3

Life skills

3.1 Challenges
GOALS

Talk about challenges and success

Vocabulary & Listening

challenges and

success
1

Work with a partner. What do you find difficult to resist?

For example: buying clothes, spending too much time
online, eating junk food.

Work with a partner. Look at the photo. The children are

trying to resist the temptation to eat the marshmallow.
Which child do you think is more likely to succeed? Why?

3.1 Listen to the first part of a talk on the Marshmallow

Test results. What was Mischels experiment?

4

3.2 Listen to the rest of the talk and answer the questions.

Check your answers with a partner.

Talk about ability

3.3 Complete the phrases in the text with the verbs in the

box in the correct form. Then listen and check your answers.
avoid be deal give
succeed in wait

PRONUNCIATION

make (x2) prefer

resist

rise

word stress

6 a Work with a partner. Say the verbs in the box aloud and

mark the stress on each verb.

achieve avoid
succeed

manage

observe

prefer

resist

b What is the most common stress pattern in verbs with

two syllables?

1 How long did the children have to wait without eating

the marshmallow?
2 How many of them failed the test?
3 In what ways were the children who didnt eat the
marshmallows more successful in later life?
4 How did the successful children manage not to eat the
marshmallow?
5 Why is it important to be able to wait for something
youwant?

c 3.4 Listen, check and repeat.

The Marshmallow Test

In the Marshmallow Test, researchers left four-yearold children alone in a room with a marshmallow. If the
children managed to 1 resist temptation and not eat the
marshmallow, the researcher promised them a reward of
two marshmallows. However, most of the children found it
difficult to 2
patient and 3
in before
4
the time was up. They
to have something
immediately rather than 5
for what they really
wanted. The researchers found that, as adults, those
children who could 6
to the challenge were
generally much more successful than the others.

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The best technique was to 7

thinking about
the marshmallow at all. The successful children 8
with the problem by looking away or covering their eyes.
If they didnt think about the marshmallow, they didnt have
to 9
an effort not to eat it.
When Mischel taught a different set of children this
waiting
technique, nearly all the children 10
the full time. Learning these techniques can help in adult
life because being able to wait helps us to 11
the
right choices.

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3.1

3.4

3.5

can/cant, could/couldnt, (not) manage to, (not) succeed in,

and (not) be able to in the correct form.

1 What kind of things do children find hard to wait for?

2 What happens if children get everything they want
immediately?
3 How can children learn to be patient?
4 What techniques do you use when you need to resist
temptation? For example, avoid thinking about it,
promise yourself a reward later,

3.3

9 a Work with a partner. Complete the tips in the blog using

Work with a partner and discuss the questions.

Grammar & Speaking

3.2

Home > Success > How to succeed

How to succeed

ability

Remember that you 1

choose to resist temptation if you want to.
Just because you 2
stop yourself yesterday, doesnt mean you
3
never do it.

Read the information in the Grammar focus box. Match

sentences ae to 15 in the box.
a Some ate it straightaway, some managed to wait a while
before giving in.
b Only 30% of the kids were able to wait the full fifteen
minutes.
c The kids who couldnt resist temptation were generally
less successful.
d When he taught the children some simple techniques
nearly all the children succeeded in waiting the full
fifteen minutes.
e you will be able to make better decisions about
your future.

Think about something else. If you

turning your
attention away from the chocolate for a while, you
may forget about it altogether.
Stop for a minute. Perhaps you felt you
spare the
time to go for a run yesterday? But if you stopped
and really thought about it, youd see it was much
more important than many of the things you did
6
do.
5

Think ahead. Plan for the future and you will

achieving your
goals.
7

GRAMMAR FOCUS ability

Present and past

Never buy things on impulse. Go home and think

about it. If you really like it, you 8
(still) buy it
tomorrow, or next week.

To talk about general ability, we use can/cant + infinitive or

am/are/is able to.
To talk about doing or not doing something with some
difficulty, we use (dont/doesnt) manage to + infinitive/
succeed in + -ing.

Spend time with people who are

resist
temptation themselves. Pick up some valuable
lessons by observing someone whose patience you
admire.

In the past we use:

a could/couldnt or was(nt)/were(nt) able to + infinitive
(general ability) 1
b was(nt)/were(nt) able to (on a specific past occasion)
2

c (didnt) manage(d) to/succeed(ed) in (with some difficulty

4
on a specific past occasion) 3
Future

b Work with a partner or in small groups. Which are the

most useful tips? Put them in order ofusefulness.

10

To talk about future ability we use:

a will/wont be able to + infinitive (general ability and on a
specific future occasion) 5
b will/wont manage to + infinitive/will/wont succeed in +
-ing (with some difficulty on a specific future occasion)
If you work hard, Im sure youll manage to get the grades
you need.

TASK

Work with a partner. Tell your partner about

something you can do now that you couldnt do a few

years ago.
a time when you succeeded in resisting temptation.
a time when you managed to deal with a problem
successfully or make the right choice.
something you hope you will be able to do in the future
and how you plan to do it.

Grammar Reference page 140

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3.2 Faking it?

GOALS

Talk about work skills

Vocabulary & Reading

Talk about obligation, permission and possibility

work skills
Sunday, 20 April

Work with a partner. Look at the two jobs in the photos and
decide what skills, apart from cooking skills, are needed
for each job.

Review
Last nights TV
The best thing on TV last night was Faking It. It takes
someone with no experience in a particular job and sends
them to live and train with an expert for four weeks. They
then have to take part in a contest against professionals,
and a panel of expert judges decides which participant
is the faker. At the beginning of the programme, we met
Ed working in a fast food van in all weathers, selling chips
and burgers. In this job he didnt need to do much apart
from arrive at work on time and be reasonably pleasant
to people. All this changed as he had to learn how not
to be pleasant to people as a head chef in a top London
restaurant.

Work with a partner. Read the newspaper review of a

recent television programme and discuss these questions.
1 Did the participant succeed in his challenge?
2 What difficulties did he face?

Would you enjoy learning to do something completely new

in four weeks? Why/Why not? Discuss with a partner.

Look at the list of skills below (113).

1
2
3
4
5
6
7

being a good leader

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

8
9
10
11
12
13

solving problems
being reliable
managing a team
multitasking
setting goals
working hard

According to Eds teacher, one of Londons top chefs, to

succeed as a chef you must have a passion for food, the
ability to run a team, confidence, work to very precise
times, and be able to cook.
So, could Ed cook? He explained his technique was to wait
until the burger went brown on both sides; 1 he didnt have
to do much more. To test his skills, his teacher asked him
to cook the food in his fridge, 2 telling Ed he could prepare
it any way he wanted. The results were not good. Even the
vegetables were overcooked, as Ed didnt realize that 3 he
didnt need to boil carrots for an hour or more.
But Eds biggest problem was that he hated telling people
what to do. As the top chef explained to Ed, 4 he couldnt
be a head chef and be nice. Ed was shocked to realize
that 5he couldnt say please and thank you all the time if he
wanted the team to respect him. 6 He also had to learn how
to walk and stand more confidently.
Amazingly, after four weeks of hard work and quite a
few problems, none of the judges realized that Ed was a
complete beginner. In fact, one offered him a job as a chef.

Whichskill(s) is/are about ?

working with other people
managing limited time
using your intelligence

being a good boss

being a good worker

Some skills can be in more than one category.

5

28

Work in small groups. Decide together which skills Ed

needed for both jobs. Give reasons for your choices.

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3.1

3.3

3.4

3.5

7 a Complete the text which compares Eds old job with his

obligation,
permission and possibility

Grammar & Speaking

3.2

new one, using the verbs from the Grammar focus box.
Sometimes more than one answer is possible.

Read the information in the Grammar focus box. Look at

phrases 16 in the review on page 28 and match them to
rules af in the box.

When he was working in the burger van, Ed

1
be reliable and turn up
for work on time. He also 2
be polite to the customers. However, he 3
take much responsibility as his boss dealt with the
money. He 4
get up early because
the van opened at 11 a.m. When he wanted to, he 5
even take a day off work.

GRAMMAR FOCUS obligation, permission and

possibility

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

Now that hes training to be a chef, its very different.

He 6
manage a team, even
though he finds it difficult to tell people what to
do. Its also a very high-pressure job, so he
7
work to tight deadlines.
However, he 8
work outside
any more, and he 9
take home really
nice food when the restaurant has closed.

If it is necessary or obligatory NOT to do something, we

use mustnt, and dont have to/dont need to if it isnt
necessary or obligatory.
Past
If something was necessary/obligatory, we use had to.
a

b 3.5 Listen and check your answers.

We cant use must with this meaning in the past.

If something wasnt necessary, we use didnt have to/
didnt need to.

Work with a partner. Student A, turn to page 127. Student B,

turn to page 133.

b
c

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

permission and possibility could/couldnt

b How did you acquire these skills? For example:

Present
We use can/cant if something is/isnt allowed or possible.
Past
If something was/wasnt allowed or possible, we use could/
couldnt.
d
e
f

Grammar Reference page 141

Im good at working in a team. I used to be captain

of the football team. I had to take responsibility for
choosing the right players. I could
Make similar notes about each of the skills you chose.
c

TASK

Work with a partner. Ask each other these questions.

What are your three most important skills?

What three positive things would your last boss/team
colleagues/friends say about you?

Give full and convincing answers, with reasons and examples.

VOX POPS VIDEO 3
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3.3 Vocabulary and skills development

GOALS

Reading & Speaking

Recognize complex noun phrases (1)

complex noun

Use compound adjectives

4 a Look at the numbered sentences in the article. Underline

the subject and circle the verb.

phrases(1)

b Decide if the statements are true (T) or false (F). Correct

1

Work with a partner. Have you ever done any of these

things? How did you feel?
a taken a very important exam
b made a speech or presentation to a large number
of people
c sung in public
d had an interview for a job you really wanted

the false statements.

1 Its difficult to find information on the internet about
how to reduce your stress.
2 The Social Stress Test is a way of measuring stress.
3 The signs of stress show that you are ready for a difficult
experience.
4 Only one group had some damage to their body.
5 Some people think these results are difficult to prove.

2 a Read the information in the Unlock the code box about

recognizing complex noun phrases.

UNLOCK THE CODE

recognizing complex noun phrases (1)

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

Main verb

Making a speech

is

sometimes hard
to do.

Learning these new

techniques

helps

in later life.

One of the test groups

experienced

symptoms of stress.

One group who took part

in the experiment

were told

nothing.

Work with a partner and discuss the questions.

1 How would you feel in the situations in the Social
Stress Test?
2 Do you agree that stress can sometimes be good for you?
3 How do you feel after a challenging experience?
Health and Fitness > Stress

When you read, it is important to be able to identify the subject

and the main verb quickly.

b Look at the statements. Underline the subjects and circle

the verbs.
1 Stress can actually be good for you.
2 Taking an important exam often causes people to
lose sleep.
3 Speaking in front of a large group of people can be
very stressful.
4 People who are most under stress show physical signs
such as shaking or sweating.
3 a Look at the photos and the title of the article. What do you

think the article will say? Discuss with a partner.

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

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Stress could be good for

you if you believe it is
Have you ever given a talk or speech to a large
group of people? If so, youll probably remember it
as a very stressful experience you sweat, your
mouth goes dry, your heart starts beating fast.

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3.1

Vocabulary & Speaking

3.3

3.4

3.5

c Read the information in the Vocabulary focus box about

compound adjectives

compound adjectives and check your answers.

6 a Look at these compound adjectives from the article.

VOCABULARY FOCUS compound adjectives

Which nouns do they describe?

Compound adjectives are generally made up of two words,

usually either becoming a single word or joined by a hyphen.
Here are some of the most common forms they can take.

a stress-producing
b five-minute

1 ending in a past participle: left-handed, short-sleeved

2 ending in -ing: good-looking, hard-working
3 ending in a noun: two-hour, full-time

b Can you think of compound adjectives which match

definitions 16?
1 describes somebody who uses
their left hand to write
2 another word for beautiful or
handsome

3.2

-handed

7 a Add a word from the box to make a compound adjective.

good-

going hand known made

speaking star
-time

3 the opposite of part-time

4 an adjective which means that
something lasts two minutes

two-

5 describes a shirt which has short

sleeves

short-

1
2
3
4

easyhomefiveover-

5
6
7
8

page

priced

500secondEnglishwell-

b Work with a partner. What do you think the compound

6 describes a person who works hard hard-

adjectives mean?
c 3.6 Listen and mark the main stress in each one.
d 3.6 Listen again and practise saying the words.

Like . Comment . Share

8
And most people believe that stress is bad for you.
1 Putting reduce your stress levels into Google gets you
34 million hits. Articles in the newspapers or on health
websites are always telling us how to reduce our stress levels.
2 Titles like 23 scientifically proven ways to reduce stress
right now! are common.. But what if it isnt actually true?

1 Have you ever bought a

car?
2 When you were young, did you ever wear
clothes?
3 Would you rather read a
novel or
watch a six-hour film?
4 When was the last time you thought something was
in a shop?
5 Who is the most
musician in your
country? Do you like him/her? Why/Why not?
6 Do you prefer a very strict or a very
teacher? Why?
7 Have you ever stayed in a
hotel?
Where? When?
8 Can you name five
countries?

Experiments with a technique called the Social Stress

Test suggest that stress is only harmful if you believe that
it is.. In the experiment, two groups of people were asked
to perform a series of stress-producing actions, such as
doing a maths test while the instructor shouted, Faster!
faster! Thats not very good! Or giving a five-minute talk
to a group of experts who were pretending to be bored.
3

But the two groups had been treated differently before

they took the test. The first group had not been told
anything, whereas the second group were told that stress
is good for you, and that 4 the dry mouth and beating
heart are the bodys way of preparing you for a challenge.
Amazingly, the results were quite different. 5 The people
who had been told nothing showed signs of damage to
the blood vessels around the heart,
heart while those of the
other group were normal as if they were not under
stress at all.

Complete the questions with the compound adjectives in

exercise 7a. Sometimes more than one answer is possible.

TASK Work with a partner. Ask and answer the questions in

exercise 8. Report the most interesting answers to the class.

These results have been confirmed by other tests.

tests It
seems that the effects of stress depend on what you
believe about stress!
6

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3.4 Speaking and writing

GOALS

Give practical instructions

Listening & Speaking

1

practical instructions

Write a paragraph supporting an opinion

3 a 3.8 Listen and complete the instructions.

1
2

Look at the photos. What do you think a Litre of Lightis?

you do is cut a hole in the metal.

done that, put the bottle in the
hole in the metal ...

the glues
,
fill the bottle with water
4
that, its time to go to the roof.

Alfredo Moser, a Brazilian mechanic, invented the Litre

of Light in 2002. Many thousands of homes around the
world now have light for free, using no electricity.

b 3.8 Compare your answers with a partner. Listen again

Ed Share/ Joanna kerr

B1+CB

and check.
PRONUNCIATION

CB032c-g

pauses in instructions

We often put pauses in instructions to help people understand.

4 a 3.9 Listen and finish marking the pauses in the

instructions below.
Next, // rub the bottle with sandpaper. // When youve
done that, put the bottle in the hole in the metal and glue
the bottle in place.
b Practise giving the instructions clearly.

2 a Look at the illustrations. Describe what you see in each.

5

Work in small groups and give instructions on how

to do something.
TASK

1 Choose a skill you are good at and make brief notes on

how to do it. Include five steps.
2 Use the information in the Language for speaking box.
Add pauses to make the instructions clearer.
3 Work in small groups. Give each other the instructions.
When you listen, ask questions to make sure you
understand.

LANGUAGE FOR SPEAKING giving instructions

4

b 3.7 Listen to the instructions and complete 16 with one

word in each gap.

1
2
3

a hole in the metal sheet.

the plastic bottle with sandpaper.
the bottle in the hole in the metal and
it in place.
4
the bottle with water and
tenmillilitres of bleach.
5
the
on the bottle.
6
a hole in the roof the same size as the bottle.

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Putting instructions in order

The first thing you do is
When youve done this,
Explaining or showing
You do it like this.
Let me give you an example.
Asking questions
How do you ?
Can you say that part again?

While youre doing this,

After doing this,
Let me show you.
Make sure
OK, what next?
Can you show me?

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3.1

Reading & Writing

writing an opinion

3.4

3.5

1 Some people say that older people who continue

to learn new things, such as / as well language and
computer skills, stay healthier.
2 Research seems to show that learning new skills is good
for our brains; for instance / on top of that, the activity
of learning improves our memory.
3 A new hobby gives us something to talk about with
our friends and family. Too / In addition, research has
shown that our happiness levels increase as we learn.
4 Learning helps us to stay interesting, too / such as,
because it gives us new experiences and makes us solve
new problems.

Work in small groups and discuss the questions.

1 What was the last thing you learned to do?
2 Do you think its important to learn new things as we
get older? Why/Why not?

3.3

Work with a partner. Choose the correct options to complete

these sentences on the same topic as in the article.

paragraph
6

3.2

Read the paragraph from an article in an educational

magazine.
1 What is the writers general opinion?
2 Which phrase shows the writer is giving their opinion?

TECHNOLOGY OPINION
Nowadays the idea that learning is only
for children is obviously not true. It
seems to me that as an adult you cant
rely on what you learnt in school to
get by any longer. Technology at work
and at home, such as computerized
household appliances, tablets and mobile
phones, are an essential part of everyday
life. On top of that, all these devices
are constantly developing. So, if you
want to be able to function in the 21st
century, you have to keep learning and
developing, too!

8 a Read the paragraph again and underline one phrase for

adding information to support the idea and one for giving

an example.
b Compare with your partner. Then read the information in

the Language for writing box to check.

LANGUAGE FOR WRITING supporting an opinion

Support an opinion by adding more information and giving
examples.
Adding more information
On top of that, /In addition,

TASK Work with a partner. Choose a topic and discuss

your opinions.

Everyone should learn how to do something new

after the age of fifty.
Companies should pay for their employees to receive
training and education.
Adults can be better at learning new things than
children.
b Make a note of three main points to support your opinion.

Think of examples for each point.

Its important to learn new things. In addition, it seems that

learning new things is actually good for your brain.
also

10a

as well.

c Now write the paragraph. Use the phrases in the Language

for writing box to support your opinion with extra

information and examples.

Its important to learn new things and it seems its actually

good for your brain as well.
Giving an example
such as
for instance,

for example,

English and French used to be the most important

languages to learn, but now other languages are becoming
increasingly essential, e.g. Chinese and Arabic.

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3.5 Video
A womans life: 1914 vs 2014
1

Look at the photos. Work with a partner and discuss the

possible connection between the three photos.

How do you think life was different for women in Britain

one hundred years ago? Discuss your ideas with a partner.
Write one idea for each heading.
Family Life
Marriage

Work
Womens Rights

Watch the video. Did the presenter mention any of your

ideas from exercise 2?

Watch again and choose the correct options to answer

the questions.

1 How many people visit the museum every year?

a About half a million.
b Nearly a million.
2 Why didnt many women receive a full education about
one hundred years ago?
a Only a few schools allowed girls to complete their
education.
b It was unusual for girls to stay at school until
eighteen years old.
3 What had the suffragettes achieved by 1914?
a They had changed the lives of many women.
b They had persuaded society to pay more attention to
womens rights.
4 Which women got the vote in 1918?
a The women who had carried out certain jobs during
the First World War.
b Property-owning women who were also over a
certain age.
5 What does the presenter say about women in Britain today?
a There are more working women than at any other
time in history.
b The number of women at work is increasing faster
than the number of men.
5a

TASK Work in small groups. Make a list of five skills

needed in society one hundred years ago. Then make a list
of five skills needed today. Are the lists very different?

b Compare your lists with another group. Which skills do

both groups agree are important in society today?

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OUP/ Art Ed Share/ Joanna kerr

Navigate B1+CB

OUP/
OUP/
Art
Ed
Share/
Joanna
kerr
OUP/Art
ArtEd
EdShare/
Share/Joanna
Joannakerr
kerr
Navigate
Navigate
B1+CB
B1+CB
NAVB1PCB035a-d
Navigate B1+CB

Review

3.1

3.2

3.3

3.4

3.5

NAVB1PCB035a-d
NAVB1PCB035a-d
NAVB1PCB035a-d

1 a Cross out the options which are not possible.

6 a Complete the conversation with the phrases in the box.

1 I couldnt / cant / wasnt able to swim until I was nearly ten.

2 It was difficult, but I finally succeeded in / managed to /
was able to learning.
3 However, I still couldnt / cant / can swim very far.
4 I managed to / could / succeeded in pass my driving test
the third time I took it.
5 I was quite good at driving, but I couldnt / wasnt able
to / managed to park correctly.
6 After I passed, I can / was able to / managed to drive to
see my parents.
b Work with a partner. Explain why the forms you crossed

out are incorrect.

2 a 3.10 Listen and write the sentences you hear.
b Work with a partner. Decide if the sentences are about

obligation (O), lack of obligation (LO), permission (P) or

lack of permission (LP).
3 a Match 15 to ae to make expressions.

1
2
3
4
5

be
deal
make
resist
rise

a
b
c
d
e

temptation
the right choice
with a problem
to a challenge
patient

Make sure let me show you What next

The first thing you do is While youre doing that
How do you you do it like this

b Choose one of the completed phrases and tell your partner

about a time in your life when you did this.

4 a Which verb can be used with each group of phrases?

1 be / have a good leader, confident in yourself, reliable

2 deal / manage a team, tight schedules
3 make / work hard, well under pressure
b Which three skills are most important for a manager?

Discuss with a partner.

B
A

B
A

5 a 3.11 Listen to the first part of six compound adjectives

and complete them with a word from the box.

-going -hand -known -looking -speaking

-working

b Write a sentence using each completed compound

adjective. Compare your answers with a partner.

1
to put some flour
in a bowl, with a little salt. Then you crack an egg into
the bowl.
Im not very good at that. 2
crack the egg without getting bits of shell in the bowl?
No problem, 3
. Look,
you crack it on the edge of the bowl, like this. Then you
mix it in and add the milk.
4
you mix it very
thoroughly, so there arent any lumps.
5
?
Then you have to wait for about thirty minutes.
6
you can get ready
whatever you want to put on the pancakes. Then you
heat some oil or butter and put some mixture in the
pan. When the first side is cooked, you flip it over.
Look, 7
.
Wow! Thats clever.

b 3.12 Listen and check your answers.

c Work with a partner. Write a similar conversation

explaining how to do something, using the phrases in

exercise 6a.
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