait resembles Dorian more accurately than before. □T Dorian cannot detect any sign of physical changes to the painting. □T Dorian’s early desire had been to prolong his youth indefinitely. □F In future, the portrait will reflect every change on Dorian’s own face. □T Dorian decides to live a better life.

Complete the sentences with the correct forms of the highlighted verbs from the extract. 1 Her twisted ankle caused a lot of pain and she every time she put any weight on it. winced 2 Sometimes, if a book is really enjoyable, I linger over the final chapters because I don’t want it to finish. 3 Time and weather had warped the window frame so that it didn’t shut properly and let in a draught. 4 Without enough water for months, the crops had withered and died. 5 The singer’s nervousness was noticeable as her voice quivered when she started the song. 6 The children were so entranced by the film that they didn’t a word for at least an hour. utter 7 After the accident, she shuddered every time she thought of what could have happened.

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In small groups, discuss the questions. 1 What evidence is there in the text that Dorian’s nature may be changing? 2 The author uses personification (attributing human qualities to something which is not human) in his descriptions. What effect does this have in the following phrases? ‘The light struggled through the blind …’ ‘(The light) swept the fantastic shadows into dusty corners where they lay shuddering.’ ‘the quivering sunlight’

4.26 Listen to two students talking about The Picture of Dorian Gray by Wilde, and answer the questions. 1 Why is the girl going to read The Picture of Dorian Gray? 2 According to the boy, how is the novel both similar and different in nature to the plays by Oscar Wilde? 3 Why is the girl concerned about reading the novel? 4 What abstract themes in the novel does the boy mention? 5 Why will the boy not tell the girl about the central question?

The Picture of Dorian Gray

REFLECT | Culture In pairs, discuss the questions. 1 Can you understand Dorian’s ‘mad wish’ (line 56)? Say why. 2 Would you like to live forever? Say why. 3 Do you think people are too concerned about beauty and appearance these days? Say why.

WRITING TASK Write a description of how you imagine the portrait might look after twenty years if Dorian doesn’t change his lifestyle.

FROM PAGE TO LIFE The Picture of Dorian Gray caused a scandal when it appeared in 1890. Oscar Wilde identified himself with the characters from his book, ‘Basil Hallward is what I think I am; Lord Henry what the world thinks me; Dorian what I would like to be – in other ages, perhaps.’This is one of the reasons why the novel has inspired so many dramatisations. One of the most well-respected film versions was made in 1945, in black and white, and the most recent was in 2009 starring Ben Barnes and Colin Firth. The novel has also been adapted for stage and television. A film version of a 1976 theatrical production starring Sir John Gielgud and Peter Firth still remains very popular. There have also been many musicals written featuring the story, an opera in 1996, and in 2008, a ballet by Matthew Bourne was developed for the Edinburgh Festival.

GLOSSARY buttonhole – a flower you fasten to your clothes emblem – a picture, shape or object that is used to represent a country, organisation fleck – to mark or spot folly – a very stupid thing to do, especially one that is likely to have serious results gilt – a thin shiny material, such as gold or something similar, used to cover objects for decoration phantom – the image of a dead person or strange thing that someone thinks they see tapestry – a large piece of heavy cloth on which coloured threads are woven to produce a picture, pattern, etc. untarnished – bright and fresh, not dull or marked

The picture of 60

D 5

orian Gray is a handsome, young aristocrat who has had his portrait painted by the talented artist, Basil Hallward. Lord Henry is an older, wealthy man of society who loves life and indulges in all its pleasures. He has become friendly with Dorian and an influence on the younger man. In the extract, Dorian has just returned from a night out, where he cruelly broke off a love affair. In the huge gilt Venetian lantern, that hung from the ceiling of the great oak-panelled hall of entrance, lights were still burning from three flickering jets: thin blue petals of flame they seemed, rimmed with white fire. He turned them out, and having thrown his hat and cape on the table, passed through the library towards the door of his bedroom. It was a large octagonal chamber on the ground floor that, in his new-born feeling for luxury, he had just decorated for himself, and hung with some curious Renaissance tapestries that had been discovered stored in a disused attic. As he was turning the handle of the door, his eye fell upon the portrait Basil Hallward had painted of him. He started back as if in surprise. Then he went on into his own room looking somewhat puzzled. After he had taken the buttonhole out of his coat, he seemed to hesitate. Finally, he came back, went over to the picture, and examined it. In the dim arrested light that struggled through the cream-coloured silk blinds, the face appeared to him to be a little changed. The expression looked different. One would have said that there was a touch of cruelty in the mouth. It was certainly strange. He turned round, and walking to the window, drew up the blind. The bright dawn flooded the room, and swept the fantastic shadows into dusty corners, where they lay shuddering shuddering.. But the strange expression that he had noticed in the face of the portrait seemed to linger there, to be more intensified even. The quivering quivering, ardent sunlight showed him the lines of cruelty round the mouth as clearly as if he had been looking into a mirror after he had done some dreadful thing.

He winced,, and taking up from the table an oval glass framed in ivory cupids, one of Lord Henry’s many presents to him, glanced hurriedly into its polished depths. No line like that warped his red lips. What did it mean? He rubbed his eyes, and came close to the picture, and examined it again. There were no signs of any change when he looked into the actual painting, and yet there was no doubt that the whole expression had altered. It was not a mere fancy of his own. The thing was horribly apparent. He threw himself into a chair, and began to think. Suddenly there flashed across his mind what he had said in Basil Hallward’s studio, the day the picture had been finished. Yes, he remembered it perfectly. He had uttered a mad wish that he himself might remain young, and the portrait grow old; that his own beauty might be untarnished, and the face on the canvas bear the burden of his passions and his sins; that the painted image might be seared with the lines of suffering and thought, and he might keep all the delicate bloom and loveliness of his then just conscious boyhood. Surely his wish had not been fulfilled? Such things were impossible. It seemed monstrous to even think of them. And yet, there was the picture before him, with the touch of cruelty in the mouth. No; it was merely an illusion wrought on the troubled senses. The horrible night that he had passed had left phantoms behind it. Suddenly there had fallen on his brain that tiny scarlet speck that makes men mad. The picture had not changed. It was folly to think so. Yet it was watching him, with its beautiful marred face and its cruel smile. Its bright hair gleamed in the early sunlight. Its blue eyes met his own. A sense of infinite pity, not for himself, but for the painted image of himself, came over him. It had altered already, and would alter more. Its gold would wither into grey. Its red and white roses would die. For every sin that he committed, a stain would fleck and wreck its fairness. But he would not sin. The picture, changed or unchanged, would be to him the emblem of conscience. He got up from the chair, and drew a large screen right in front of the portrait, shuddering as he glanced at it. ‘How horrible!’ he murmured to himself, and he walked across to the window and opened it. When he stepped out onto the grass, he drew a deep breath. The fresh morning air seemed to drive away all his sombre passions.

FACT BOX Oscar Wilde Oscar Wilde is probably best known for his witty society plays, but he also wrote one novel, The Picture of Dorian Gray. He was born in Dublin in 1854 to Anglo-Irish parents. After his studies, he moved to London where he worked as a journalist, and there he became one of the celebrities of the day. This was not only because of his writing talent, but because he had a very clever intellect and was a witty conversationalist. He was also admired for his flamboyant fashion sense. Wilde was fascinated by the nature of art and beauty and this is reflected in his novel. He died in Paris in 1900.

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Global Citizen

WATCH AND REFLECT

SPEAKING In pairs, look at the photo and answer the questions.

1 What kind of event is this and why is it taking place? 2 Have you ever taken part in an event like this? Say why. 3 What do you think it means to be a global citizen? Exercise 2 1 Globalisation is the process of interaction and integration among people, companies, and governments worldwide. It is caused by developments in technology, communication and transport. The result of it is a more connected world. 2 They are developing a new breed of nuclear reactors that will produce high-volume, low-carbon energy. They are trying to solve the climate change problem. 3 As Professor. Peterson says, moreand more young people think nuclear energy is ‘an area where they can actually do something that is important for humanity’. 4 Their book aims to change negative perceptions about nuclear power; it is pro-nuclear, pro-renewables, pro-efficiency and pro-evidence based solutions for climate change. 5 Because he didn’t know many people who agreed with him that nuclear energy needed to be a big part of the solution, and he wanted to help Janne and Rauli to spread the message. 6 Information is key.

1 What is globalisation and what effect does it have on the world? 2 What are Mark Massie and his partner developing, and why? 3 Why are more and more people interested in nuclear engineering? 4 What is the objective of Janne and Rauli’s book? 5 Why did Eric join Janne and Rauli? 6 According to the video, what is essential for global citizens?

Where do you stand on the issue of nuclear energy? Say why.

1 Complete the summary of the video with the words from the box. Then watch again and check. alternative awareness civil embrace exposure fuelled fuels identify initiative opponents tackling two-pronged

Thanks to the developments in transport, technology and communication over the last century, our world is more connected than ever before. This unprecedented 1 exposure to different cultures influences our sense of identity, so more and more people 2 identify themselves as global citizens committed to 3 tackling problems on a global scale, as part of an international community. One of the issues that demonstrates global citizenship in action is climate change which is 4 fuelled by worldwide consumption of fossil 5 fuels . In order to succeed, the world needs a 6two-prongedattack: a combination of action. Mark Massie and his scientific and 7 civil

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1 Watch the video and answer the questions.

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What global problems are you aware of? 2 Do you think globalisation has affected you or your family? 3 Do you consider yourself a global citizen? Say why.

WRITING TASK Write an essay about the effects of globalisation on your town. • Describe the problem and explain why action is required. • List the possible measures that could help improve the situation. • Make suggestions for the most effective measures to take.

GLOSSARY embrace sth – accept or adopt an idea or change exposure to sth – being in the presence of something harmful or dangerous fuel sth – sustain or power something renewable energy – energy from any source that is continually replenished, such as sunlight, rain, tides, waves, and geothermal heat tackle a problem – attempt to solve a problem two-pronged attack – an attempt to solve a problem approaching it from two different angles partner are global-minded engineers working on a new breed of nuclear reactors that can produce low-carbon energy to the masses as a/an 8 alternative to fossil fuels. However, the nuclear energy has a rather poor reputation, so the engineers are supported by another group of young individuals trying to convince people to 9 embrace the possibility of nuclear power. Rauli Partanen and Janne Korhonen’s book Climate Gamble is part of a global 10 initiative to raise 11 awareness of the potentials of nuclear energy. They have been joined by Eric Meyer, an opera singer, whose passion and dedication surely win over the hearts of 12 opponents to the use of nuclear power.

Put Yourself in My Shoes

WATCH AND REFLECT 5

2 Complete the extracts from the video with the words from the box in the correct form. Then watch the video again and check. brick concept cut debt effective flourish handcrafted launch margin niche stroke turnover upfront USP

SPEAKING In pairs, look at the photo and answer the questions. 1 What is your first impression of this man? Say why. 2 What do you think he does for a living?

2 Watch the video and compare your answers from Exercise 1. Then answer the questions. 1 What does LFLS stand for? 2 What inspired Eric Jones to come up with his business concept? 3 What is the company’s USP? 4 What personal and business problems did Eric have as graduation approached? 5 What two events kept Eric in business? 6 What advice does Eric have for people who want to set up their own business and be successful?

Would you be interested in becoming an entrepreneur? Say why.

2 Complete the sentences with the correct words formed from the words in brackets. Then watch again and check. 1 Eric Jones is a founder (FIND) and CEO of LFLS Shoes. 2 Entrepreneurship(ENTREPRENEUR) hasn’t always been easy for Eric. 3 He was able to produce the high quality product he had envisioned (VISION). 4 If you don’t have social media presence (PRESENT), it’s like you don’t really exist. 5 Eric chose to set up his company in Arkansas, where there’s less competition (COMPETE) than in larger start-up hubs like New York and California. 6 What advice does he have for budding entrepreneurs (ENTERPRISE) seeking to start a profit-making venture? 7 Having experienced so many personal and professional setbacks (SET), Eric believes that the real keys to success are passion and resilience (RESILIENT).

Eric Jones is a young entrepreneur and an owner of LFLS Shoes who came up with his unique business 1 concept after spotting a 2 niche market of high quality shoe lovers in his local community. Its 3 USP ? Rather than being mass-produced by machines, the shoes are 4 handcrafted in Brazil. Motivated to create a better life for himself than he had growing up, Eric 5 launched his business while he was in his junior year of college. Eric decided to set up LFLS Shoes purely as an e-commerce and mortar business. For shop, instead of a 6 brick a while, business was 7 flourishing . He soon discovered that the New York agent had been overcharging him for their services and delivering a low quality product. Eric was living in 8 debt , and didn’t think his business would survive into the new year. The factory in Brazil reached out to Eric directly, and by 9 cutting out the agent and establishing a personal relationship with them, he was able to produce the high quality product […] at a more cost- 10 effective price. His second 11 stroke of luck came when he met a man willing to sign up to make an 12 upfront investment in LFLS Shoes. With a profit 13 margin of 100 percent, and a projected six-figure annual 14 turnover , Eric now runs a successful business.

Exercise 2 1 Like Father Like Son 2 He spotted a niche market of high-quality shoe lovers in his local community. 3 Its USP is non-mass-produced handcrafted shoes and loafers from Brazil. 4 Personal: his mother passed away, and so she could no longer help him. Business: Eric realised his New York agent had been overcharging him for their services. 5 1 The Brazilian factory contacted him directly (allowing him to reduce costs and to increase the quality of his products). 2 He met an investor willing to invest to take his business to the next level. 6 Social media is essential to ensure you find customers. To succeed, you need passion/ resilience/drive/purpose.

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 What could be the pros and cons of: launching a startup / word-of-mouth marketing / advertising on social media? 2 Which do you think is easier: saving a failing business or setting up a completely new business? Say why.

WRITING TASK Imagine you created a startup some time ago. You now need more money to make the company grow. Write an email to a wealthy acquaintance asking for financial backing for your company. • • • •

Describe your business concept and its USPs. Point out why your company is worth investing in. Describe its future objectives and ambitions. Explain what you will use the investment for.

GLOSSARY big fish in a small pond – someone important or influential in a small area CEO – Chief Executive Officer; the person with the most authority and power in a large company credit sth/sb for sth – assign sb/sth as the cause of sth else cut out sb – eliminate sb from sth flourish – develop well and successfully unravel – fall apart, fail

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Programming Bootcamp

WATCH AND REFLECT

3 SPEAKING In pairs, look at the photo showing a list of instructions and answer the questions. Then watch the video to check your answers.

1 Do you prefer to study intensively for a short time, or to learn more gradually over a longer period of time? Say why. 2 What subjects or activities can be learned fast, and which require long-term practice or study? 3 How often do you revise things you have already learned? Do you tend to remember things for a long time or do you forget them rapidly?

1 What is coding? Do you know how to code? 2 Where would you find a list like this one? 3 Why do you think these instructions were put up? Exercise 2 1 web/software developers, programmers 2 2011, tech companies 3 over two months/nine weeks, spend 14–15 hours, a thousand 4 recruiter, graduates jobs / jobs to graduates 5 aren’t enough (talented/ skilful) developers/professionals/ programmers/coders 6 95, $80,000

Exercise 4 1 immersive environment 2 bootcamp 3 on track 4 get the hang 5 learning curve 6 crammed 7 head down 8 best shot 9 forward 10 demand 11 supply

Would you like to take part in an intensive training course such as this one? Say why.

3 Complete the summary by one of Dev Bootcamp’s recruits with the words and phrases from the box. Then watch the video again and check. best shot bootcamp crammed demand forward get the hang head down immersive environment learning curve on track supply I think Dev Bootcamp was an amazing project. First and foremost, it worked because it’s a totally 1 – you coded 24/7! It’s a real 2 : students were forced to make a sustained effort . to keep themselves 3 of coding and You had very little time to 4 . There was so much so you were on a steep 5

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3 Watch the video again and complete the sentences with 1–4 words in each gap. 1 Dev Bootcamp was an intensive training course for aspiring and engineers. 2 Dev Bootcamp was set up in by entrepreneur Shareef Bishay who wanted it to help fill in the niche for talented programmers. 3 The course took just to complete, but students had to a day coding because there were hours crammed in such a short time. 4 Felicia Curcuru, a , was invited to graduation days so she could offer . 5 It was easy to find work after Dev Bootcamp because there on the market. 6 More than percent of the graduates got jobs within a few months of finishing the course and the average salary was in the range of .

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group.

WRITING TASK Imagine you want to apply for a bootcamp similar to Dev Bootcamp (for example, an intensive business course, horse riding course, foreign language course). Write an application letter for such a bootcamp. • Explain why you wish to participate in the bootcamp and what your motivation is. • Say what level you are already at in the skill. • Why you think you will be able to cope with the challenges of the bootcamp.

GLOSSARY bootcamp – place where you train recruits fast-track – help something happen or make progress more quickly than usual gruelling – very difficult and tiring immersive – making someone feel completely involved and engaged portfolio – collection of pictures, photographs, or documents that you use as examples of work you have done surpass – be greater than, exceed tech hub – physical space (a suite of offices, a town, an area) that helps technology startups develop in such a short time that I really had material 6 to graduate, but I gave it my to get my 7 8 and it was worth it. Nevertheless, I definitely enjoyed the experience and my way into the fact that I was able to fast-9 for a career in the tech industry, where 10 . talent often surpasses 11

The Second Life of Second-hand Clothes 1

WATCH AND REFLECT

4 SPEAKING In pairs, look at the photo and answer the questions. Then watch the video to check your answers.

Exercise 2 1 charity shops 2 recycling, Ghana 3 capital, 30,000 4 economy, 50 million pounds 5 50, disappear/obsolete, traditional (tailor-made African) clothes 6 cloth, royalty, state officials 7 Possible answers: history, traditions, philosophy, literature, culture 8 traditional (Ghanaian) clothes, western style/clothes, African print

1 Where do you think the photo might have been taken? 2 What do you think the video is about?

4 Watch the video again and complete the gaps. 1 Every day, huge amounts of used clothes are donated to across the UK. 2 The charity shops sell the clothes to businesses and eventually, the clothes end up in , Africa. 3 Ade Adepitan visited Accra, the of the country, where about tonnes of used clothes arrive every year from the UK. 4 The donated clothes have generated a whole new which is now worth a year. 5 Imported clothes make up more than percent of all the clothes bought in Africa which may make the Ghanaian clothing industry as it definitely has negative impact on . 6 Kente is a hand-woven Ghanaian in flamboyant colours worn on special occasions by and . 7 Osei Bonsu, a historian, believes that Kente and traditional clothes speak volumes about Ghanaian when the people were illiterate. 8 On Fridays, some Ghanaians make a fashion statement by wearing , but the young like to mix and match the with an .

How do you feel about second-hand clothes? Say why.

4 Complete the summary with the words from the box. Then watch the video again and check. conscious dispose donations fabric fast hang-ups influx overtake sense tailor-made upcycle wholesalers

Having 1 hang-ups about wearing someone else’s old clothes used to be fine as it was a sign of poverty. But this attitude is a thing of the past. Today, lots of people are showing off their fashion 2 sense by experimenting with used clothes. The second-hand clothes market is growing fast and it’s set to 3 overtake the sales of new clothes soon. It’s because most shops sell 4 fast fashion – cheap imitations of the latest fashion trends produced in large quantities. Nevertheless, we still buy and 5 dispose of too many clothes. Our 6 donations to charity shops often end up in Africa where 7wholesalers sell bales of clothes to market traders who, in turn, sell the top quality clothes for a higher price to well-off, fashion-8 conscious Ghanaians, and 9 upcycle the second-class garments by repairing them. Unfortunately, the 10 influx of cheap clothes from the west has its downside: fewer people are wearing traditional 11 tailor-made African clothing as it’s more expensive. It may eventually lead to a loss of Ghanaian culture as the traditional 12 fabric called Kente will soon disappear from the market.

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. Although people try to help by donating clothes to charity shops, it can lead to negative consequences, like the disappearing of traditional African clothing. 1 Can you think of other situations where good intentions have/had negative consequences? 2 Can you think of possible solutions?

WRITING TASK Imagine you want to volunteer for a charitable organisation and see this advertisement.

Do you enjoy helping others? Would you like to have work experience? Would you like to volunteer in one of our charity shops? Typical volunteering tasks include serving customers, sorting donated items, creating eye-catching displays. You could also get involved in local charity events, like fashion shows and promotions. If you’d like to join us, please write a letter of application. • Summarise your past experience in the tasks mentioned. • Describe your personality and any other useful skills. • Say why you want to volunteer for this charity.

GLOSSARY bales of clothes – several pieces of clothing attached together for transport dress down – wear less elegant or informal clothes economy – the system by which a country’s money and goods are produced and used hand-woven – woven cloth is made by crossing threads over and under each other, and it is done by hand hang-ups about sth – irrational feeling of worry about something influx – arrival of many goods in a short period of time shop floor – where the work is done in a business upcycle sth – turn one object into a more valuable one

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And That’s Magic!

WATCH AND REFLECT

1 2 3 4 5

SPEAKING In pairs, look at the photo and answer the questions. 1 What do you think about magic tricks? Have you ever had a go at magic? 2 How do you think the magic trick in the photo is done?

Exercise 2 1 TV presenter, magician, eleven/11 2 bring magic, 1979 3 15/fifteen, seventeen/17 million, 1,000 (a/one thousand) 4 ‘And that’s magic!’ 3Students’ own answers

5 Watch the video and complete the sentences with 1–4 words in each gap. 1 Stephen Mulhern is best known as a , but he started his career as a when he was only . 2 Paul Daniels was the first magician to to prime-time Saturday night television in the UK, in . 3 The Paul Daniels Show lasted for years during which time people saw more than magic tricks. 4 Paul’s most famous catchphrase is .

Who were your idols when you were a child? Do you still admire them?

5 Complete the summary with the correct words a–d. Then watch the video again and check.

Stephen Mulhern is a TV personality who loves both watching and 1 magic tricks. He remains taken 2 by magic to this day so no wonder he is absolutely excited to visit his childhood idol Paul Daniels. Paul Daniels is a household name in Britain because he 3 the first magic-based show to air in the UK. Paul started developing his 4 magic style in local clubs in North East England. His shows were 5 , with things happening quickly, punctuated with lots of witty 6 jokes. It was there that he came up with his most memorable 7 , like ‘And that’s magic!’ that have become part of everyday language. His audiences were blown 8 by Paul’s 9 tricks as he always left his fans scratching their 10 over his magic.

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6 7 8 9 10

a deceiving a on a managed a deceitful a slow motion c quick-witted a go-getter a signatures a out a disbelieving a backs

b making c playing b in c for b hosted c followed b riveting c illusory b fast-paced d disconcerting b prime time c one-line b deceptions c illusions b aback c away b believable c blowing b minds c heads

d performing d at d entertained d trademark

d knee-slapper d catchphrases d in d mesmerising d brains

SPEAKING In pairs or small groups, discuss the questions. Then share your opinions with another group. 1 Do you agree that magic is a form of art? Say why. 2 How is magic different from other forms of art? 3 What differentiates popular entertainment and art in your opinion? WRITING TASK Imagine you have seen an amazing magic show. Write a review of the performance. • Describe the show. • Talk about the positive and negative aspects of the show. • Say whether you recommend the show or not and why.

GLOSSARY be a household name – be very well known catchphrase – short phrase repeated very often by a famous person, so that people link the phrase and the person grit your teeth – prepare for something painful or otherwise unpleasant, by pressing your teeth together prime time – the time at which the most audience is connected while watching television punctuate – interrupt something with repeated pauses, or another short activity

Grammar Reference 1D Continuous and perfect tenses Continuous tenses We use the Present Continuous to talk about: • actions in progress at the time of speaking: Emma is having a shower right now. • temporary situations in progress now: I’m playing a lot of football. • changes and developments: We’re becoming tired of your lies. We also use the Present Continuous with always or continually when something unexpected happens very often. This sometimes, but not always, indicates annoyance: She’s always disturbing me when I’m on the phone. We use the Past Continuous to talk about: • actions or activities in progress at a specific time in the past: This time last year I was painting my bedroom. • longer actions interrupted by a shorter past action: She was doing an online personality quiz when her boss walked into the room. We use the Future Continuous: • to predict something in progress at a point in the future: Six months from now we’ll be studying in different cities. • to talk about something that is expected to happen: You’ll all be coming back here in one year’s time. • to ask politely about someone’s plans: Will you be coming to the party after the show? Perfect tenses We use the Present Perfect Simple to talk about: • completed past actions that happened at an unspecified time: I’ve visited many European cities in my life. • recent actions with a present relevance/result: We’ve recently discovered a fabulous vegan restaurant. Let’s go there tomorrow. • states or actions that began in the past and continue up to now: She’ She’ss been a translator for a few years. • recent actions where we focus on the result, not the activity: John’ John’ss published a book about horses. We use the Past Perfect Simple to describe: • actions or states that happened before a specific past time: It was strange because she’d d bought lots of apples the night before and when she entered the kitchen there was only one. • a clear sequence of events. We use the Past Perfect for the earlier action: As soon as I’d heard the news, I went round to their house. We use the Future Perfect Simple to talk about an action that will be completed before a particular time in the future: Next time I see you, you will have completely changed your eating habits! We use the Present Perfect Continuous to focus on the continuity of: • actions that began in the past and continue to the present: They’ve been running for more than an hour. • recent actions where we focus on the activity, not the result: I’ve ve been sending off job applications. We use the Past Perfect Continuous to talk about continuous actions or situations which happened before a specific time in the past: I had been keeping quiet about my running, and then I won the race and it was not a secret anymore.

We use the Future Perfect Continuous to talk about something continuing up to a certain point in the future: By the end of this month we’ll have been writing this book for two years. Mind the trap! Will can be used like must to make deductions. A: Why isn’t she back yet? B: Don’t worry. She’ll have been working late. She’ll ll have got stuck in traffic. She’ll be sitting in a traffic jam.

2C Inversion, cleft sentences and fronting We use inversion, cleft sentences and fronting for emphasis. Inversion In statements, the subject normally comes before the verb. Sometimes, after certain words or expressions, this word order is reversed and this is called inversion. We add the auxiliary do with simple tenses such as Present Simple and Past Simple. Inversion is used for dramatic emphasis and is most common in formal English. Words and phrases that can be followed by inversion • Some time expressions with never Never, Never before, Never again Never again will I travel by ferry! Never before have I seen such a brilliant performance! • Some expressions with no/not/neither No sooner … than, No longer, Nowhere, Not until, Not since, Not often, Not only … but, Neither … nor No sooner had I written the essay than I had to start preparing for the final exam. Not until I knew all the details of the conference did I organise my business trip to Berlin. Not only did they forget to service the bus, but the driver also had no idea where we were going. • Some expressions with only Only when, Only then, Only later Only later did I realise I had booked only one ticket. Only when I noticed the price did I regret my decision. • Some other negative adverbials Scarcely/Hardly/Barely … when, Rarely, Seldom, Little Barely had we set off when we realised that the coach was going in the wrong direction. Rarely have we worked with such an expert. Little did we understand from the lecture. • So/Such … that So emphasises an adjective; Such emphasises a noun. So happy were my friends when I told them about my engagement that they started dancing. Such was the happiness of my friends when I told them about my engagement that they started dancing. Some formal expressions can also be followed by inversion. Under no circumstances are passengers permitted to go beyond this point. On no account should this door be opened. At no time are dictionaries to be removed from the library.

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Grammar Reference Cleft sentences We can emphasise certain information in sentences to make it sound more memorable/dramatic (or to contrast it with a previous statement) by adding certain structures. These include what + be and it + be. What + be can emphasise both subjects and objects (but not if they are people). Being away from home annoys me when I’m travelling. (being away from home = subject) What annoys me about travelling is being away from home. I didn’t enjoy the journey on the crowded train. (the journey on the crowded train = object) What I didn’t enjoy yesterday was the journey on the crowded train. I saw Jim at the station. NOT What/Who I saw was Jim at the station. What + be can also emphasise verbs by adding the auxiliary do. People began to scream. What people did was (to) begin to scream. It + be can emphasise almost any part of a sentence, but NOT verbs. We use it with a relative pronoun (that, which, who, why, etc). It is this particular picture which/that intrigues me. It was the outdoor concert which/that I didn’t enjoy. It was Jim who/that I saw at the station. It was last month that I went the concert. (NOT when when) We don’t usually omit that in such sentences. In written English, cleft sentences can make a text less repetitive, or more stylish and ‘literary’. In spoken English, they are commonly used when the speaker wants to draw attention to a contrast with a previous statement. I love the idea – what I don’t like is how he’s tried to do it. (= but I don’t like …) It is also typically used to show strong emotion such as irritation or indignation. What he told us was absolutely absurd! Overusing cleft sentences in spoken English can make your English sound rather artificial. Fronting We use fronting when we want to focus on something important in a sentence (e.g. a place, a time or the way something happened) and we bring it to the front of the sentence. He opened the door quickly. Quickly,, he opened the door. Quickly If the fronted expression is a prepositional phrase, (e.g. on the platform, in front of the building, etc.) we change the order of the subject and verb. Hundreds of people waited on the platform. On the platform waited hundreds of people. Beautiful flowers grow in front of her house. In front of her house grow beautiful flowers. Inversion, cleft sentences and fronting are quite common in both written and spoken English, but should be used with care; they shouldn’t be overused, as they can make the text sound unnatural.

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3E The Passive Present Simple

The power is provided by hydrogen fuel-cells. Behavioural Economics is used for making good decisions in all areas of life.

Present Continuous

The documents are being prepared for you. A new role is being created in my department.

Past Simple The first fully electric vehicle was developed in 2013. The participants were shown photos of themselves. Past Continuous

Too much water was being wasted. The goods were being flown in from the other side of the world.

Present Perfect

Many of the Australian bushfires have been extinguished by rain. My brother has just been awarded a promotion.

Past Perfect Rescuers set up tents for people whose homes had been washed away in floods. A bigger pay rise had been promised to George. Modal verbs

The energy can only be stored for a short time. The skills that can be developed from studying Economics may be transferred to numerous industries.

will

The job will probably be given to George. How much will I be charged for the service?

going to

They are going to be given wonderful presents. The customers are going to be served the chef’s finest dishes.

The Passive infinitive

A difficult decision had to be made. George is expecting to be given a pay rise.

The Passive gerund

The crisis will result in more and more shops being closed down. I’d appreciate being explained the concept once again.

We use the Passive when: • we emphasise the action more than the agent: Florida was destroyed. (We’re only concerned with what happened to Florida, not the cause.) Florida was destroyed by Hurricane Irma. (We use by when we mention the agent in Passive sentences: when the action is old information and the agent is new information.) Hurricane Irma destroyed Florida. (In the active sentence, we’re focusing on the agent, on what Hurricane Irma did.) • the agent is unknown or unimportant: A fully electric vehicle was developed. (We don’t know or don’t care who developed it, the important thing is the fact that it happened.) • the agent is ‘people in general’: Much less energy was consumed. (Logically, it was everyone or people in general who consumed the energy.) • the agent is so obvious we don’t need to express it: Aviation fuel is taxed. (Logically we can deduct that the agent must be the government.)

• we don’t want to start the sentence with a long complex subject: The amount of CO2 in the atmosphere was further reduced by storing the gas in carbon ‘sinks’ in abandoned mines deep underground. underground (The agent, underlined here, would be a very long and clumsy subject to begin a sentence with.) • when we want to be tactful and not mention the agent: All the cookies have been eaten. (instead of: You’ve eaten all the cookies!) In spoken English, the Passive form is often replaced with an active form with the verb get. Suddenly, the car got broken and we were in the middle of nowhere. I got hit by a bicycle while walking my dog. His leg got broken when he was skiing. Contexts for the Passive We often use the Passive when we wish to sound more formal, particularly in academic, journalistic and scientific contexts. We cannot use the Passive with intransitive verbs because there’s no object to become the subject of the Passive sentence: Sea levels rose by four metres. The Passive with two objects In the case of verbs with two objects (give, show, tell, lend, promise, buy, write, send, pay, refuse, offer, etc.) either object can become the subject of a Passive sentence. The topic of the sentence (what we are talking about) comes first. They offered a new flat (direct object) to my neighbours (indirect object). My neighbours were offered a new flat. (We’re focusing on the neighbours.) A new flat was offered to my neighbours. (We’re focusing on the flat.) Suggest and explain can only take one Passive form. Taking part in the competition was suggested to her. NOT She was suggested taking part in the competition. When put into the Passive, some verbs with prepositions take the preposition immediately after them: I borrowed this book from Clare.  This book was borrowed from Clare. The policeman accused him of lying.  He was accused of lying by the policeman. Impersonal Passive structures We can report beliefs and opinions using verbs such as: say, think, believe, know, claim, estimate, expect and a Passive structure: • it + Passive + that clause: It is believed that Berners-Lee would now be the richest man in the world. (present belief) It was revealed that hackers had interfered … (past belief) • subject + Passive + to infinitive: His new system, called Solid, is reported to be a platform. (present belief). • subject + Passive (be + Past Participle) + perfect infinitive (to have been + Past Participle): More than 700,000 people are believed to have been affected by the virus. (present belief about a past event)

4C Conditionals Basic types of conditionals Zero Conditional describes situations which are always true. If I eat organic vegetables, I feel better. If there is too much rain, the crops are destroyed. First Conditional describes a possible situation in the future. If the virus spreads, it will expose the population to another deadly disease. If the farmers use too many pesticides, this species of bird will become extinct. Second Conditional describes an unlikely or imaginary situation in the present or future. I’d consider cutting down on sugar if I were you. If I didn’t have to work so much, I’d prepare my meals myself. Third Conditional describes an imaginary situation in the past (something that had a chance of happening, but didn’t). If Bill hadn’t inherited a lot of money, he wouldn’t have opened a restaurant. If there had been more information, people would have started eating organic foods a long time ago. Mixed conditionals These are a mixture of second and third conditionals. They are used to describe: • the consequences in the present of an imaginary situation in the past. We use the Past Perfect after the if clause. Would Bill be a restaurant owner if he hadn’t inherited a lot of money? (But he did inherit a lot of money, and he owns a restaurant now.) • something that didn’t happen in the past as a consequence of a present/ongoing situation. We use the Past Simple after the if clause. If he liked cooking more, he wouldn’t have ordered a pizza last night. (He doesn’t like cooking, so he did order a pizza.) Variations of First and Second Conditionals • We can add should to First Conditional sentences to refer to a realistic but hypothetical situation in the future. It sounds a little more tentative/less certain and the effect is often more literary/formal. If these trends continue, there may be major consequences for our health. If these trends should continue, there may be major consequences for our health. (more tentative/formal) • We can add were to to Second Conditional sentences to refer to an unreal, hypothetical situation in the present/ future. Again, it sounds a little more tentative/less probable and the effect is often more literary/formal. If you consumed a lot of protein, you would gain weight. If you were to consume a lot of protein, you would gain weight. (more tentative/formal) Inversion with conditionals We can use inversion with three types of conditionals. As with other examples of inversion, we tend to use it in rather formal, literary or dramatic contexts. Conditional sentences with should To form inversion, we replace if + subject + infinitive with should + subject + infinitive at the beginning of the clause. If these trends should continue, there may be major consequences for our health.

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Grammar Reference Should these trends continue, there may be major consequences for our health. Conditional sentences with were to To form inversion, we replace if + subject + were to with were + subject + to + infinitive at the beginning of the clause. If you were to consume a lot of protein, you would gain weight. Were you to consume a lot of protein, you would gain weight. Conditional sentences with had (Third Conditional) To form inversion, we replace if + subject + Past Perfect with had + subject + Past Participle at the beginning of the clause. If the government had reacted faster, we might have avoided the economic crisis. Had the government reacted faster, we might have avoided the economic crisis.

5B Modal and related verbs We use modal auxiliary verbs and phrases to convey the attitude of the speaker to an event. Obligation and necessity We use must/have to to talk about what is right or necessary. • To express a strong obligation coming from the speaker, we use must or have got to: I must must//have got to do my homework. • To express a strong obligation coming from an external authority, we use have to or be required to: You have to/ are required to obey the law. • To express a negative obligation or prohibition, we use mustn’t or can’t: You mustn’t mustn’t//can’t cheat in an exam. (it’s wrong) • To express lack of obligation or necessity, we use needn’t, don’t need to or don’t have to: You needn’t needn’t//don’t need to/don’t have to write this essay. (but you can) • didn’t need to or didn’t have to mean it was not necessary to do something. The action may or may not have taken place. I didn’t need/have to learn the poem by heart. (so I didn’t) • Needn’t have means someone did something and later discovered it was not necessary. It indicates regret or relief. I needn’t have learned the poem by heart. (but I didn’t know that, so I did) Another useful phrase: may as well = there is no reason not to I may as well stay at home! Related verbs We use verbs like be required to / be obliged to in all tenses to refer to an ‘outside authority’ that gives orders or sets rules: He was required to get proper qualifications in order to work as a doctor. We are obliged to come to school on time. Recommendation and advice • To express an advisable, but not obligatory action, we use should, ought to or had better. You should/ought to/had better tell your friend the truth. For the past we use should and ought to, but not had better. They suggest the action was not fulfilled. You should have let me know. (but you didn’t) You ought not to have painted the wall red. (but you did)

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• We can use might or could for an advisable but probably unfulfilled action, but we have to stress the main verb, not the modal verb. She might/could say something. (but she probably won’t) You might/could have told me. (but you didn’t) Other useful phrases are: be meant to and be supposed to – the meaning is similar to should You’re not supposed to lie. You’re not meant to work for this company. Related verbs We use be supposed to to talk about what should/shouldn’t happen according to rules or according to what is generally expected. It is not used in continuous tenses: They are supposed to be free. Animals are not supposed to suffer like this. Ability and willingness • To express ability, we use can and be (un)able to: I can’t/am unable to give you her phone number. • To express a general ability over a period of time in the past, we use could or be able to: She could/was able to climb trees when she was younger. • To express the ability to perform a specific action in the past, we use be able to or managed to, but not could: She could could/was able to/managed to prepare the speech in one hour. We can use couldn’t in negative sentences: They couldn’t/weren’t able to/didn’t manage to reach an agreement. • To express a conditional ability, we use could, but not may or might: /might show you how to do it. (but I’m not I could/may /may/ may//might may going to) may have told us. (but he chose not to) He could/might might/may • To express our willingness to do something, we use will and would. The meaning is similar to ‘want to’. We use won’t/wouldn’t to express unwillingness. Pete will always help you if you need something. He is very kind. Would you get me a glass of water, please? My sister won’t help me do my homework. Her boyfriend wouldn’t even text her. Related verbs The police managed to find the bomb in time. He succeeded in persuading her to help. Deduction and possibility • To express how much we believe something from logical deduction we use must, can’t or might. He must be a dancer. (from the way he walks) She can’t have studied in Sweden. (she doesn’t even know how to say ‘school’ in Swedish) It might have been a gift. (I suppose she didn’t buy it herself, she doesn’t like this colour) • To say something is possible, we use could, may or might, but not can. may//might be working on a new song now. may He can can/could/may/ Adding (very) well shows you think the possibility is stronger. He could/may/might very well have been somewhere else.

Adding even or just shows you think the possibility is weaker. They could/may/might even have lost all their money. It could/may/might just be true. • To express a negative possibility, we use may not or might not, but not couldn’t. He couldn’t couldn’t/may not/might not remember where he left the books. • To show that we have doubts about something, we stress the pronunciation of the modal verbs: She may may//might/could write something. (but she probably won’t) He may may//might/could have done it. (it’s possible, I can’t remember) Related verbs This film is likely to (might) win a number of Oscars. It’s a very diffcult test. Some people are bound to (are sure to) fail it. No obligation We use don’t have to and needn’t to mean ‘it isn’t necessary’: He doesn’t have to be glamorous. (but it is not a problem if he is) Needn’t is a modal verb and has the same meaning as don’t need to: Pupils don’t need to/needn’t needn’t do this. The past forms of these verbs have differences in their meanings: She didn’t need to go there. (we don’t know if she went or not) She needn’t have gone there. (she went, now we know she could have stayed away) Related verbs Human divers are not required to do the job. Secret agents are not obliged to be glamorous. Permission We use can/could to ask for and give permission. Could is generally a little more polite, though intonation is most important in terms of politeness: Can/Could I ask you a question? You can stay out late tonight. / I couldn’t stay out late when I was younger. Related verbs Why has cruelty to animals been allowed in this country? We are permitted to enter the lab. Prohibition We use mustn’t, can’t and couldn’t to say that something is not permitted: People can’t treat animals badly. Related verbs Students are not allowed to take mobile phones into exams. In my last job, we were forbidden to use the Internet in the office.

6C Reporting verbs and impersonal reporting structures Reporting verbs and their patterns Many reporting verbs can be followed by several different patterns (underlined below), but this sometimes involves a change in register or meaning. • Verb + (that) + reported statement He confessed that he had broken the vase. He predicted there would be a crisis. Other verbs: add, admit admit,, agree agree, announce, answer, argue, boast, claim, complain, confess, demand, deny deny,, doubt,, explain doubt explain, insist insist,, mention, predict, promise promise, propose propose, recommend, regret regret,, reply, report report,, request request,, say say,, suggest suggest,, swear,, threaten, warn. swear • Verb + object + (that) + reported statement He informed me that all the shops were closed. He told me his brother had lost his job. Other verbs: advise, convince, inform, notify, persuade persuade, promise, remind, tell. promise We often omit that with some common reporting verbs such as agree, mention, promise, say in informal English. We are less likely to omit it in formal written English and with verbs such as add, answer, complain, deny, propose, regret, reply, report. • Verb + if if//wh- word (whether, why, which, what, how, etc.) + reported statement They asked how often I exercised at home. The children wondered why schools had to remain closed for another month. The doctor explained which treatment we had to use. Other verbs: ask ask,, describe, discuss, explain explain, report report,, say say,, warn, wonder. • Verb + (that) + personal pronoun + (should) + infinitive without to (= the present subjunctive) They recommended that we (should) wear protective gloves. Our boss demanded that we reveal the truth about the accident. Other verbs: beg beg, demand, insist insist,, order order,, propose propose, recommend, request request,, suggest suggest. This pattern is very formal, especially when should is omitted. She demanded that she (should) speak to the manager. They suggested that she (should) reconsider her decision. In everyday English we usually use an alternative form. She demanded to speak speak//that she speak to the manager. They suggested reconsidering/that she reconsidered her decision. • Verb + (not) infinitive He promised to cook dinner for the whole family. He offered to help me with my History assignment. Other verbs: agree agree, ask ask,, claim, demand, offer, promise promise, request,, swear request swear,, threaten. • Verb + object + (not) infinitive He encouraged me to buy his book about elves and wizards My brother persuaded me to try wind-surfing next time we go to the seaside. Other verbs: advise, ask ask,, beg beg, convince, encourage encourage, invite, order,, persuade order persuade, remind, request request,, tell, urge urge, warn. • Verb + (not) gerund They admitted being unreasonable. Bob regretted criticising out latest idea in front of the whole team. Other verbs: admit admit,, advise, confess, deny deny,, doubt doubt,, mention, propose, recommend, regret propose regret,, report report,, request request,, suggest suggest.

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Grammar Reference • Verb + (object) + preposition + (not) gerund They apologised for not having cleaned their bedrooms. He insisted on inviting Sally to his birthday party even though nobody liked her bossy attitude. He congratulated me on passing the driving test. Other verbs: apologise for, comment on, complain about, confess to, insist on, object to, reflect on. Other verbs with object: accuse sb of, blame sb for, compliment sb on, congratulate sb on, criticise sb for, thank sb for. Verbs with prepositions can also be followed by an object/ genitive. They complained about me/my having to share a room. Impersonal reporting structures When we want to report what people generally say/think/ feel we can use reporting verbs in the Passive. We also use them when it is not important to mention who is being reported or for distancing the speaker from another opinion. There are two basic structures. It + passive form of reporting verb + that It is believed that nature sounds help you relax. It has been announced that there is an outbreak of a new deadly disease. It has been demonstrated that music which is slower than 72 beats per minute can help us unwind. It was declared that the virus had caused a pandemic. It is thought that endorphins are released during exercise. Common verbs: accept, agree, announce, argue, assume, believe, calculate, claim, decide, declare, demonstrate, discover, estimate, expect, feel, find, hope, intend, know, learn, mention, plan, propose, recommend, report, reveal, rumour, say, see, show, suggest, suspect, suppose, think, understand subject + passive form of reporting verb + to infinitive This position is believed to be effective in stimulating the brain. Nature sounds are supposed to help you sleep better. Knitting and yoga have been shown to be therapeutic. In ancient Greece saffron was believed to be an effective remedy for anxiety. Endorphins are thought to be released during exercise. (passive) To emphasise that a situation/fact happened before the time it was reported we use a perfect infinitive (to have + Past Participle). The fire is thought to have been started deliberately. Infectious diseases were once considered to have occurred as a punishment for people’s sins. To emphasise that a situation/trend is/was continuing at the time it was reported we can use the continuous form of the infinitive (to be + -ing). More and more young people are thought to be skipping breakfast. (an ongoing trend) He was rumoured to be living in London. (a continuing situation at that time in the past) Common verbs: agree, assume, believe, calculate, claim, declare, demonstrate, discover, estimate, expect, feel, find, intend, know, plan, report, reveal, rumour, say, see, show, suppose, think, understand

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Grammar Reference • is defined specifically by the words that follow, e.g. a relative clause: I love the book that my brother gave to me a few years ago. Or a proper name: I like the crime novels of Agatha Christie. We also use the with: • superlatives: The longest river in England is the Severn. • comparatives (when identifying one of a pair): I have two dogs. The bigger (of the two) is my favourite. • ordinal numbers: The first man to walk on the moon was Neil Armstrong. • decades, centuries: in the 1970s; in the 21st century • plural names for countries, groups of islands and mountain ranges: the Netherlands, the Philippines, the Alps • seas, oceans, rivers, deserts and areas: the Baltic sea, the Pacific ocean, the Thames, the Atacama desert, the Highlands • The is also used when we refer to a group of people by their surname: the Smiths, the Joneses No article • We use no article with plural and uncountable nouns when we make general statements: Life was very hard and over one million people emigrated. • We use no article with words like church, prison, hospital, school, college, etc. when we are talking about their purpose as an institution, e.g. I go to work every day. He’s gone to college and he’s living in another city now. • We use no article when we are referring to abstract nouns, e.g. peace, justice, courage. • We use no article when referring to lakes, single islands, individual mountains: Lake Ontario, Ibiza, Snowdon • We use no article with most geographical names, continents, countries, cities and towns, states: Europe, England, Glasgow, Arizona, (exceptions: the USA, the UK, the Czech Republic, the Hague) • We use no article when we are referring to a group, class or species in general: Blackbirds can be seen all year round. It is also possible to use the, but with the singular noun: The red-winged blackbird breeds in wetlands across North America.

9B Uses of will and would Uses of will We use will to talk about: • certainty: We know John will be cooking when we arrive. • deductions: A: Why aren’t they here yet? B: Don’t worry. They’ll have been working late. They’ll ll have got stuck in traffic. They will be sitting in a traffic jam. • typical behaviour: Every afternoon my parents will spend at least 20 minutes discussing the current political situation. It’s five o'clock. Sarah and George will be having their afternoon tea. • typical behaviour that is irritating: He will leave his schoolbag on the floor after he’s come back from school. • insistence: She will scroll through photos when we’re together. If he will come home late, what can he expect?

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• spontaneous decisions made at the moment of speaking: Don’t worry, I’ll help you do this assignment. • predictions or promises in the future: It will be a fantastic opportunity to finally meet the writer. My dad will probably be fixing his bike. By next month, my grandparents will have finished renovating their house. Will not (won’t) replaces refuse in the present tense: He won’t help his sister do her homework. We use will + have + Past Participle to express presumptions about the past. As you will have noticed, the report contains some factual mistakes. (You have probably noticed./I’m sure you have noticed.) Uses of would Would is used: • in conditional sentences, to talk about hypothetical situations in the present or in the past: If I were you, I would join the choir. If we had known about the concert, we would have bought tickets. • in reported speech when the reporting verb is in the past form to report will: He promised he would come to see us. • to talk about predictions or promises made in the past for what was then the future: It would be a fantastic opportunity to finally meet the writer. We knew John would be cooking when we arrived. By the follo