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Foreword
English is the world’s global language and has become essential for people who wish
to travel and enjoy English language culture. English is all around us, but we know how
difficult it can be if you don’t understand or can’t join in. English may not be the most
spoken language in the world, but it is the official language in a large number of countries. It
is estimated that 2 million people in the world use English to communicate on a regular
basis.

Also, English is the dominant business language and it has become almost a necessity
for people to speak English if they are entering a global workforce. Many types of research
from all over the world show that cross-border business communication is most often
conducted in English.

As English is the language used in International communication, mastering it has

become compulsory for societies and individuals who want to participate in the global
market. With this consideration in mind, this book is written to meet the needs of learners in
an EFL (English as a Foreign Language) to use English in their daily lives, especially for
speaking and listening mastery.

English Active Communication is specifically designed to make learners proficient

conversationalist. Besides, this book is designed to uphold the three underlying principles to
complement GOLDEN ENGLISH’s teaching and learning methodology: fun learning,
learning more than just English, and learning how to learn. GOLDEN ENGLISH –
Academic Affairs.

UPPER INTERMEDIATE 1 i
 CONTENTS

UNIT 1 - SMART CITY ………………………………………..….………………………….. 1

UNIT 2 – SIXTH EXTINCTION ………………………….………..………………...……... 12

UNIT 3 – CULTURE SHOCK …………………………………………….………………… 21

UNIT 4 – BIG FAILURES ……….…………………………………..……………………… 28

UNIT 5 – NO CAMPING WITHOUT PERSMISSION …..……………………………..... 36

UNIT 6 – CUTTING EDGE OF TECHNOLOGY ...……………………………...…..…… 45

UNIT 7 – WONDERLUST …………………………………………..………………………. 55

UNIT 8 – Z GENERATION ……………………..…………………………………..………. 66

UNIT 9 – RENEABLE RESOURCES……………………………………………………….. 75

UNIT 10 – VEGETARIANISM………………………………………………………...…….. 84

UPPER INTERMEDIATE 1 ii
UNIT 1

SMART CITY

After finishing this lesson, you will be able to

▪ describe smart city

▪ talk about big city: critics and suggestions for a better city
▪ understand about prohibition: be supposed to and be allowed to

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 1 SNAPSHOT
Read this text and complete these sentences.

1. Cities around the world are ____.

a. growing b. getting smaller c. unchanged
2. By 2050 ____ of the world’s population will live in urban areas.
a. a half b. less than a half c. more than a half
3. Many European cities are attracting migrant workers from _____.
a. other parts of Europe
b. outside Europe
c. USA
4. Successful cities have a ____ migrant population.
a. lower b. stable c. higher
5. It is not only important to attract foreign-born workers,
but it is also important to ____ them.
a. keep b. teach c. study
Discuss the following questions.

- What are some advantages of living in a big city?

- What are some of drawbacks of living in a big city?

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 EXERCISE 1 Individual work Match the words and phrases at the top to their definitions.

1. Accommodation 2. Afford 3. Flat 4. Grateful

5. Greedy 6. Jealous 7. Keen 8. Landlord
9. Leave Off! 10. Loads 11. Matter 12. Mission
13. Offend 14. Reasonable 15. Sensitive 16.Shared House
17. Upset

a. a lot of (informal) j. have enough money to buy or do

b. a person who owns and rents out a flat, a something
house, etc. k. house that you live in with other people
c. a place to live who are not family
d. a set of rooms for living in which are part l. hurt somebody’s feelings
of a larger building m. showing or expressing thanks, especially
e. an excessive desire for food, drink, etc. to another person
f. an important job that someone believes it n. the reason for pain, worry or a problem
is their duty to do o. unhappy and angry because someone has
g. based on or using good judgment and something or someone you want
therefore fair and practical p. used to tell someone to stop being
h. easily affected in an emotional way annoying
i. enthusiastic about something or someone q. worried, unhappy or angry

2 WORD POWER Characteristics of smart city

Individual work Please watch the video and find the meaning of the
EXERCISE 2 vocabulary below!

https://www.youtube.com/watch?v=A
vftgw4qv_4

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 Vocabulary Meaning
Viable
Fair
Sustainable Development
Environment
Livable
Streetlights
Open Up
Standby Lighting
Charging Station
Plug In
Switch On
Waste Collection
Container
Watering System
Detect Leaks

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 In pairs work Take a look on these pictures! Please give examples of cooperation
EXERCISE 3 between citizen and government in creating smart city based on the following
words with your own words and discuss it with your pairs!

Words Definitions
Constituents: - sharing economy such as GoJek, & Tokopedia.
Engagement
Smart Economy
Collaboration
Smart People
Transparency
Inclusion
Domains:
Mobility
Security
Smart Governance
Education
Smart Mobility
Living
Environment
Economy
Infrastructure:
Information & Smart Environment
Communication Technology Smart Living
Cybersecurity& Analytics

Goals:
Economic Competitiveness Smart Economy
Sustainability Quality of Life

UPPER INTERMEDIATE 1 5
 STUDY THESE!
BE SUPPOSED TO (EXPECTATION)
Supposed to in this sense
a. I am supposed to manage
means that something should
the city before I retired, but
be done because it is the law,
I am getting sick and I
the rule or the custom.
must be retired earlier.
Be Supposed to + infinitive =
Should a. I was supposed to go to
In the past tense, it is used to
Nusa Lembongan for a
mean that something was
conference last year but
planned or intended to
then I had to attend another
happen, but did not happen.
meeting in Jakarta.

BE ALLOWED TO (PROHIBITION)

a. Will journalists be allowed

to ask questions about When we talk about
sinking issues in our permission but we are not
Be Allowed to + infinitive = Can country? actually giving, refusing or
b. The citizen asking for it, we can use be
isnot allowed to interfere allowed to.
in the regulation arranged
by the government.

EXERCISE 4 Individual work Practice using be supposed to and be allowed to.

1. Give some examples of your expectation but it didn’t happen.

_______________________________________________________
_______________________________________________________
_______________________________________________________
2. Give some examples of “prohibition” that you will give to people around you.
_______________________________________________________
_______________________________________________________
_______________________________________________________

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 Individual work Please answer the questions bellow by choosing the option in the
EXERCISE 5
brackets

1. I (was/were) (suppose / supposed to) be at my flat yesterday, but I wasn't.

2. We (is / am / are) (suppose / supposed to) meet at eight. Can you hurry up?
3. You (is / am / are) (suppose / supposed to) stop at the stop sign.
4. I (is / am / are) (suppose / supposed to) be there before seven but I am often late.
5. I (is not / am not / are not) (suppose / supposed to) to smoke here. This is a playground.

EXERCISE 6 Individual work Please answer the questions bellow by choosing the option in the
brackets
1. My roommate reminded me that we (are not allowed to / don't let) use electronically operated
devices on the plane.
2. The hotel management (is allowed / lets) us to use the mini bar in our room.
3. Nobody (is allowed to / lets) smoke at the gas station.
4. Rulemakers (are not allowed / do not let) to spill the information before they get permission fromthe
House of Representatives.
5. I (am not allowed to / don't let) take a walk in the downtown.

Individual work Check your grammar: Tick True or False for these sentences
EXERCISE 7 about be supposed to and be allowed to.
No Sentences True False
1 “I don't know if it would be allowed", replied the officer in a weak voice.
2 She is suppose come earlier to my apartment.
3 They is not supposed to go to countryside today.
4 We are suppose to talk about climate change.
5 The President is not allowed the stakeholders to import rice in order to
protect local rice farmers.

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 3 LISTENING Magnets and glue
- Pre-Listening >> Read the text below!
Keywords: Magnets attract and glue makes things stay in place
Do you know what are the ‘magnets and glue’ of a city?

Listen to the audio and make a list of the ‘magnets’ & ‘glue’ based on the audio. Then answer
this mini quiz!
Which one of these examples are ‘magnets’ and ‘glue’ of the city according to the audio?

2. a variety of job 4. presence of other

1. availability of jobs 3. affordable housing
opportunities migrants

7. access to community
5. a city’s reputation 6. educational opportunities
activities

https://www.teachingenglish.org.uk/sites/teacheng/files/OpenCities4.mp3

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4 WRITING Critics and suggestions for a better city
EXERCISE 8 Work in Pairs Look at the pictures! What kind of critics and suggestions you can
give based on the pictures?

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5 SPEAKING Living in a big city
EXERCISE 9 Small Group Discussion Look at this map! Discuss how cities can attract new
people. Brainstorm a list of ideas and write them on your paper.

Answer these questions!

1. Can you name some of
these cities?
2. Some cities are losing population,
while other cities are growing.
Why do you think this is
happening?
3. How can cities attract new
people?
4. What do you think about living in
a big city?
5. Please describe about what
you can do and what you
cannot do ina big city?

6 CASE STUDY Jakarta, the fastest-sinking city

EXERCISE 10 Group work Share your thought based on the following issue. Try to figure out
what factors and why those can happen. It’s a debate time!

Jakarta, the fastest-sinking city in the world

The Indonesian capital of Jakarta is

home to 10 million people but it is also one of the
fastest-sinking cities in the world. If this goes
unchecked, parts of the megacity could be
entirely submerged by 2050, say researchers. Is
it too late?

https://www.bbc.com/news/world-asia-44636934

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UPPER INTERMEDIATE 1 11
UNIT 2

SIXTH EXTINCTION

After finishing this lesson, you will be able to

▪ understand some vocabularies about extinction

▪ practice using modal verbs 2: could have, should have, and would have
▪ talk about sixth extinction: green energy, human faults, and environment

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 1 SNAPSHOT
Word Search: Look in your dictionary/computer to find collocates, other meanings, information, synonyms
for the words ‘woolly’ and ‘mammoth’.
Woolly Mammoth
i.e.: Woolly mammals i.e.: Mammoth trees

• Share your findings with your partners.

• Make questions using the words you found.
• Ask your partner / group your questions.

Pairs work Factors: which of these are most responsible for the extinction of
EXERCISE 1
animals? Rank them and share your rankings with your partner. Put the most
responsible at the top. Change partners and share your rankings again.

• Hunting • Deforestation
• Other animals • Zoos
• Climate change • Introduced species
• Pollution • Diseases

2 WORD POWER Extinction

EXERCISE 2 Individual work Please match the following synonyms.

1. Come up with a. Vanished

2. Theory b. Destiny
3. Died out c. Chewed
4. Starved d. Hypothesis
5. Munched e. Wandered
6. Warning f. Considerable
7. Major g. Discovered
8. Roamed h. Animals
9. Creatures i. Caution
10. Fate j. Died of hunger UPPER INTERMEDIATE 1 13
 EXERCISE 3 Individual work Phrase match: sometimes more than one choice is possible.

1. Come up with a. Habitat

2. Hunted to b. Ago
3. 21 millennia c. Death
4. Starved to d. Today’s large animals
5. The mammoth had fewer e. Extinction
6. Prehistoric f. To climate change
7. Losses of g. Fate
8. The plight of h. A new theory
9. Become extinct due i. Times
10. Suffer a similar j. Areas to graze

STUDY THESE!
Could Have / Couldn’t Have

Could Have / Couldn’t Have + Past• - They could have won the race, but they didn't try hard
Participle • enough.
Means that something was possible in• - I couldn't have arrived any earlier. There was a terrible
the past, or you had the ability to do • traffic jam
something in the past, but that you
didn't do it. • (= it was impossible for me to have arrived any earlier).

Should Have / Shouldn’t Have

Should Have / Shouldn’t Have + Past

Participle • - I should have studied harder! (= I didn't study very
hard and so I failed the exam. I'm sorry about this
Can mean something that would have been a
now.)
good idea, but that you didn't do it. It's like
• - I shouldn't have eaten so much cake! (= I did eat a
giving advice about the past to someone else,
lot of cake and now I don't feel good.)
or regretting what you did or didn't do when
you're talking about yourself.

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Would Have / Wouldn’t Have

Would Have / Wouldn’t Have + - I would have called you, but I didn't know your number.
Past Participle (= I wanted to call you but I didn't know your number, so I

To talk about something that you didn't call you.)

wanted to do but didn't. This is very - That would not have happened but she did not obey it.

similar to the third conditional, but (= The reality showed that it happened because she did not

we don't need an 'if clause'. obey it.)

Individual work Build up sentence: practice using could have / couldn’t have,
EXERCISE 4
should have / shouldn’t have, and would have / wouldn’t have.

1. Give some examples using could have or couldn’t have.

_______________________________________________________
_______________________________________________________
_______________________________________________________

2. Give some examples using should have or shouldn’t have

_______________________________________________________
_______________________________________________________
_______________________________________________________

3. Give some examples using would have or wouldn’t have

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 _______________________________________________________
_______________________________________________________
_______________________________________________________

Individual work Please answer the questions by changing the verb into past
EXERCISE 5
participle.

1. I could have (buy) bread but I didn't know we needed it. (past possibility)
-
2. She shouldn’t have (start) saving money years ago! (past advice / regret)
-
3. We shouldn’t have (invite) so many people to our party! I'm worried that we won't have enough room
for everyone. (past negative advice / regret)
-
4. We would have (join) you at the restaurant, but we couldn't get a babysitter. (past willingness)
-
5. The weathercouldn’t have (be) any worse! (past negative possibility)
-

EXERCISE 6 Individual work Please answer the questions below by choosing the option in the
brackets
1. I (could have/couldn’t have) arrived on time, even if I'd left earlier. There were dreadful traffic jams all
the way. (past negative possibility)
-

2. They (could have/couldn’t have) won the football match, but John hurt his ankle. (past possibility)
-

3. Jeanne (would have/wouldn’t have) finished the work, but she felt ill and had to go home. (past
willingness)
-

4. Fidelia (should have/shouldn’t have) left earlier. She missed her flight. (past advice/regret)
-

5. Travis (could have/couldn't have) finished the game, even if we'd wanted to. It was raining very hard
and we had to stop. (past negative possibility)
-

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 Individual work Check your grammar: Tick True or False for these sentences
EXERCISE 7
about be supposed to and
No Sentences True False
I shouldn’t have eat so much chocolate! I feel sick! (past negative
1
advice/regret)
Amy could have passed the exam if he'd studied a bit more. (past
2
possibility)
Chet wouldn’t have called Amy, but he didn't have her number. (past
3
willingness)
You shouldn't have been rude to him. He's going to be really angry now.
4
(past negative advice / regret)
She could have come to the restaurant if she'd left work earlier. (past
5
possibility)

Individual work Answer the questions by choosing the option from the brackets
EXERCISE 8
and changing the verb into verb 3 or past participle

1. Ariana (shouldn't have/couldn’t have/wouldn’t have) (take) this job. I can see you're not enjoying it.
(past negative advice/regret)
-

2. The race was really difficult. She(shouldn't have/couldn’t have/wouldn’t have) (win) because she's not
fit enough. (past negative possibility)
-

3. Our neighbours(shouldn't have/couldn’t have/wouldn’t have) (cut) down the tree in their garden. It was a
really beautiful tree. (past negative advice/regret)
-

4. The children (should have/could have/would have) (do) their homework last night. Then they wouldn't
be panicking on the way to school. (past advice/regret)
-

5. I'm really cold! I (should have/could have/would have) (bring) my coat. (past advice/regret)
-

UPPER INTERMEDIATE 1 17
 3 LISTENING Woolly Mammoth
Listen carefully to the audio and read the options in the box. Fill out the blank spaces based on
the audio by choosing the right words from the box.

hunted similar
parts major
relatives roamed
starved human
fewer warning
theory due
caused losses
survive plight

The Extinct of Woolly Mammoth

Scientists have come up with a new ____________ on why woolly mammoths became extinct
21,000 years ago. Up until now, people have believed that mammoths, the 3-metre-high ____________ of
elephants, died out because they were ____________ to extinction. New research shows they ran out of
grass, and that was ____________ by global warming 21 millennia ago. Researchers from the UK’s Durham
University suggest the hairy dinosaurs ____________ to death because forests took over the grasslands they
needed to ____________. As the Earth became warmer and wetter, forests spread and the mammoth had
____________ areas to graze. "Mammoths had roamed and munched their way across many ____________
of Europe," said lead researcher Professor Brian Huntley.
Professor Huntley said what happened to the mammoths in prehistoric times is a ____________ of
what might happen in the future to today’s large herbivores. “This was a time of ____________
environmental change and ____________ of habitat that may have led to the extinction of…mega-species
that ____________ many parts of the planet,” he said. He had a warning about the ____________ of today’s
large animals: "It is food for thought in these times of global warming and ____________ -induced habitat
change." Other creatures also to become extinct ____________ to climate change were the cave lion, giant
deer, woolly rhino and the cave bear. The research team believe today’s elephants and rhinoceroses could
suffer a ____________ fate.

UPPER INTERMEDIATE 1 18
 4 WRITING Argumentative text about economy and environment
EXERCISE 9 Work in Pairs Write an argumentative essay at least 350 words for the topic
below and choose your stand: a. positive impact or b. negative impact.

The industrial revolution impacted the environment

Positive impact Negative impact

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

5 SPEAKING Sixth extinctions

EXERCISE 10 Pairs work Dying Out: How bad would it be if these creatures died out? Complete
this table with your partner(s). Change partners and share what you wrote. Change
and share again.
How bad?
Elephants
Pandas
Frogs
Pigeons

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Ants
Dolphins

EXERCISE 11 Forum Group Discussion Answer the questions and discuss with your
classmates.

a) How is human activity endangering the lives of animals?

b) Which animals do you think will become extinct next (and why)?
c) What are the chances of humans becoming extinct?
d) What would happen to the world if we became extinct?
e) Would it be better for the world if we became extinct?
f) How much of climate change is human induced?

EXERCISE 12 Group work Write five GOOD questions about extinction in the table. Each
student must write the questions on his/her own paper. When you have finished,
interview other students from different group. Write down their answers.

STUDENT 1 STUDENT 2 STUDENT 3

_____________ _____________ _____________
Q.1.

Q.2.

Q.3.

Q.4.

Q.5.

• Now return to your original group, share and talk about what you found out.
• Make mini-presentations to other groups on your findings.

UPPER INTERMEDIATE 1 20
5 CASE STUDY The factors caused animal extinction
EXERCISE 13 Group work Share your thought based on the following issue. Try to figure out
what factors and why those can happen. It’s a debate time!

1. Mention the endangered animals from

the picture and discuss it with your
friends about their current habitat!
2. Take a look at the picture and find the
factors that make those animals become
extinct!
3. What human must do in order to prevent
extinction?
4. Discuss all of those factors and find the
solution on how to prevent extinction
with your friends?

UPPER INTERMEDIATE 1 21
UNIT 3

CULTURE SHOCK

After finishing this lesson, you will be able to

▪ use if clause type 1 properly

▪ talk about living in UK
▪ discuss population statistic

UPPER INTERMEDIATE 1 22
 1 SNAPSHOT
Answer and discuss the following questions.

1. Have you ever been in a situation where you felt you had
to “do as the Romans do”?
2. What is culture shock?
3. Do you know much about your own culture? What is
considered rude in your culture?

2 WORD POWER Phrasal verbs

Individual work Match the following phrasal verbs with the meanings
EXERCISE 1
below! Then make a sentence for each phrase.

▪ Look after ▪ to have no more of something

▪ Show off ▪ to take care of

▪ Run out of ▪ to brag or want to be admired

▪ Look for ▪ to try to find something

▪ Give up ▪ to stop doing something

▪ Break up ▪ to be careful

▪ Hang out ▪ to escape from a place or suddenly leave

▪ Deal with ▪ to spend time in a particular place or with

▪ Run away a group of friends

▪ Watch out ▪ to handle, take care of (problem, situation)

▪ To come to an end (marriage, relationship)

UPPER INTERMEDIATE 1 23
 STUDY THESE!

CONDITIONAL SENTENCE TYPE 1

VERB FORM IN VERB FORM IN THE
SITUATION EXAMPLES
THE “IF CLAUSE” “RESULT CLAUSE
True in the Simple present Simple present a. If I have enough time, I write
present/future to my parents every week.
Simple future b. If I have enough time, I will
(will + simple form) write to my parents every
week.

TRUE IN THE PRESENT OR FUTURE

In (c): The simple present is used in the result clause
c. If I don’t eat breakfast, I always get hungry
to express a habitual activity or situation.
during class. In (d): Either the simple present or simple future is
used in the result clause to express an established,
d. Water freezes (will freeze) if the temperature
predictable fact.
goes below 32o F/0o C.
In (e) and (f): The simple future is used in the result
e. If you don’t eat breakfast tomorrow morning,
clause when the sentence concerns a particular
you will get hungry during class. activity or situation in the future.
Note: The simple present, not the simple future, is
f. If the weather is nice tomorrow, we will goon
used in the “if clause.”
picnic.

EXERCISE 2 Individual work Choose the best answer.

1. If I____________ a cup of coffee at night, it ________________ me awake.

a. Drunk, kept c. Drinking, kept
b. Drink, keeps d. Drink, keep
2. The machine ____________if you ____________ the lever on it.
a. Started, pulled c. Starts, pull
b. Starting, pulls d. Starting, pull
3. He ____________ mad if we____________ a lot of questions.
a. Gets, ask c. Got, asked

UPPER INTERMEDIATE 1 24
 b. Get, asking d. Getting, asks
4. My sister ____________ uncomfortable if someone ____________ eye contact with her.
a. Feels, made c. Feels, makes
b. Feeling, make d. Feels, make
5. If you dip red litmus paper into lemon juice, it ____________blue.
a. does not turn c. was not turn
b. are not turn d. were not turn

EXERCISE 3 Pair work Answer the questions. Pay special attention to the verb forms in the
result clauses.

1. If it rains, what always happens?

2. If it rains tomorrow, what will happen?
3. If it should rain tomorrow, what will you do or not do?
4. If it’s cold tomorrow, what are you going to wear to class?
5. Fish can’t live without water. If you take a fish out of water, what will happen? / If you take a
fish out of water, what happen?
6. If I want to learn English faster, what should I do?
7. If you run up a hill, what does/will your heart do?
8. Tell me what to do, where to go, and what to expect if I visit your hometown as a tourist?

EXERCISE 4 Pair work Match the two parts of the sentences.

I’d go to Iceland unless I have to babysit we could have a dog you might need to buy new ones

I’ll go the next door and complain. if you fancy a chat if I ate that if you don’t keep it in the freezer

1. If they don't stop that noise, ______________________________

2. If I had enough money for a holiday, ________________________
3. If you can’t repair your headphones, ________________________
4. I’d be ill ______________________________
5. If we had more space at home, ______________________________
6. Ice cream melts ______________________________
7. I’ll see you on Saturday night, ______________________________
8. See you on Saturday night ______________________________

UPPER INTERMEDIATE 1 25
 3 LISTENING Camping in Iceland

EXERCISE 5 Individual work Listen to the audio and fill in the blanks.

https://learnenglishteens.britishcouncil.org/
grammar/intermediate-
grammar/conditionals

Oliver: Hey, how’s Iceland?

Sophie: I love it.
Oliver: Oh, what a surprise!
Sophie: It is actually. I don’t normally like camping!
Oliver: If I had the opportunity to visit places like that, 1________________________!
Sophie: What’s the matter with you today, Ollie?
Oliver: Ah, nothing really.
Sophie:2________________________, I’ll just keep asking ...
Oliver: Hmm. Yesterday, you were so excited, you didn’t ask about my exam!
Sophie: Oh, Ollie! I’m so sorry. You’re more important to me than camping and volcanoes!
Oliver: Well, it doesn’t always feel like it.
Sophie: 3________________________, will you forgive me?
Oliver: No. Because you won’t travel less. You love it. And if you travelled less because of me,

4
________________________. So … it’s not an option.
Sophie: You don’t make it easy! Seriously, honey, I don’t think I knew about the exam. 5_______________,

I would have asked, you know that.

Oliver: Well, anyway. Have you been near that volcano? What’s its name?
Sophie: Even if I had three days of classes, I wouldn’t be able to say it, I don’t think. Wait, I can’t say it
unless I read it – Eyjafjallajökull. There are about 30 active volcanoes in Iceland; the eruption in 2010 of
Eyja … of that volcano really wasn’t so serious. 6________________________, we wouldn’t have heard

UPPER INTERMEDIATE 1 26
much about it. There’s a bigger volcano near it – with a shorter name too – Katla. I’ve been to see that. The
landscape here’s awesome ... You can’t imagine what it’s like.

Oliver: No? Well, 7________________ unless you take me.

Sophie: Darling, please …
Oliver: Sorry. What’s it like?
Sophie: It’s beautiful. Water, rock, ice, lava, geysers … there aren’t many trees, obviously.
8
_____________________________.
Oliver: Look, do you want to speak to Daisy?
Sophie: Ollie, love?
Oliver: I’ll be OK. Let’s talk tomorrow.
Sophie: OK. Hi, Daisy.
Daisy: Hi, Mum.

4 SPEAKING Living in UK
EXERCISE 6 Individual work. Listen the audio then make a conclusion about what you heard
from the audio and deliver your conclusion to your classmates.

https://learnenglish.britishcouncil.org/general-english/audio-zone/a-study-trip-to-the-uk

Pair work. Describe the city or country you want to live in front of the class.
EXERCISE 7
Imagine that you are going to be an international student then pair with your classmate and describe the city
or country you are going to stay and what sort of things you need to prepare: VISA, passport, etc.

UPPER INTERMEDIATE 1 27
 5 CASE STUDY Population Statistics
EXERCISE 8 Group work use the statistics in PART II to answer the question in PART II.

PART I. POPULATION STATISTICS

1. 51% of the world’s population is female.

2. 57% of the people in the world are from Asia, the Middle East, and the South Pacific.
3. 21% are Europeans.
4. 14% are from the Western Hemisphere.
5. 8% are from Africa.
6. 50% of the world’s population suffers from malnutrition.
7. 30% of the world’s population is illiterate. 60% of the people who are illiterate are
women.
8. 1% of the world’s population has a college education.
9. 6% of the people in the world own half of the world wealth.
10. One person in three is below 15 years of age. One person of ten is over 65 years old.
PART II. QUESTION

If there were only one village on earth and it had exactly 100 people, who would it
consist of? Assuming that the village would reflect global population statistics, describe
the people in this imaginary village. Use the illustration to point out the number of people
who fit each description you make.
→ If there were only one village on earth and it had exactly 100 people, 51 of them
would be women and 49 of them would be men. More than half of the people in the village
(57 of them) would … (continue describing the village).

UPPER INTERMEDIATE 1 28
UNIT 4

BIG FAILURES

After finishing this lesson, you will be able to

▪ use conditional sentence type 2 properly

▪ talk about failure, advices, and valuable experiences

UPPER INTERMEDIATE 1 29
 1 SNAPSHOT
Answer and discuss the following questions.

1. What are the failures that you’ve made?

2. What would you do you if you had chance to fix it?

2 WORD POWER Reading & Vocabulary

EXERCISE 1 Individual work Read the following passage then answer the questions.

The Creators of Grammar languages are actually formed, the researcher

needs to observe how languages are started
No student of a foreign language needs to from scratch. Amazingly, however, this is
be told that grammar is complex. By changing possible.
word sequences and by adding a range of
auxiliary verbs and suffixes, we are able to Some of the most recent languages
communicate tiny variations in meaning. We evolved due to the Atlantic slave trade. At
can turn a statement into a question, state that time, slaves from a number of different
whether an action has taken place or is soon to ethnicities were forced to work together under
take place, and perform many other word colonizer's rule. Since they had no
tricks to convey subtle differences in opportunity to learn each other's languages,
meaning. Nor is this complexity inherent to they developed a make-shift language called a
the English language. All languages, even pidgin. Pidgins are strings of words copied
those of so-called 'primitive' tribes have clever from the language of the landowner. They
grammatical components. The Cherokee have little in the way of grammar, and in many
pronoun system, for example, can distinguish cases it is difficult for a listener to deduce
between 'you and I', 'several other people and when an event happened, and who did what to
I' and 'you, another person and I'. In English, whom. [A] Speakers need to use
all these meanings are summed up in the one, circumlocution in order to make their meaning
crude pronoun 'we'. Grammar is universal and understood. [B] Interestingly, however, all it
plays a part in every language, no matter how takes for a pidgin to become a complex
widespread it is. So the question which has language is for a group of children to be
baffled many linguists is - who created exposed to it at the time when they learn their
grammar? mother tongue. [C] Slave children did not
simply copy the strings of words uttered by
At first, it would appear that this question their elders, they adapted their words to create
is impossible to answer. To find out how a new, expressive language. [D] Complex
grammar is created, someone needs to be grammar systems which emerge from pidgins
present at the time of a language's creation, are termed creoles, and they are invented by
documenting its emergence. Many historical children.
linguists are able to trace modern complex
languages back to earlier languages, but in Further evidence of this can be seen in
order to answer the question of how complex studying sign languages for the deaf. Sign

UPPER INTERMEDIATE 1 30
languages are not simply a series of gestures; It included standardized word orders and
they utilize the same grammatical machinery grammatical markers that existed in neither the
that is found in spoken languages. Moreover, pidgin language, nor the language of the
there are many different languages used colonizers.
worldwide. The creation of one such language
was documented quite recently in Nicaragua. a. A
Previously, all deaf people were isolated from b. B
each other, but in 1979 a new government c. C
introduced schools for the deaf. Although d. D
children were taught speech and lip reading in
the classroom, in the playgrounds they began 2. “From scratch” in paragraph 2 is closest in
to invent their own sign system, using the meaning to
gestures that they used at home. It was a. from the very beginning
basically a pidgin. Each child used the signs b. in simple cultures
differently, and there was no consistent c. by copying something else
grammar. However, children who joined the d. by using written information
school later, when this inventive sign system 3. “Make-shift” in paragraph 3 is closest in
was already around, developed a quite meaning to:
different sign language. Although it was a. complicated and expressive
based on the signs of the older children, the b. simple and temporary
younger children's language was more fluid c. extensive and diverse
and compact, and it utilized a large range of d. private and personal
grammatical devices to clarify meaning. What 4. Which sentence is closest in meaning to
is more, all the children used the signs in the the highlighted sentence?
same way. A new creole was born. Grammar is universal and plays a part in
every language, no matter how widespread
Some linguists believe that many of the it is.
world's most established languages were a. All languages, whether they are spoken
creoles at first. The English past tense –ed by a few people or a lot of people,
ending may have evolved from the verb 'do'. contain grammar.
'It ended' may once have been 'It end-did'. b. Some languages include a lot of
children. Children appear to have innate grammar, whereas other languages
Therefore it would appear that even the most contain a little.
widespread languages were partly created by c. Languages which contain a lot of
grammatical machinery in their brains, which grammar are more common that
springs to life when they are first trying to languages that contain a little.
make sense of the world around them. Their d. The grammar of all languages is the
minds can serve to create logical, complex same, no matter where the languages
structures, even when there is no grammar evolved.
present for them to copy.
5. Look at the word “consistent” in paragraph
4. This word could best be replaced by
which of the following?
1. In paragraph, where can the following a. natural
sentence be placed? b. predictable
c. imaginable
d. uniform

UPPER INTERMEDIATE 1 31
 STUDY THESE!

CONDITIONAL SENTENCE TYPE 2

SITUATION VERB FORM IN VERB FORM IN THE
EXAMPLES
THE “IF CLAUSE” “RESULT CLAUSE
Untrue in the Simple past Would + Simple form (a) If I had enough time now, I
present/future would write to my parents.
(In truth, I don’t have enough
time, so I will not write to them.)

UNTRUE (CONTRARY TO FACT) IN THE PRESENT OR FUTURE

(b) If I taught this class, I wouldn’t give tests. In (b): In truth, I don’t teach this class.
In (c): In truth, he is not here right now.
(c) Ig he were here right now, he would help us.
In (d): In truth I am not you.
(d) If I were you, I would accept their invitation.
Note: “Were” is used for both singular and plural
subjects. “Was” (with I, he, she, it) is sometimes used
in very informal speech but not generally
considered grammatically acceptable.

EXERCISE 2 Individual work Choose the best answer.

1. If you __________ harder, you would __________ the exam.

a. studied – passed c. studied – pass
b. study – passed d. study – pass
2. If my father __________ me a new car, I would __________ happy.
a. bought – been c. buys – being
b. buy – be d. bought – be
3. If we __________ good, the coach would __________ us.
a. was – chose c. was – choose
b. were – chosen d. were - choose
4. I would __________ and see her if I __________ you.
a. went – was c. going - been
b. go-were d. gone – being
5. I would buy a yacht if I __________ a lot of money.

UPPER INTERMEDIATE 1 32
 a. have c. had
b. has d. got
6. If he __________ lots of chocolate, he would __________ bad teeth.
a. eat – had c. ate – have
b. ate – had d. eaten - Have
7. My boss would __________ very pleased if I finished the job.
a. been c. be
b. was d. were
8. If you had a million dollars, what would you __________?
a. did c. done
b. do d. don’t
9. He could __________ to the concert if you __________ him your ticket.
a. go – give c. go – gave
b. went – gave d. going – giving
10. If the police __________ earlier, they would __________ the Bulgarian.
a. came – arrested c. came – arresting
b. come – arrest d. came – arrest

EXERCISE 3 Individual work Complete the sentences with the verbs in parentheses.

• Situation: I usually write my parents a letter every week. That is a true fact, In order words:
If I (have) have enough time, I (write) write my parents every week.
• Situation: I may have enough time to write my parents a letter tonight. I want to write them letter
tonight. Both of those things are true, In order words :
If I (have) ______ enough time, I (write) ____________ my parents a letter tonight.
• Situation: I don’t have enough time to write my parents a letter tonight. I won’t write them a letter.
I’ll try to do it later. I want to write them, but the truth is that I just don’t have enough time right
now, In order words :
If I (have) ______ enough time right now, I (write) ____________ my parents a letter.
• Situation: I won’t have enough time tonight, so I won’t write my parentsa letter. I’ll try to do it
tomorrow. I want to write them, but the truth is that I just won’t hav e enough time, In order words :
If I (have) ______ enough time later tonight, I (write) ____________ my parents a letter.
• Situation: I wanted to write my parents a last night, but I didn’t hav e enough time, In order words :

If I (have) ______ enough time, I (write) ____________ my parents a letter last night.
UPPER INTERMEDIATE 1 33
3 WRITING Reflection of failure

EXERCISE 4 Individual work Write some reflection of your failures recently.

SELF-REFLECTION
 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

 ……………………………………………………………………………………

4
LISTENING Listen to music
EXERCISE 5 Individual work listen to the song and fill in the blanks with the correct words.

UPPER INTERMEDIATE 1 34
IF I WERE A BOY – BEYONCE

I'd put first

And make the rules as I go

Cause I'd know that she'd be

Waitin' for me to come home
To come home
https://www.youtube.com/watch?v=AWp If I were a boy
sOqh8q0M
I think I could understand
If I were a boy How it feels to love a girl
Even just for a I swear I’d be a better man
I'd roll outta bed in the morning I’d listen to her
Cause I know how it hurts
And on what I wanted and go
When you lose the one you wanted (wanted)
Drink beer with the guys
Cause he’s taken you for granted (granted)
And chase after And everything you had got destroyed
I'd kick it with who I wanted
It's a little too late for you to come
And I'd never get confronted for it
Say it's just a mistake
Cause they'd up for me
Think I'd you like that
If I were a boy
If you thought I would wait for you
I think I could
You thought
How it feels to love a girl
But you’re just a boy
I swear I'd be a better man
You don’t understand
I'd to her Yeah you don’t understand
Cause I know how it hurts How it feels to love a girl someday
When you lose the one you wanted You'll wish you were a better man
Cause he's taken you for granted You don’t listen to her
And you had got destroyed You don’t care how it hurts
If I were a boy Until you lose the one you
I would turn off my Cause you’ve taken her for granted
Tell everyone it's broken And everything you have got destroyed
So they'd think that I was sleepin' alone But you’re just a boy

UPPER INTERMEDIATE 1 35
5 SPEAKING Interviewing
EXERCISE 6 Pair work interview your classmates about their valuable experiences then
present in front of the class.

NO. FRIEND’S NAME VALUABLE EXPERIENCES

UPPER INTERMEDIATE 1 36
UNIT 5

NO CAMPING WITHOUT PERMISSION

After finishing this lesson, you will be able to:

• understand the different between prohibitions, warnings and rules
• use language for expressing warnings
• use if clause

UPPER INTERMEDIATE 1 37
 1 SNAPSHOT
Answer and discuss the following questions.

1. Have you ever been to go camping? When and where?

2. Do you think it is better to go camping alone or with other people?
3. What do you most enjoy about it?
4. What do you normally pack in your backpack when you go camping?
5. What do people usually do in their camping?
6. Have you ever had a bad experience in camping?

2 WORD POWER
EXERCISE 1 Group Work discuss with your friends about camping checklist that
people should bring.

UPPER INTERMEDIATE 1 38
 EXERCISE 2 Group Work list of several rules, warnings and signs you will find
through the campsite.

Camping Rules:

Camping warnings:

Camping signs:

UPPER INTERMEDIATE 1 39
 STUDY THESE!
Expression of Warning
A warning means giving information of the danger or unexpected situation that my happen if
a person does something. He/she wants that person will be more careful. When we see a
snake on a tree, for example, we may shout our friends "Watch out" It means we inform them
be careful and to pay attention to the snake.

A warning is usually in the form of imperative, but it may occur with the modal "must" and
"should"

Expression of warning:
- You should/should not_______________
- You must/must not___________________
- Don't_______________________________!
- Beware!
- Beware of___________________________
- Look out!
- Watch out!
- Watch out for_______________________!

Here are other examples of expressing warning:

1. Your little sister wants to cross the busy street. Then you warn her to cross carefully by
saying "Mind the traffic!"
2. There is a long wire connected to the computer. At present you are using your computer
and your little brother is playing a toy car behind the computer. You see what he is doing
and warm "Don’t touch the wire!"
3. There is blackout in the neighborhood. A father lights a lantern and puts it on the table.
His son is amazed and plays with the lantern. When the father sees, he warns, "Keep
away from the fire!" or "Don't play with the lantern!"
4. You are walking on the pavement with your friends in the rain. Suddenly you see a big
hole on the pavement. You want your friends by pointing at the hole and saying, "Look
out!"
5. In the zoo, many cages of wild animals are applied with a warning board saying, "Beware
of the wild animals!"

UPPER INTERMEDIATE 1 40
If clause type 3

Conditional Sentences Type III refers to situations in the past. An action could have
happened in the past if a certain condition had been fulfilled. Things were different then,
however. We just imagine, what would have happened if the situation had been fulfilled.

Example: If I had found her address, I would have sent her an invitation.

Sometime in the past, I wanted to send an invitation to a friend. I didn't find

her address, however. So, in the end I didn't send her an invitation.

Example: If John had had the money, he would have bought a Ferrari.

I knew John very well and I know that he never had much money, but he loved
Ferraris. He would have loved to own a Ferrari, but he never had the money to
buy one.

Form

if + Past Perfect, main clause with Conditional II

UPPER INTERMEDIATE 1 41
 EXERCISE 3 Individual Work Fill the blanks with the correct answer.

A. Listening/ Reading
Type 3 – Adele - If It Hadn't Been for Love
Based on the lyrics of the song, write the end of, at least, 5 sentences:
If it hadn’t been for love, she wouldn’t
have:

1. ……….
2. ……….
3. ……….
4. ……….
5. ……….
https://www.youtube.com/watch?v=cpN11Df6fSg (Lyrics on screen)

B. Complete the blanks with the verbs in brackets:

1. It would have been better if you _____________ _____________ (wait) for me.
2. I ______________(not be) late if I hadn’t overslept.
3.If I ____________ (not be) so tired, I ______________ (not make) such mistake.
4. He would have understood it if you __________________________ (explain) it to him.
5. _____________ (you marry) him if you had known he was poor?
6. If Paul _____________ (pay) attention in class, he ___________ (know) what to do.
7. If you _____________ (tell) me earlier, I ______________ (be able to) to help you.
8. _____________ (you speak) to him if he ______________ (apologize)?
9. If she’d given me her number, I _____________(phone) her.
10. What _____________ (you do) if you ______________ (see) the car accident?

C. Translate these sentences below into English:

1. Aku tentu sudah mempercayai informasi darimu jika kamu tidak pernah menipuku
sebelumnya
2. Jika kamu belajar dengan serius, kamu pasti sudah memenangkan Olimpiade sains itu
3. Jika Handi sudah menjual 300 eksemplar buku itu, dia tentu sudah menerima bonus besar
dari penerbit
4. Jika kamu sudah membeli tiket itu, kita pasti sudah menonton konser itu.
5. Jika dia memberikan kamu tawaran yang lebih baik, akankah kamu menyetujuinya?

UPPER INTERMEDIATE 1 42
6. Jika Reza tidak lupa mengunci garasi, pencuri itu tentu tidak akan masuk rumah dengan
mudahnya.
7. Jika kamu tidak memperingatkan aku, aku pasti sudah masuk kedalam perangkap
8. Jika aku tahu rencanamu yang sebenarnya untuk menghancurkan rumah itu, aku pasti
sudah menghentikanmu sejak awal
9. Tugas ini pasti sudah selesai jika kita tidak bermain game itu terlalu lama
10. Jika kamu memakan makan siangku, kamu pasti tidak akan begitu kelaparan

Match the clause in the column A with clause in the column B

A B
You would have passed your exam if you had called me on my birthday

If I had known you were coming, if I had known it was your birthday

I would have been happy if you had worked harder

I would have talked to the tourists in

If I had guessed the future,
Paris

I would have bought you a present she would have been active

If I could have spoken English very well, I would have baked a cake

I would have taken some precautions

If the child had had breakfast,
against what would happen

UPPER INTERMEDIATE 1 43
3 WRITING

EXERCISE 4 Individual Work Create the warning signs that you can find when
you are going to go camping based on the picture below.

UPPER INTERMEDIATE 1 44
 4 SPEAKING Rundown
EXERCISE 5 Individual long turn you will talk about topic that has been given
below for 2 minutes and a minute to prepare the answer.

Talking about a night out in a strange place

(It is possible to make up the story)
You should say:
Where you would go and who you would go with
Where you would stay
What you would do
And explain what benefits and drawbacks you can obtain from this experience

CASE
5 STUDY Debate

EXERCISE 6 Group Work Discuss the issue relating to rules and warnings with
your group.

The case is:

“Why people keep against the law even though there are some rules
and warnings”

1.

2.

3.

4.

UPPER INTERMEDIATE 1 45
UNIT 6

CUTTING EDGE OF TECHNOLOGY

After finishing this lesson, you will be able to:

▪ understand about modal ability

▪ think about something to influence
▪ think more creative

UPPER INTERMEDIATE 1 46
 1 SNAPSHOT
1. What are some of the best examples of the
cutting-edge technology?
2. Is it a good idea facing the cutting-edge
technology do you think?
3. What will happen because of it?
4. Will technology replace the teachers in the
future?
5. What are the benefits and drawbacks
people will obtain?

2 WORD POWER

Individual Work Interview a classmate to find out how they use their
EXERCISE 1
smartphone
NO NAME The usage

UPPER INTERMEDIATE 1 47
 STUDY THESE!

WHAT IS AN INFINITIVE?
An infinitive is the basic form of the verb + "to".
Examples: to buy, to fish, to run, to watch, to tell, and so forth.
Example Sentences:
"I want to swim."
"They asked us to leave."
"To be, or not to be – that is the question."
"The goal is to win."

You could say this actually makes sense: the infinitive describes an action, but unlike a
regular verb, it is not limited in any way.
The regular verb is limited to the tense and subject. For example, in the sentence "Diana
danced" the action is limited to Diana and to the past.
However, the infinitive is unlimited. In the sentence "To dance is easy", the action is not
limited to any subject or to any time. Infinitives are often used when actions are unreal,
general, or future.

Examples:
(Note how the main underlined verb relates to unreal, general, or future actions.)
• Kate agreed to come.
• I hope to see you soon.
• We plan to finish this shortly.
• They decided to return home.
• She promised to stop smoking.
• We agreed never to talk about it again.
• He offered to sell the house.
• I refuse to pay!
• You seem to be disappointed.
• She asked him not to leave.
• I want to drink.

UPPER INTERMEDIATE 1 48
GERUND
Gerunds are formed by adding “-ing” to the verb: “sleeping,” “drawing,” “swimming.” But
they are not the “-ing” verb forms that you see in the present or past continuous tense. They
look the same, but gerunds are actually verb forms used as nouns.

Let’s take the infinitive of the verb “to sleep” and use it in two different sentences:

I am sleeping.

This is the present continuous. “Sleeping” here is part of the verb. It is not a gerund. Here’s
the second sentence:

I don’t like sleeping.

This is present simple, but it contains a gerund. “Sleeping” is the direct object of this
sentence.

5 Simple Rules to Master the Use of Gerunds and Infinitives

Rule 1: Gerunds can be used as a subject of a sentence.

Take a look at some examples.

Walking is good for your health.

Making friends has become more difficult since I moved to a new city.
Becoming a millionaire is a dream of many young people today.

Here, the gerunds (in bold) are part of the sentence subjects (“walking,” “making friends,”
“becoming a millionaire”). All three sentences sound like normal, everyday English.

Now read these two sentences:

“To be or not to be—that is the question.”

“To mourn a mischief that is past and gone is the next way to draw new mischief on.”

(Both sentences are quotes from William Shakespeare’s works.)

They sound formal, don’t they? They are poetic, aren’t they? Shakespeare is one of the
greatest authors of all time, but his English is famously difficult to understand. And that’s
because it is literature. It is formal and it is art.

In those two quotes, the infinitives “to be” and “to mourn” are used as the sentence subjects.
UPPER INTERMEDIATE 1 49
So, it is possible to use both infinitives and gerunds as subjects, but gerunds are much more
commonly used as subjects. Just pay attention to how the choice reflects on the tone and
meaning of your sentences.

Rule 2: Both gerunds and infinitives can be used as objects of a sentence.

You may say:

“I enjoy drawing.”

You may also say:

“Yesterday, I decided to draw.”

Both sentences are correct, but one has an infinitive as the object and the other has a gerund
as the object.

What is the difference?

the formula is “enjoy” + [gerund] and “decide” + [infinitive].

With practice, you will be able to remember which one is which.

Here are a few examples of verbs that need to be followed by an infinitive:

• agree: I agreed to go to a party with my friend.
• decide: The president decided not to participate in the discussions.
• deserve: Everyone deserves to be respected.
• expect: I expect to know my exam grade by tomorrow.
• hope: We were hoping to avoid traffic by leaving early.
• learn: He learned not to trust anyone.
• need: She needs to learn how to cook.
• offer: I offered to help my brother with homework.
• plan: We are planning to watch a movie tonight.
• promise: My friend promised to find the time to help me move.
• seem: We seem to be lost.
• wait: I cannot wait to see my family.
• want: I don’t want to go to bed yet.

There are lots of verbs that require an infinitive after. You will learn them naturally, as you
progress in your English studies.

And here are a few examples of verbs that need to be followed by a gerund:
• admit: They admitted changing the schedule.
• advise: I advise proceeding (moving forward) with caution.

UPPER INTERMEDIATE 1 50
• avoid: She avoided looking me in the eye.
• consider (think about): I considered staying silent, but I had to tell her.
• deny: I denied knowing about his secret.
• involve: The course involved writing three tests.
• mention (say something): She mentioned seeing my brother at a baseball game.
• recommend: I recommend practicing gerunds and infinitives.
• risk: Don’t risk losing your job!
• suggest: I suggest reading more English short stories.

Rule 3: Infinitives should be used after many adjectives.

Here are three sample sentences that will help to illustrate this rule:

It is not easy to graduate from university.

It is necessary to speak English to work in a hotel.
It is wonderful to have close friends.

When you describe something with an adjective (underlined in the examples above), an
infinitive should follow (in bold). Using gerunds here would be incorrect.

But remember! If you want to make that object into a subject (see Rule 1), a gerund should be
used:

Graduating from university is not easy.

Speaking English is necessary to work in a hotel.
Having close friends is wonderful.

An adjective should be followed by an infinitive: The construct “too + [adjective]”

For example:

This dress is too big to wear.

This car is too expensive to buy.
And the same is true about “[adjective] + enough”:
My child is not tall enough to ride this rollercoaster.
The course was detailed enough to widen his knowledge base.
This rule is useful enough to understand the usage of infinitives!

UPPER INTERMEDIATE 1 51
Rule 4: Only infinitives are used after certain verbs followed by nouns or pronouns
referring to a person.
“We asked her not to go.”

In this sentence, “we” is the subject, “asked” is the verb and “her” is the objective form of the
pronoun “she.” You must use an infinitive (“to go”), never a gerund, after certain verbs
followed by nouns or pronouns referring to people.

To remember this rule, you will have to study verbs that take an object and an infinitive in
this context.

Start with these examples. The objects (nouns and pronouns) are underlined. Notice how the
underlined objects are all followed by infinitives.

• ask: Can I ask you to help me with something?

• expect: I never expected him to become famous.
• hire (give a job to someone): Did the company hire you just to sit in your office?
• invite: I invited a friend to attend the ceremony.
• order: She ordered the child to stay at home.
• remind: Please remind me to wash the dishes.
• require: The test required him to concentrate fully.
• teach: That will teach you to follow the rules!
• tell: Who told you to come here?
• urge: They urged me to continue my research.
• warn: I am warning you not to do this!

Rule 5: Only gerunds are used after prepositions (with one exception).

Consider this sentence:

I talked him out of taking that job.

Here, the gerund “taking” follows the preposition “of.”

Prepositions can follow any word, be it a noun, a pronoun, a verb or an adjective. In the
examples below, the prepositions are underlined, followed by the gerunds in bold.

A preposition that follows a noun:

Novels about growing up are popular among teenagers.
I have an interest in becoming a painter.
A preposition that follows a pronoun:
UPPER INTERMEDIATE 1 52
I forgive you for not telling the truth.
A preposition that follows a verb:
She is thinking about trying martial arts.
He looks forward to meeting his cousins.
A preposition that follows an adjective:
I am wary of going alone.
My mom is scared of flying.

EXERCISE 2 Individual Work Fill in the correct form.

1. I can’t imagine __________at home. (work)

2. We have decided against _________a new car. (buy)
3. She seems ___________ her new job. (like)
4. The students hope __________the exam. (pass)
5. He won’t go by plane. He is afraid of ____________ (fly)
6. I am lazy. I don’t feel like ___________any work. (do)
7. Remember ___________ the letter. Otherwise, they won’t get it by Saturday. (post)
8. Have you ever learned how _________ such a plane? (fly)
9. They were too lazy __________out with us. (go)
10. I always enjoy __________ to my grandfather. He always tells me great stories. (talk)
11. I’m very interested in __________French. (learn)
12. My pen friend is coming next Friday. I’m really looking forward______ her. (meet)
13. Don’t you mind _________ away from your family for such a long time? (be)
14. The children promised ___________ back by nine. (be)
15. I wanted to go alone but Joe insisted on __________ with me. (come)
16. Tom offered ___________ me home. (bring)
17. Why not __________ a weekend in Scotland? (spend)
18. I’m sorry I can’t come to your party but thank you for ___________ me. (invite)
19. Our neighbors apologized for ___________ such noise. (make)
20. Paris is always worth ___________ to. (travel)
21. I’m sure I gave him back the money. I remember ___________ it back to him. (give)
22. She eventually managed __________ her bike. (repair)
23. Would you like __________ a cup of coffee? (drink)
24. There’s no point in __________ the matter. He has already made his decision. (discuss)

UPPER INTERMEDIATE 1 53
 3 Writing Individual work
Imagine your relatives are coming over for dinner, but you are busy all the day. Write a
message to your mate about this to do. Then read aloud!

3 SPEKING Group work

Choose one of advanced technology you know well, explain to your friends about:
• the specification
• the function
• its benefits
• how to operate it

UPPER INTERMEDIATE 1 54
4 CASE STUDY Issue of technology
EXERCISE 3 Group Work Debate the following topic.

UPPER INTERMEDIATE 1 55
UNIT 7

Travel WONDERLUST

After finishing this lesson, you will be able to:

▪ make a rundown
▪ talk about travel
▪ to compare something

UPPER INTERMEDIATE 1 56
 1 SNAPSHOT
Answer and discuss the following questions.

1. Have you ever been to another country? When and where?

2. Where did you spend your last holiday?
3. What is your best holiday? Why?
4. Which country would you like to visit? Why?
5. Do you prefer relaxing holiday or active holiday? Why?

2 WORD POWER
EXERCISE 1 Individual Work Match the words below with the best explanations.

clarity trust mindfulness certainty brevity urgency

optimism focus

a. Establish trust by focusing on your customers and genuinely desiring to understand

and solve their problems. _______________
b. Being customer-centric means that you should mind their needs and respect their
sensibilities. _______________
c. It's good to be thorough, but it's even better to respect people's time. Whenever
possible, get to the point of your message as quickly as you can. Avoid filler words
and phrases such as honestly, really, you know and actually. Use shorter and simpler
words whenever possible._______________
d. Avoid using acronyms, legalese, foreign words, industry jargons, unnecessary
adjectives and vague explanations in promoting your product. _______________
e. Always project confidence and certainty in your communication.Avoid using these
words/statements:I'm not sure.I think/I might/Maybe/Probably/PerhapsSomewhat/
Somehow / Whatever. _______________
f. Knowing the product is good, but knowing the customer is even better. Remember
this mantra and you'll thrive in sales. Use the word you at strategic points during the
client engagement; never forget to say thank you whenever warranted; and – without
patronizing – mention your customers' names to convey their importance and
value._______________
g. Successful salespeople have a sense of urgency. When dealing with customers,
convey the feeling that you will address their concerns within a specific and
reasonable time frame. Avoid using vague terms like ASAP and I'll get back to you
soon. _______________
h. Nothing saps customer enthusiasm more than a heavy dose of negativity. While there
are cases when it’s important to say NO, projecting a positive outlook makes your
product look good. _______________

UPPER INTERMEDIATE 1 57
 EXERCISE 2 Pair Work Give your friends some advices about travel.

SPEAKING TIME!

Role play!

How to get cheap price for the public

transportation ticket, hotel,
restaurant, and so on! You can use
some words on the picture.

STUDY THESE!
Degrees of Comparison are used when we compare one person or one thing with another.
There are three Degrees of Comparison in English.

1. Positive degree.
2. Comparative degree.
3. Superlative degree.

Positive Dark Tall Useful

Comparative Darker Taller more useful
Superlative Darkest Tallest most useful

There are two ways of forming the comparative and the superlative:

UPPER INTERMEDIATE 1 58
1) By adding er, est to the positive:
Small Smaller Smallest
Tall Taller Tallest
2) By means of more and most:
Difficult More difficult Most difficult

I
1. When an adjective of one syllable ends in two consonants or in a single consonant
preceded by two vowels, -er and -est are added:
Positive Comparative Superlative
Long Longer Longest
Sweet Sweeter Sweetest
2. When an adjective of one syllable ends in a single consonant preceded by a short
vowel, the consonant is doubled before er, and est:
Hot Hotter Hottest
Fat Fatter Fattest

3. When an adjective of one syllable ends in e, only r and st are added:

Brave Braver Bravest
Wise Wiser Wisest
4. When an adjective of one syllable ends in y preceded by a consonant, we change the
‘y’ into i before adding er, est:
Happy Happier Happiest
Merry Merrier Merriest
Exception: shy, shyer, shyest
5. But is the final Y is preceded by a vowel, we simply add er, est:
Gay Gayer Gayest
Grey Greyer Greyest
6. Adjectives of two syllables ending in er, le, y and ow generally form their
comparative and superlative in the same way as the adjectives of one syllable:
Clever Cleverer Cleverest
Noble Nobler Noblest
Happy Happier Happiest
Mellow Mellower Mellowest

II
Adjectives of more than two syllables, and many adjectives of two syllables, form the
comparative and superlative by means of more and most.

UPPER INTERMEDIATE 1 59
 Awful more awful most awful
Careful more careful most careful
Beautiful more beautiful most beautiful

As … as
We use as + adjective/adverb + as to make comparisons when the things we are comparing
are equal in some way:
• The world’s biggest bull is as big as a small elephant.
• The weather this summer is as bad as last year. It hasn’t stopped raining for weeks.
• You have to unwrap it as carefully as you can. It’s quite fragile.

Not as … as

We use not as … as to make comparisons between things which aren’t equal:

• It’s not as heavy as I thought it would be, actually.
• Rory hasn’t grown as tall as Tommy yet.
• She’s not singing as loudly as she can.
• They didn’t play as well as they usually do.
We can modify not as … as by using not quite as or not nearly as:
• The second race was not quite as easy as the first one. (The second race was easy but
the first one was easier.)
• These new shoes are not nearly as comfortable as my old ones. (My old shoes are a
lot more comfortable than these new shoes.)
We can also use not so … as. Not so … as is less common than not as … as:
• The cycling was good but not so hard as the cross-countryskiing, we did.

EXERCISE 3 Individual Work Fill the blanks with the correct answer.

Comparatives Using as….as

Make your own comparisons using the words provided and the structure as…as.
Ex. My apartment/ large/ yours : My apartment is as large as yours.
My car /expensive/ your car : My car isn’t as expensive as your car.

1. biology/ interesting/ history

__________________________________________________________________
2. train/ fast/ airplane
__________________________________________________________________

UPPER INTERMEDIATE 1 60
3. algebra/ difficult/ geometry
__________________________________________________________________
4. Batman / popular/ Superman
__________________________________________________________________
5. lemon/ sweet/ orange
___________________________________________________________________
6. morning/ warm/ afternoon
___________________________________________________________________
7. robin / big/ eagle
___________________________________________________________________
8. my neighbor/ friendly/ yours
___________________________________________________________________
9. tiger/ dangerous/ lion
__________________________________________________________________
10. bicycle/ expensive/ motorcycle
__________________________________________________________________

The Superlative Form of Adjectives

Write questions using the words provided and the superlative form of the adjective.

Ex. what/ big mistake/ ever made : What is the biggest mistake you have ever made?

1. what /beautiful place to visit/ your country

___________________________________________________________________________

2. who/ kind person/ you know

___________________________________________________________________________

3. what/ good movie/ ever seen

___________________________________________________________________________

4. what/ happy day/ in your life

___________________________________________________________________________

5. what/ crazy thing/ ever done

___________________________________________________________________________

Degree of comparisons

1. She is ………………… than her sister. (pretty)

UPPER INTERMEDIATE 1 61
2. Martha is a ………………….. girl. (nice)
3. Brinley is the …………………… girl in the class. (intelligent)
4. Martin speaks English …………………... (well)
5. Russia is the …………………. country in the world. (big)

3 WRITING

EXERCISE 4 Individual Work Create a commercial ad then encourage your

friends to buy your product or service by presenting it.
UPPER INTERMEDIATE 1 62
Write your commercial here!

UPPER INTERMEDIATE 1 63
EXERCISE 5 Individual Work Create a commercial ad then encourage your
friends to buy your product or service by presenting it.

UPPER INTERMEDIATE 1 64
4 SPEAKING Rundown
EXERCISE 6 Individual Work Create your own rundown of event. Then role play
as a tour group leader. You may choose your destination.

Rundown

How to make an event schedule

1. Choose your event duration
Before you begin to create your event or
conference schedule, you’ll need to
determine the event duration. This will
tell you how long you have to fit in
speaker sessions, networking, breakout
sessions and so on.
2. Write a list of activities
Here you should include everything you
need to fit into your event. Think about
all of your key stakeholders such as
exhibition partners, keynote speakers,
sponsors and your own sales team.
3. Pick a time management system
A method to ensure your conference or
event follows a structured schedule is to
use a time management system such as
time chunking.
4. Determine schedule visibility
While creating your event schedule think
about how this will be shared.

Time Activities

UPPER INTERMEDIATE 1 65
 5 CASE STUDY Fraud in travel agency

EXERCISE 7 Individual Work Read the passage then give suggestions about
travel agency fraud.

What is Travel Agency Fraud?

Travel agency fraud broadly involves any scheme in which a travel agent, or
someone posing as a travel agent, makes false or misleading claims or statements. Travel
agency fraud can also involve material omissions, knowing that customers are relying on you
for information. Travel agency fraud on the Internet can involve the creation of fake travel
agency websites. Consumers book trips on these sites and provide their credit card and
personal identifying information. The credit card may be used or the numbers sold, and the
personal identifying information can sometimes be used as part of an identity theft scam.
The consumer does not get the trip that was booked, although his card is charged for it.
Travel agent fraud and travel agency fraud online can also involve sending phishing emails
claiming to be from a legitimate travel agency, or can involve hacking into legitimate sites or
making fake sites that look and sound like legitimate travel agency websites, even borrowing
the names of trusted agencies. Travel agency fraud can also occur in person too. Agents and
agencies could provide misleading information and up-charge consumers, or they could set
up shop temporarily and defraud customers out of money for trips that never get booked
before closing up and moving on. To prevent those things, happen to us, could you please
write down some suggestion what we have to do before we book a travel agency?

1.

2.

3.

4.

UPPER INTERMEDIATE 1 66
UNIT 8

Z GENERATION

After finishing this lesson, you will be able to:

▪ understand about modal ability

▪ think about something to influence
▪ think more creative

UPPER INTERMEDIATE 1 67
 1 SNAPSHOT
1. Do you think you are part of the Z
generation?
2. Do you have any family member who
is a part of Z generation?
3. What do you think about Z generation?
4. Are they going to change our future?

2 WORD POWER

Social Media Influencer

A Social Media Influencer is a user on social media who has

established credibility in a specific industry. A social media influencer
has access to a large audience and can persuade others by virtue of
their authenticity and reach.

UPPER INTERMEDIATE 1 68
 What is a creative industry?

These are some career areas that are generally thought of as creative:

acting marketing & advertising broadcasting

art & design crafting photography & videography

EXERCISE 1 Group Work Think about jobs that will exist 20 to 30 years in the
future.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

EXERCISE 2 Pair Work Interview a classmate to find out how active he/she is

Task 1 - Life style

1. How often do you walk more than a kilometer?
a. Everyday
b. Once a week
c. Once or twice a week
d. Very rarely
e. Never

UPPER INTERMEDIATE 1 69
 2. When was the last time you took any form of physical exercise?
a. Yesterday
b. Last week
c. Last month
d. A long time ago
e. I can’t remember

3. Tick any of the following activities that you do regularly:

• Cycling
• Watching TV
• Playing team games (football, rugby)
• Watching team games
• Playing computer games
• Surfing the net
• Walking in the countryside
• Listening to music in your room
• Playing outside / in the garden / in the street
• Going to a gym
• Messaging your friends

Task 2 – Health

Can you calculate the number of hours you spend on the activities per day or per week?
(e.g. I spend 2 hours a day cycling to school and one hour a day watching TV).

• Which of the activities in the questionnaire might be good for your heart?
• Which activities can be called sedentary?
Give other examples of sedentary activities

Task 3 – Reading

Read the text and answer the questions:

• How does your lifestyle compare to Britishteenagers?
• Are they more active thanyou?

UPPER INTERMEDIATE 1 70
 A generation of couch potatoes

Lots of teenagers have posters of their sports hero on their bedroom wall. But do
they follow the healthy examples set by these athletes? British parents are worried that
young people are not as fit and healthy as in the past. Why is this?

According to the British Heart Foundation, 13 to 15-year-old are spending too much
time doing sedentary activities such as watching TV or playing computer games. A
special report describes a generation of couch potatoes, young people sitting around at
home, growing up in their bedrooms, travelling by car and in serious danger of heart
disease as they get older. Is this their fault? Are young people lazy?

Many parents don’t allow their children to play outside or walk to school by
themselves. “I ring my Dad on my mobile and he picks me up from the station. It’s 10
minutes’ walk from home but he thinks it is dangerous,” says 14 year old Carrie.
Some teenagers blame their over protective parents for making them unfit. It is
certainly becoming more difficult to encourage young people to have an active life
and protect their hearts. In recent years schools have spent less time on sports. “My
Mum did lots of hockey and netball at school but we didn’t have time for that this
year because we had so many exams to prepare,” says Ben, 16.

Task 4 – Talk about lifestyles in your country

How does your lifestyle compare to your grandparents’ lives? Has anything
changed? Discuss these topics:
• Transport
• Diet
• Home
• Spare timeactivities
• Physicalactivities

UPPER INTERMEDIATE 1 71
 STUDY THESE!

MODALS OF ABILITY

UPPER INTERMEDIATE 1 72
 The modal verbs are:

• can • shall • might

• may • will • should
• must • could • would
We use modals to show if we believe something is certain, possible or impossible:

Examples:

➢ My keys must be in the car.

➢ It might rain tomorrow.
➢ That can't be Peter's coat. It's too small.
We also use them to do things like talk about ability, ask permission, and make requests and offers:

Examples:

➢ I can't swim.
➢ May I ask a question?
➢ Could I have some tea, please?
➢ Would you like some help?

EXERCISE 3 Individual Work Fill the blanks with the correct answers.

1. Maria __________(can/ could / might)type 80 words per minute.

2. Ella ______ (can/ could / have to) speak French and German.

UPPER INTERMEDIATE 1 73
 3. My dog _______(could jump / could have jump/ can) very high when he was younger.
4. I wanted to talk to Jim yesterday, but I ________(Might not find / May not find /couldn't find) him
5. Anyone ____(might/ could /can) make a mistake.

EXERCISE 3 Individual Work Put in ‘can’ / ‘can’t’ / ‘could’ / ‘couldn’t in the

correct tense.

1. _________________ you swim when you were 10?

2. I _________________ understand the chapter we had to read for homework. It was so difficult.
3. He _________________ arrive at the party on time, even after missing the train, so he was very pleased.
4. He’s amazing, he _________________ speak 5 languages including Chinese.
5. I _________________ drive a car until I was 34, then I moved to the countryside so I had to learn.
6. I looked everywhere for my glasses but I _________________ find them anywhere.
7. I _________________ lift this box – it’s too heavy! Would you help me?
8. She’s 7 years old but she _________________ read yet – her parents are getting her extra lessons.
9. I read the book three times but I _________________ understand it.
10. James _________________ speak Japanese when he lived in Japan, but he’s forgotten most of it now.

3 SPEKING Vlog

A personal website or social media account where a person regularly posts short
videos. (YouTube / Instagram)

CREATING A CULLINARY VLOG OR TRAVELLING VLOG

How to Become a Food Vlogger

1. Define your brand.

As a food vlogger, you’ll face steep and frequent competition, but one way to stand out from that
online cooking crowd is to define your brand before you even post your first video.

UPPER INTERMEDIATE 1 74
 2. Get the right equipment.
What you use when you start will be largely dependent on your goals and your budget.
3. Befriend fellow food vloggers.
It may seem counterintuitive to make nice with the competition, but these vloggers insist building
relationships with other vloggers can mean the difference between success and failure in this field.
4. Learn as many recipes as possible.
While you may have developed your brand with a certain audience in mind, remember, “you will
still have all types of fans—from vegans to steak lovers—so knowing many different type of recipes
will expand your repertoire and your credibility as a food vlogger,” points out Will.
5. Be consistent.
When you begin uploading your videos and sharing content, don’t do so willy-nilly, you have to
make a commitment to creating content, and set a schedule for yourself.

Travel vlogging tips

1. Don't film everything
2. Centre your vlogs around an activity or place
3. Keep your videos short and succinct
4. Don't be afraid to show more of yourself
5. Include other people in your vlog
6. Show things from your point of view
7. Start your video with an establishing shot
8. Keep your video steady, not shaky
9. Avoid filming with a lot of wind or noise in the background
10. Choose good music that accentuates the mood of your video
11. Put your vlog aside for a while then re-evaluate
12. Watch other travel vlogs

EXERCISE 4 Individual WorkNow you are ready to make your own culinary
vlog or travel vlog!

4 CASE STUDY Creative industry

EXERCISE 5 Group Work Debate the following topic.

Do you think working in

creative industry
promising?
UPPER INTERMEDIATE 1 75
UNIT 9

AND RENEWABLE RESOURCES

reRESOURCES

After finishing this lesson, you will be able to:

▪ talk about energy

▪ talk about renewable resources
▪ give opinions about plastic waste

UPPER INTERMEDIATE 1 76
 1 SNAPSHOT
Answer and discuss the following questions.

1. Does your country need a lot of energy?

2. How can you save the amount of energy you use every day?
3. Do you think scientists will solve the world’s energy
problems?
4. What happens if we run out of energy?
5. Does your country use a lot of renewable energy?
6. What do you think of a future in which we totally rely on
nuclear energy?

Individual work Match the following pictures with words below! Then
EXERCISE 1
make a sentence for each activity

▪ solar power ▪ hydropower

▪ biomass ▪ ocean thermal energy
▪ wind energy ▪ geothermal energy

UPPER INTERMEDIATE 1 77
 2 WORD POWER energy
Individual work Look at Forms of Energy. How are these energies related
EXERCISE 2 to the sentences? Add the words to the form.

▪ Electrical ▪ Stored Mechanical ▪ Nuclear

▪ Thermal ▪ Sound ▪ Magnetic
▪ Radiant ▪ Chemical ▪ Elastic
▪ Motion ▪ Gravitational

UPPER INTERMEDIATE 1 78
 EXERCISE 3 Individual work Please give the examples/forms of each energy

NO Kinds of Energy Example

1 Electrical light bulb
2 Thermal
3 Radiant
4 Motion
5 Stored Mechanical
6 Sound
7 Chemical battery
8 Gravitational
9 Nuclear
10 Magnetic
11 Elastic

STUDY THESE!
ADVERBIAL CLAUSE: CAUSE AND EFFECT

b. Geothermal energy is clean because it can be An adverb clause may precede

Because generated without burning fossil fuels. or follow the independent
c. Sound cannot travel through a vacuum, because clause
there are no atoms to transmit the vibration.

a. Now that sunlight and wind are renewable Now that = “because now”
resources, they will not be used up. “Now that sunlight and wind
Now that b. Now that the mitochondrion is like a windmill. are renewable resources” means
Windmills use wind to create energy the way the “because now sunlight and wind
mitochondrion makes energy. are renewable”

a. Since heat means energy that is transferred from When since is used to mean
one thing to another. “because” it means “because
Since b. Since nuclear power plants do not burn fuel, they is a fact that” or “given it is
do not produce greenhouse gas emissions true that”

Cause and effect sentences

with since say, “given the fact
that X is true, Y is the result”
EXERCISE 4 Individual work Practice using adverbial clause of cause and effect

UPPER INTERMEDIATE 1 79
• Give 3 examples of “because”!

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

• Give 3 examples of “now that”!

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

• Give 3 examples of “since”!

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

EXERCISE 5 Individual work Practice using adverbial clause of cause and effect

1. We can go swimming every day. The weather is warm. (now that)

→
2. Cold air hovers near the earth. It is heavier than hot air. (because)
→
3. You paid for the theater tickets. Please let me pay for our dinner. (since)
→
4. Larry is finally caught up on his work. He can start his vacation tomorrow. (now that)
→
5. Our TV set was broken. We listened to the news on the radio. (because)
→
6. My brother got married last month. He’s a married man now, so he has more responsibilities. (now
that)

UPPER INTERMEDIATE 1 80
7. Oil is an irreplaceable natural resource. We must do whatever we can in order to conserve it. (since)
→
8. Do you want to go for a walk? The rain has stopped. (now that)
→
9. Many young people move to the cities in search of employment. There are few jobs available in the
rural area. (since)
→

10. Ninety-two thousand people already have reservation with an airline company for a trip to the moon.
I doubt that I’ll get the chance to go on one of the first tourist flights. (since)
→

Individual work Change the following sentences to “now that.” think to be sure
EXERCISE 6
they make sense.
1. My brother got married last year. He enjoys staying home with his wife.

___________________________________________________________________

2. Maria recently got a job at Microsoft. She works many overtime hours every week.

___________________________________________________________________

3. Kumiko is doing volunteer work at an afterschool program this quarter. She signed up for the
Partners in Service class.
___________________________________________________________________

UPPER INTERMEDIATE 1 81
 EXERCISE 7 Individual work Match column A and column B.

The wind makes the rotors spin. The

Coal moving rotors create electricity.

Panels absorb solar rays of heat and light.

Crude oil The solar panels turn the sun’s rays into
electricity.
The heat of the earth warms pipes of water
Panel solar buried underground.

It is a black liquid. When it is burned, the

Hydropower chemical energy inside the oil can be turned
into electrical energy.
It is a black rock. When it is burned, the
Nuclear energy chemical energy inside the coal can be
turned into electrical energy.
Flowing water creates electricity in
Windmill hydroelectric power stations.

Uranium is the ‘fuel’ which is at the center

Geothermal of a nuclear reactor.
energy

LISTENING
3

EXERCISE 8 Individual work Listen to the audio about the article and fill in the blanks.

Scientists use windows to trap solar energy

Researchers from the Massachusetts Institute of Technology (MIT) have discovered a new way of capturing
the Sun’s energy. A team from MIT have (1) ___________a new technique that involves coating windows
with special chemical dyes. The dyes help trap the light from the Sun and send it to special storage cells that
UPPER INTERMEDIATE 1 82
then convert the (2) __________ light into electricity. The team’s discovery could transform buildings into
energy plants. It could even one day mean that the windows in our houses could (3) __________ our homes.
The scientists say their dyes can produce ten times more power than the traditional solar panels used around
the world today. They predict that this clean and (4) __________ energy technology could be available
within the next three years.
The (5) __________ was first developed in the 1970s but was abandoned. (6) __________ then
found that too much of the collected sunlight failed to reach the solar storage units at the edges of the
window. The MIT (7) __________ revived the idea and used colored dyes to stop the light from escaping.
MIT’s development also does away with the need for (8) __________ of bulky solar cells. Instead, their
method only requires cells around the edges of the window. MIT’s Professor Baldo explained: "The coated
glass would let through about 10 per cent of the Sun to light up the room, and the remainder would be (9)
__________ and funneled to the edges to solar cells to generate electricity. It would look like smoked glass
because of the dyes." The new discovery could help fight (10) __________ change.

SP
4 EAKING

EXERCISE 9 Pair work Read and practice. Then make conclusion about the dialogue

Angel : Hi George, how are you?

George : I'm good and you?

Angel : I'm good too.

George : We are grateful to live in Indonesia with a lot of natural resources.

Angel : Yeah right.

George : You know Indonesia is ranked 6th as a producer of gold reserves

Angel : Is that right, don?

George : Of course, Indonesia is also the second largest coal exporter after Australia

Angel : Wow, it's really rich in Indonesia.

George : But the wealth is only a small portion that can be enjoyed by the Indonesian people.

Angel : Why is that?

UPPER INTERMEDIATE 1 83
George : Because most of Indonesia's wealth was taken over by foreign businessmen in Indonesia,for
example PT. Freeport Indonesia in Papua and also PT. Newmont is in Nusa Tenggara.

Angel : Then, why is this problem not addressed by the Indonesian government?

George : The government can overcome this problem by exploiting many human resources
withvariouseducation.

Angel : Ooh, that's right, Don.

George : Yupss, every Indonesian natural wealth is something valuable that should be maintained in order to
ensure the survival of future generations.

Angel :What is the impact of overused natural resources?

George :If it is exploited excessively, it will run out and can also affect thenatural ecosystemin the future.

Angel : Do you think there is a way for these natural resources to last into the future?

George :In my opinion in order to save natural resources, we need to use renewable natural resources, or use
alternative energy

Angel : You hit the nail on the head. That’s what we need afterall. Thank you!

George : You're welcome, as a friend we must be able to share information so that we don't missthis modern
era.

5 CASE STUDY plastic waste

Group work Discuss the following statistics about the increasing number of
EXERCISE 9
plastic wastes in Asia. Try to figure out what factors and why people in Indonesia
do that and how to solve this problem.

Indonesia’s Plastic Waste Problem

Indonesia has a major plastic waste problem on its
hands. At the moment, the country is second only to
China when it comes to dumping plastic waste into the
world’s oceans. According to a Study by the University
of Georgia, an estimated 3.22 million metric tons of
plastic waste is tossed annually into the ocean
surrounding Indonesia, while another 8.82 million
metric tons of China’s plastic waste also makes its way
into the ocean.
https://theaseanpost.com/article/indonesias-plastic-waste-problem

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UNIT 10

VEGETARIANISM

After finishing this lesson, you will be able to

▪ talk about vegetarianism

▪ talk about the benefits of becoming a vegetarian
▪ talk about the effects of become a vegetarian

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 1 SNAPSHOT
1. What comes to mind when you hear the word
‘vegetarianism’?
2. Would the world be a better place if everyone was
a vegetarian?
3. Why do people become vegetarians?
4. Do you think vegetarians lead better lives than
non-vegetarians?
5. Is there anything unhealthy about a vegetarian
diet?

2 WORD POWER history of vegetarianism

Individual work Watch the video and find the meaning of the words below
EXERCISE 1 in the dictionary.

Vocabularies Meaning
Vegan
Vegetarians
Protein
Healthy
Diet
Sacrifice
https://www.youtube.com/watch?v=Nudr-xbZqgE
Plant-based cooking

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 STUDY THESE!
ADVERBIAL CLAUSE OF CONDITION
If you are a vegetarian, you don’t Present + Present
eat meat. Facts which are generally
Type 0 true
If I want to diet, I will be a If simple present + simple
vegetarian. future
Type 1
A possible situation in the
future
If If everyone became vegetarian, If simple past + past future
Type 2 the planet would be better off. Hypothetical or unlikely
situations
If I probably would have made If past future perfect +
friends a lot more quickly if I past perfect
Type 3
hadn't been a vegetarian. The person is imagining a
different past
Unless = if … not
In (a): unless it’s cold
a. I’ll go swimming tomorrow unless it’s cold.
Unless b. I’ll go swimming if it isn’t cold.
means “if it isn’t cold.”
(a) and (b) have the same
meaning.

EXERCISE 2 Individual work Make sentences with the same meaning by using unless.

1. I will go to the zoo if it isn’t cold.

→
2. You can’t travel abroad if you don’t have a passport.
→
3. You can’t get a driver’s license if you’re not at least sixteen years old.
→
4. If I don’t get some film, I won’t be able to take pictures when Ann and Rob get here.
→
5. You’ll get hungry during class if you don’t eat breakfast.
→

EXERCISE 3 Individual work Choose the correct answer (if or unless)

1. ________ you help me, I'll be unable to do it.

2. ________ I meet him, I'll tell him the whole truth.

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3. You won't get well ________you stop smoking.
4. ________you exercise regularly, you won't be able to lose some weight.
5. ________you exercise regularly, you'll lose some weight.
6. The teacher will be furious ________you don't the homework.
7. You can't go on vacation ________you don't save some money.
8. You will feel cold ________you wear a warm jacket.
9. We'll arrive on time ________we hurry.
10. Don't call me________ it's an emergency.

Individual work Match the following pictures with words below! Then
EXERCISE 4
make a sentence for each activity

ovo-vegetarian fruitarian vegan

lacto- vegetarian lacto-ovovegetarian

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 EXERCISE 5 Individual work Complete the sentences with the words in the box.

avoids diet object

opportunity quantity suffer

1. Vegans try to live in a way that _____________ exploiting and being cruel to animals.
2. Vegans say that bees’ health can_____________ when humans take honey from them.
3. Percy Bysshe Shelley was one of the first people to publicly _____________ to
eatingeggs and dairy products on moral grounds.
4. A huge _____________ of water is needed to grow grain to feed animals in the
meatindustry.
5. Many vegans say that all the nutrients our bodies need are contained in a carefullyplanned
vegan_____________.
6. World Vegan Day is a wonderful _____________.

EXERCISE 6 Individual work Match the definitions (a–h) with the vocabulary (1–8)

a. a creature that can experience suffering

1. …… a dairy product b. cereal that is grown and used as food
2. …… a calf c. a meeting where people do an activity or talk about
3. …… a chick something
4. …… a sentient being d. a product that contains milk
5. …… grain e. treating someone or something in an unfair way and
6. …… exploitation gaining an advantage from it
7. …… a nutrient f. an ingredient that helps you to grow, have energy and
8. …… a workshop stay alive
g. a young bird which has just come out of the egg
h. a young cow or bull

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 3 WRITING
EXERCISE 7 Individual work Make your own sentences to describe about the benefits
of becoming a vegetarian!

 …………………………………………

 …………………………………………

 …………………………………………

 …………………………………………

 …………………………………………

 …………………………………………

 …………………………………………

4 SPEAKING
EXERCISE 6 Individual work Read and practice. Then make a dialogue asking about
can you live only eat vegetable and fruit?

Aaron : Hi, do you think it’s healthy being a

vegetarian?

Lydia : Yes, it’s completely healthy.

Aaron : Do you think I should be a vegetarian?

Lydia : Yes, it helps you not slaughter those

helpless animals

Aaron : Are you a vegetarian?

Lydia : Yes, I am a vegetarian.

Aaron : How many years have you been a vegetarian?

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Lydia : Around five years

Aaron : I don’t think I have the will power to give up meat.

Lydia : Well the first I thought the same, but event usually got the hang of it

Aaron : Really?

Lydia : Yes, it’s simple I just started eating salads

Aaron : What made you decide to be the one?

Lydia : My father persuaded me to be a vegetarian

Aaron :That’s really strange because my dad loves eating meat.

Lydia : Well my father is not a big fan of meat

Aaron : I guess we are opposites

Lydia : I agree we must be opposites

Aaron : What do you normally get when you eat in a steak house?

Lydia : I will probably just try eating French Fries and salads

Aaron : Did you enjoy a life of a vegetarian?

Lydia : Yes, I do enjoy the life of vegetarian.

Aaron : Yes, I might be a vegetarian

Lydia : Hopefully you will be the one like me

Aaron : I hear many positive things in switching

EXERCISE 7 Pair work Discuss with your friend and tell about your opinion in front
of your friends

Would you consider becoming a vegan? If you already are a vegan, how did you choose to
become one?

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 5 CASE STUDY Plastic waste
EXERCISE 9 Group work Discuss the following diagram about 4 healthy 5 perfect.

What do you think about the vegetarians which don’t eat complete meal? Tell about the
effects if we only eat vegetable, fruit and become a vegetarian, solve this problem.

4 Healthy 5 perfect food

Since childhood we were taught in school term
4 healthy 5 perfect food that describe the
nutritional content of human ideal. 4 healthy
food consists of rice, side dishes, vegetables
and fruits are the perfect 5 milk. Rice is a
source of carbohydrates, side dishes as protein,
vegetables for mineral and fruits as a vitamin.

UPPER INTERMEDIATE 1 92
 REFERENCES

Azar, Betty (2002). Understanding and Using English Grammar 3rd. Pearson Education, 10
Bank Street, White Plains, New York.

https://breakingnewsenglish.com/0807/080714-solar_energy.mp3

https://theaseanpost.com/article/indonesias-plastic-waste-problem

https://www.examenglish.com/TOEFL/TOEFL_reading1.htm

Academic Affairs (2017). English for Teenagers 2. Golden English, Jakarta. p. 27-29

Academic Affairs (2018). Upper Intermediate 2. Golden English, Jakarta. p. 10 & 25

https://learnenglishteens.britishcouncil.org/grammar/intermediate-grammar/conditionals

https://learnenglish.britishcouncil.org/general-english/audio-zone/a-study-trip-to-the-uk

https://www.examenglish.com/TOEFL/TOEFL_reading1.htm

http://www.learnenglish-online.com/listening/music/ifiwereaboy.html

https://images.app.goo.gl/F2iUg2njbhM5Gmvv6

http://www.azargrammar.com/assets/advanced/UUEGTeacher-
CreatedWorksheets/Worksheets17/MorePractwithNowThat.doc

https://www.researchgate.net/publication/317561674_An_Introduction_to_the_Renewable_Energy
_Resources

https://breakingnewsenglish.com/0807/080714-solar_energy.mp3

https://theaseanpost.com/article/indonesias-plastic-waste-problem

https://www.myenglishpages.com/site_php_files/grammar-exercise-if-or-unless.php

https://www.dummies.com/food-drink/recipes/vegetarian-vegan/the-different-kinds-of-
vegetarians/

https://learnenglish.britishcouncil.org/general-english/magazine/veganism

https://healtyfoo.blogspot.com/2016/09/4-healthy-5-perfect-food-examples-and.html

https://www.thoughtco.com/real-and-unreal-conditional-form-worksheets-1209878

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