Mapofthebook

UNIT VIDEO LISTENING VOCABULARY

1 GLOBALIZATION NBA making a Key listening skill:

Activating prior knowledge
Globalization
vocabulary
play for China
Listening 1: A radio programme
Additional skills:
about the global food industry
Understanding key vocabulary
(Environment)
Using your knowledge
Listening 2: A presentation on the Listening for main ideas
global film industry Listening for detail
(Business) Listening for opinion
Understanding cause and effect
Taking notes on main ideas and detail
Synthesizing
Pronunciation for listening:
Consonant clusters

2 EDUCATION Langton Key listening skills: Academic adjectives

to describe
School science Listening for advice and suggestions
Listening 1: A meeting between a programme Making inferences professions (e.g.
student and a careers adviser manual, medical,
Additional skills:
(Education) technical)
Using your knowledge
Listening 2: A conversation between Understanding key vocabulary
students about paths towards a Listening for main ideas
medical profession Listening for opinion
(Education) Taking notes on main ideas and detail
Synthesizing
Pronunciation for listening:
Certain and uncertain intonation

3 MEDICINE New ‘health Key listening skills:

Identifying contrasting opinions
Health science
vocabulary
tablet’ gives
Listening 1: A college seminar about instant test Strengthening points in an argument
pandemics results Additional skills:
(Medicine)
Understanding key vocabulary
Listening 2: A debate about flu Using your knowledge
vaccinations Listening for attitude
(Medicine) Listening for detail
Taking notes on main ideas
Synthesizing
Pronunciation for listening:
Intonation in tag questions

4 THE ENVIRONMENT Cloning Key listening skills: Verbs to describe

endangered Distinguishing main ideas from details environmental
Listening 1: A lecture about habitat species Taking notes on main ideas and details change
destruction
Additional skills:
(Environment)
Understanding key vocabulary
Listening 2: A talk about the decline Using your knowledge
of desert habitats Listening for main ideas
(Environment) Listening for detail
Summarizing
Listening for opinion
Listening for text organization
Synthesizing
Pronunciation for listening:
Pauses in prepared speech

4 Mapofthebook
I
GRAMMAR Criticalthinking SPEAKING
ь _____
Modals of present and past Analyzing and using data in Preparation for speaking:
probability pie charts Presenting data
Using data to support an argument Describing a pie chart
Drawing conclusions from data
Speaking task:
Give a presentation using data from a pie chart.

The future continuous Prioritizing criteria Preparation for speaking:

Stating preferences with would Using priorities to evaluate options Giving an opinion and making suggestions
Agreeing and disagreeing respectfully
Compromising and finalizing a decision
Pronunciation for speaking:
Certain and uncertain intonation
Speaking task:
Decide as a group which candidate should
receive a scholarship.

Conditionals: Analyzing background and Preparation for speaking:

• The third conditional motivation Creating persuasive arguments
• Review of the second Speaking task:
conditional - unreal situations Role-play a debate

Multi-word prepositions Organizing information in Preparation for speaking:

The past perfect a presentation Giving background information and explaining
a problem
Using signposting language in a presentation
Speaking task:
Give a problem and solution presentation.

Mapofthebook 5
 UNIT VIDEO LISTENING VOCABULARY

Academic vocabulary
5 ARCHITECTURE The skyscraper Key listening skills:
Understanding figurative language for architecture and
Listening 1: A conversation between Understanding strong and tentative transformation
two property developers suggestions
(Urban planning) Additional skills:
Listening 2: A housing development Understanding key vocabulary
meeting Using your knowledge
(Urban planning) Listening for main ideas
Listening for detail
Listening for attitude
Taking notes on main ideas
Synthesizing
Pronunciation for listening:
Emphasis in contrasting opinions

Academic vocabulary
6 ENERGY Jeju Island goes
carbon-free
Key listening skills:
Understanding digressions for networks and
Listening 1: A radio programme Understanding persuasive techniques systems
about the island of El Hierro, Spain Additional skills:
(Culture; Environment) Understanding key vocabulary
Listening 2: A chaired meeting about Using your knowledge
saving energy in an office Listening for main ideas
(Environment) Listening for detail
Listening for text organization
Taking notes on detail
Synthesizing
Pronunciation for listening:
Intonation related to emotion

Academic vocabulary
7 ARTAND DESIGN Contemporary Key listening skills:
Inferring opinions related to art
African art sale
Listening 1: A radio report about Distinguishing fact from opinion (e.g. appreciate,
graffiti Additional skills: interpret, analyze)
(Art and design; Culture) Understanding key vocabulary
Listening 2: An informal debate Predicting content using visuals
about public art Using your knowledge
(Art and design) Listening for main ideas
Listening for detail
Listening for opinion
Making inferences
Taking notes on opinion
Synthesizing
Pronunciation for listening:
Stress in word families

Academic verbs
8 AGEING Never too old
to code
Key listening skill:
Understanding specific observations for support and
Listening 1: A finance podcast and generalizations assistance
(Economics)
Additional skills:
Listening 2: Two student Using your knowledge
presentations on ageing in Understanding key vocabulary
different countries Listening for main ideas
(Social anthropology) Listening for detail
Taking notes on main ideas and detail
Synthesizing
Pronunciation for listening:
Elision and intrusion

6 мароғтневоок
 GRAMMAR Criticalthinking SPEAKING

Future forms: Comparing and evaluating Preparation for speaking:

• Will and be going to for solutions Identifying problems and suggesting solutions:
predictions and expectations • Presenting a problem
• Making polite suggestions
• Responding to suggested solutions
Pronunciation for speaking:
Emphasizing a word or idea to signal a problem
Speaking task:
Discuss a housing problem and possible
solutions.

Connecting ideas Analyzing and evaluating problems Preparation for speaking:

The passive voice and solutions Keeping a discussion moving:
• Asking for input in a discussion, summarizing
and keeping a discussion moving
• Dealing with interruptions and digressions
Pronunciation for speaking:
Using a neutral tone of voice
Speaking task:
Participate in a discussion about an energy
problem and possible solutions.

Relative clauses Using debate statements and Preparation for speaking:

responses Language for debates:
Preparing for a debate: • Expressing contrasting opinions
• Evaluating reasons • Restating somebody’s point
• Analyzing evidence • Using language for hedging
Pronunciation for speaking:
Stress in hedging language
Speaking task:
Participate in an informal debate about
whether public money should be spent
on public art.

Verbs with infinitives Analyzing and using data from Preparation for speaking:
or gerunds a line graph Referencing data in a presentation:
• Explaining details and trends in a graph
• Explaining causes and effects
Pronunciation for speaking:
Contrastive stress in numbers and comparisons
Speaking task:
Give a presentation using graphical data

Mapofthebook 7
 Yourguide to Unlock your I I
UNLcPCK academic potential

Unlock Second Edition is a six-level, academic-light English course created to build the skills and
language students need for their studies (CEFR Pre-Al to Cl). It develops students’ ability to think
critically in an academic context right from the start of their language learning. Every level has 100%
new inspiring video on a range of academic topics.

Confidence in teaching.

Joy in learning.

Better|Learning WITH UNL<PCK SECOND EDITION

Better Learning is our simple approach where insights we’ve gained from research have helped shape
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CRITICAL THINKING
Critical thinking in Unlock Second Edition ...

APPLY ANALYZE • is informed by a range of academic research from Bloom

in the 1950s, to Krathwohl and Anderson in the 2000s, to
more recent considerations relating to 21s, Century Skills
• has a refined syllabus with a better mix of higher- and
lower-order critical thinking skills
UNDERSTAND

• is measurable, with objectives and self-evaluation so

students can track their critical thinking progress
• is transparent so teachers and students know when and
why they’re developing critical thinking skills
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REMEMBER CREATE academic success.

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lower-order critical thinking skills. lower- and higher-order and have the confidence to
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skills too. objectives.

8 UNLOCK
DIGITAL CLASSROOM MATERIAL
The Unlock Second Edition Digital Classroom Material...
• offers extra, motivating practice in speaking, critical thinking
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• provides a convenient bank of language and skills reference
informed by our exclusive Corpus research Θ
• is easily accessible and navigable from students’ mobile phones
• is fully integrated into every unit
• provides Unlock-specific activities to extend the lesson
whenever you see this symbol Q|
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they need, when they need it.

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The digital classroom Every unit of Unlock Second Edition Students are motivated by having
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integral, well-timed and language students are learning in language learning. Teachers are reassured
part of a lesson. the book. The symbol Qa shows when that the material adds real language­
to use the material. learning value to their lessons.

RESEARCH
We have gained deeper insights to inform Unlock Second Edition by ...
• carrying out extensive market research with teachers and students to fully understand their needs
throughout the course’s development
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INSIGHT CONTENT RESULTS

• Consultation with Improved critical thinking "Thankyou for all the effort you've
global Advisory Panel 100% new video and video lessons put into developing Unlock Second
• Comprehensive Clearer contexts for language Edition. As far as I can see, I think the
reviews of material presentation and practice new edition is more academic and more
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interviews and Digital workbook with more
Burςin Gonijlsen,
Skype" calls robust content
l§ik University, Turkey
• Classroom Comprehensive teacher support
observations

UNLOCK 9
 HOW UNLOCK WORKS

Unlock your knowledge

Encourages discussion around the
themes of the unit with inspiration
from interesting questions and
striking images.

WATCH AND LISTEN

Watch and listen

Features an engaging and motivating
video which generates interest in the
PREPARING TO WATCH
topic and develops listening skills. ActivatiNGYOUR 1 Work with a partner. Discuss the questions
KNOWLEDGE 1 ^an You t^i∩k of any animals that have disappeared or are endangered?
2 What role do humans play in making an animal extinct or endangered7
3 What can people do to prevent more animals from becoming extinct?

LISTENING

Listening 1 LISTENING
LISTENING 1
Provides information about the topic and
PREPARING TO LISTEN
practises pre-listening, while-listening and 1 You are going to listen to a lecture about habitat destruction. Before you
UNDERSTANDING
listen, read the words and definitions. Then complete the sentences with
post-listening skills. This section may also KEY VOCABULARY
the correct form of the words in bold.

include a focus on pronunciation which will adapt (v) to adjust to different conditions
coastal (adj) on or related to land by the sea or ocean
conservation (n) the act of being careful not to waste water, energy, etc.
further enhance listening comprehension. exploit (v) to use something in a way that helps you (or unfairly for
an advantage)

MULTI-WORD PREPOSITIONS
Language development
Multi-word prepositions are two- or three-word phrases that function like

Practises the vocabulary and grammar one-word prepositions (of. on. by). Multi-word prepositions include:
• two-word phrases (apart from, according to)

from Listening 1 and pre-teaches the • three-word phrases (by means of. as well as)
Like one-word prepositions, multi-word prepositions are followed by nouns,
noun phrases and gerunds. They show the relationship between two things.
vocabulary and grammar for Listening 2. For example, in front of shows location.

Listening 2
PREPARING TO LISTEN

Presents a second listening text on the 1 Work with a partner. Discuss the questions.
1 What is a desert? KNOV

topic, often in a different format, and 2

3
Are there any desert areas in your country? If so, where are they?
What kinds of plants, animals or products do you find in the desert?

∣JNDERSW^
serves as a model for the speaking task. 2 You are going to listen to a talk about desert habitats. Before you listen, read
the sentences and write the words in bold next to the definitions.
—1 Antarrtira iι⅝ιιallv has.ahτ<h winter with extremely mid temneratiires____

10 HOW UNLOCK WORKS

 HOW UNLOCK WORKS

SPEAKING

SPEAKING
Critical thinking Criticalthinking
Develops the lower- and higher-order thinking At the end of this unit, you are going to do the speaking task below.

r Give a presentation about a change in the environment and discuss

possible solutions.
skills required for the speaking task.
Organizing information in a presentation

PREPARATION FOR SPEAKING

GIVING BACKGROUND INFORMATION AND

Preparation for speaking EXPLAINING A PROBLEM

Background information is often necessary to put a problem in context. In

Presents and practises functional language, other words, you need to say why it is a problem. One way of structuring this
background information is to give main ideas, examples of those ideas and
details to clarify the examples:

pronunciation and speaking strategies for the Let's begin by looking at some background information from the United
Nations Environment Programme. The Umted Nations reports in Clobal
Oeseris Outioak that ._

speaking task. Humans have learned, to exploit the resources of the desert for
survival and profit by adapting their behaviour, culture and technology
to its harsh environment. To give you an example, tribes such as the

Speaking task τ Give a presentation about a change in the environment and discuss
possible solutions.

PREPARE
Uses the skills and language learned throughout 1 Look back at the outline for the research you did in Critical thinking. Add
any new information you would like to include.

the unit to support students in producing a 2 Prepare a short introduction. Make notes based on your research from
Critical thinking. Think about what kind of background information to
include in your introduction in order for the audience to understand

presentational or interactional speaking task. the problems in your presentation. Use language from Preparation for
speaking to help you.
3 Look back at your proposed solutions in your outline. What kind of

This is the unit’s main learning objective. information could you include in your conclusion? Use signposting
language from Preparation for speaking to help you.
4 Refer to the Task checklist below as you prepare your presentation.

1 Check your learning objectives for this unit. Write 3,2 or I for each
objective.

Objectives review 3 = very well 2 = well 1 = not so well

watch and understand a video about cloning endangered species.

Allows learners to evaluate how well they have distinguish main ideas from details.

take notes on main ideas and details.

mastered the skills covered in the unit. organize information in a presentation.

use multi-word prepositions.

2 Use the Unlock Digital Workbook for more practice with this unit's
learning objectives.

wo*oιιsτ

Word Ii st consumer (n) ©

discount (n) ©
domestic (adj) ©
labour (n) ©
multinational (adj)
outsourcing (n)
profit (n) ©
prosperity (n) ©
purchase (v) ©
goods (n) © overseas (adv) © supply chain (n)
Lists the key vocabulary from the unit. The most greenhouse (n)
import (v) ©
produce (n) ©
produce (v) ©
transport (n) ©

investigate (v) © production costs (n)

frequent words used at this level in an academic © = high-frequency words in the Cambridge Academic Corpus

context are highlighted. ©

Howuneockworks 11
 COMPONENTS^

Unlock offers 56 hours per Student’s Book, which is extendable to 90 hours with the Digital Pack, and
other additional activities in the Teacher’s Manual and Development Pack.
Unlock is a paired-skills course with two separate Student’s Books per level. For levels 1-5 (CEFR Al - Cl),
these are Reading, Writing and Critical Thinking and Listening, Speaking and Critical Thinking
They share the same unit topics so you have access to a wide range of material at each level. Each
Student’s Book provides access to the Digital Pack.
Unlock Basic has been developed for pre-Al learners. Unlock Basic Skills integrates reading, writing,
listening, speaking and critical thinking in one book to provide students with an effective and
manageable learning experience. Unlock Basic Literacy develops and builds confidence in literacy.
The Basic books also share the same unit topics and so can be used together or separately, and
Unlock Basic Literacy can be used for self-study.

Student components
Resource Description Access
Student’s Books • Levels 1-5 come with the Digital Pack • The Digital Pack (Digital Workbook,
(Digital Workbook, Digital Classroom Digital Classroom Material, downloadable
Material, downloadable audio and audio and video) is accessed on our
video) learning platform via the unique code
inside the front cover of the Student’s
- Levels 1-4 (8 units)
Book
- Level 5 (10 units)
• The audio and video are downloadable
• Unlock Basic Skills comes with from the Student’s Resources section on
downloadable audio and video (11 units) the learning platform
• Unlock Basic Literacy comes with
downloadable audio (11 units)
Digital Workbook • Levels 1-5 only • The Digital Workbook is on our learning
platform and is accessed via the unique
• Extension activities to further practise
code inside the front cover of the
the language and skills learned
Student’s Book
• All-new vocabulary activities in the
Digital Workbook practise the target
vocabulary in new contexts
Digital Classroom • Levels 1-5 only • Please go to cambridgeone.org to
Material access the digital classroom material.
• Extra practice in speaking, critical
thinking and language • Students use the same login details as
for the learning platform, and then they
are logged in for a year
Video • Levels 1-5 and Unlock Basic Skills only • The video is downloadable from the
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• All the video from the course
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Audio • All the audio from the course • The audio is downloadable from the
Student’s Resources section on the
learning platform

12 COMPONENTS
 COMPONENTS

Teacher components
Resource Description Access

Teacher’s Manual • One manual covers Levels 1-5 • The audio, video and worksheets
and Development
• It contains flexible lesson plans, are downloadable from the Teacher
Pack
lesson objectives, additional Resources section on the learning
activities and common learner platform
errors as well as professional
development for teachers,
Developing critical thinking skills
in your students
• It comes with downloadable audio
and video, vocabulary worksheets
and peer-to-peer teacher training
worksheets
Presentation Plus • Software for interactive • Presentation Plus is available from
whiteboards so you can present the Teacher Resources section on
the pages of the Student’s Books our learning platform
and easily play audio and video,
and check answers

COMPONENTS 13
 LEARNING OBJECTIVES IN THIS UNIT YOU WILL... GLOBALIZATION UNITl
watch and understand a video about US basketball stars
g Watch and listen
bringing the American league to China.

■ Listening skill activate prior knowledge.

analyze and use data in pie charts; use data to support

I Critical thinking
an argument.

" Grammar use modals of present and past probability.

present data; describe a pie chart; draw conclusions

Speaking skills
from data.

I Speaking task give a presentation using data from a pie chart.

oi provarl

UNLOCK YOUR KNOWLEDGE

Work with a partner. Discuss the questions below.

1 Do you read any international magazines or watch foreign television

programmes or films? Give examples of your favourites.
2 Do you like fashion or music from other countries? Why / Why not?
3 What international restaurants are there in your city or country?
What do they serve?
4 Do you buy any foods from other countries at the
supermarket? If so, what foods do you buy? [ɪ i

14 UNITl GLOBALIZATION 15
 WATCH AND LISTEN

PREPARING TO WATCH
1 Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 Do you enjoy watching international sporting events on television,
that is, sports that are popular in many different countries? Which ones?
Why do you like these sports?
2 How often do you watch live sporting events? How much does it cost
to watch them?
3 Do you support a team? Do you have any clothes or anything else with
the name or picture of the team?

2 Look at the pictures from the video. Discuss the questions with a partner.
PREDICTING
CONTENT USING 1 In which country is the game being played? Do you think basketball is
VISUALS popular there? Why / Why not?
2 What are the players doing when they are not playing basketball?
3 Why do you think they are doing these things?

GLOSSARY

NBA (abbr) National Basketball Association; the men’s professional basketball league in
the United States and Canada
charm offensive (n phr) a strong effort to make people like you
NBA-sponsored facilities (n phr) buildings and equipment that are paid for by the NBA
merchandising and broadcast deals (n phr) agreements to put games on television and
sell things associated with the teams, such as T-shirts and hats
go from strength to strength (phr) to become more and more successful
have their way (phr) to get what they want

16 UNlTl
WHILE WATCHING
3 ɑ Watch the video. Write T (true) or F (false) next to the statements UNDERSTANDING
below. Correct the false statements.
MAIN IDEAS
1 The NBA players were in China to celebrate the opening of a
new sports facility.
2 The NBA players were in China to make basketball more
popular.
3 The NBA teams came to China to play a game during the main
basketball season.
4 The NBA player, Jeremy Lin, is from China.
5 The Chinese market is of increasing importance to the NBA.

4 ɑ Read the main ideas. Watch the video again and add supporting UNDERSTANDING
details for each main idea.
DETAIL
1 The NBA players went to China on a charm offensive.

2 The Chinese market is very valuable to the NBA.

3 The players enjoyed themselves in China.

5 Work with a partner. Discuss the questions and give reasons for your
MAKING INFERENCES
answers.
1 Do you think the visits to China and other parts of the world by the
NBA will continue? Why / Why not?
2 What kind of impact do you think the visit had on the children who
met the players, and the fans who watched the games?
3 Do you think the NBA will have teams outside North America in the
future? Why / Why not? If so, what countries might come first?
4 What do you think the players learned during their visit to China?

DISCUSSION
6 Work with a partner and answer the questions.
1 Would you like to attend an NBA game? Why / Why not?
2 Do you think the international popularity of American basketball will
continue to grow? Why / Why not?
3 What other sports are popular outside the country where they began?
Why do you think they became global?
4 Are there any sports that originated in your country or region that have
become popular in other places? Which one(s)? Why do you think its
popularity has spread?

WATCH AND LISTEN 17

 LISTENING^^_
LISTENING 1 1
Preparingto listen
UNDERSTANDING 1 F<θθd t∣^ιe seπtences anc∣ write the words in bold next to the definitions.
KEY VOCABULARY 1 ' purchase apples from the local farm shop to help the environment.
2 As an educated consumer I often read the labels on my shopping.
ʒ Some farmers produce fruit and vegetables to sell locally.
4 The UK imports its bananas from other countries and then sells them
in local markets.
5 Scientists investigate the reasons climate change is getting worse.
6 According to the label on the pasta sauce, it is made overseas.
7 In cold climates, many types of fruit can be grown in greenhouses.

a(v) to buy something

b(adv) in, from, or to other countries
c (n) someone who buys or uses goods or services
d (v) to bring products in from another country to sell or use
e (n) a building used to grow plants that need constant
warmth and protection
f (v) to create something or bring it into existence
g (v) to carefully examine something, especially to discover
the truth about it

Activating prior knowledge

Thinking about what you already know about the topic before you listen can help
you connect it to your own personal experiences or past studies. It can also help
you predict what information you might hear or think about what you might like to
know about the topic. You can activate your prior knowledge by asking questions
about the topic, looking at photos related to the topic, thinking about the title of the
lecture or talk, or talking with a classmate about the topic.
You can ask questions such as:
• What do I already know about this topic?
• What experiences have I had that relate to this topic?
• What have I read or heard about this topic before?
• What do I think about this topic?
Activating prior knowledge will make it easier to understand key information when
you listen the first time. It can also help you evaluate the information, based on what
you already know.

18 UNlTl
2 You are going to listen to a radio programme called The 48,000-km fruit
USING YOUR
salad. Before you listen, work with a partner. Think about the programme
KNOWLEDGE
name and look at the photo below. Choose the topics that you think will
be included. Give reasons why.

1 Supermarkets 5 Specialist food shops

2 Environmental pollution 6 UK businesses in other countries
3 Job creation 7 Shipping food by aeroplane
4 International companies 8 Ways to make healthy food

WHILE LISTENING
3 01.1 Listen to the interview between a customer and a reporter and
LISTENING FOR
check your answers to Exercise 2.
MAIN IDEAS

Listeningi 19
TAKING NOTES 4 θ 1.1 Listen again and complete the student’s notes. Then compare
ON DETAIL notes with a partner.

Nome ofprogramme: The world close up

Main topic: 01______________________________________________________
Customer interviewed: p)____________________________________________
Customer is buying more (3)__________ and (4)___________ In order to eat more

Item Tomatoes (6)___________ Grapes Blueberries (7)________________________________

Country Morocco Colombia (8) Argentina New

Zealand
Kilometres 3,500 (9) (10) 01) 18,800

The Letbxce is <12> . but the farm It came from could have (l3)
Fruit and vegetables from hot countries must be grown In greenhouses, and this
M________________________________________________________________________________

Total kilometres travelled (,5)

Problems with food travelling: long food 6 and a huge carbon
(iη

5 Read the statements. Write T (true) or F (false). Then correct the

false statements.
1 Most of the food David is buying is imported.

2 David usually tries to eat foods that are grown locally.

3 The global food industry limits the types of fruit people eat.

4 You can be sure that locally grown food has not travelled.

5 Locally grown food is always environmentally friendly.

POST-LISTENING

LISTENING FOR
6 θ 1.2 Listen to the extracts from the radio programme. Choose the
statement (a-с) which best matches the reporter’s opinion.
OPINION
1 a Cheap food can have hidden negative effects.
b Cheap food costs less for consumers.
c Cheap food is better for the environment.

20 UNlTl
 2 a Shipping fruit by air is a good thing.
b Shipping fruit by air is not environmentally friendly.
c Shipping fruit by air is cheap and easy.
3 a Shipping fruit around the world might contribute to global warming,
b The price of fruit at the supermarket is too high because of air travel,
c If we don’t eat enough locally grown fruit, we won’t be healthy.

PRONUNCIATION FOR LISTENING

Consonant clusters
A consonant cluster is a group of consonants without a vowel between them, for
example /gr/ or /spl/.
Mixtures ofconsonant sounds can cause problems with note-taking. Ifyou mishear
the speaker, you might write the wrong word. Consonant clusters can be heard at
the start of words (grow, fly, cross) or at the end of words (cost, past, find).

7 θ 1.3 Listen to the consonant clusters in these sentences. Write the

word the speaker says.
1 These agricultural products are already going
2 We many kinds of tea on this plantation.
3 The police regularly illegal imports.
4 The company more crops overseas last year.
5 The bananas are so that they ripen together.
6 the crops causes air pollution.
7 The products through customs easily.
8 I want to know why these routes more.

8 θ 1.4 Listen and complete the student’s notes. Then read the notes and
check that the words make sense in the context.

There- hasn’t been much E__________ -from the government over the Issue
of imported OgricuLturaL crops. There are ₽)__________ Issues with this.
(3)__________ , nearly a (4)
*123 5 all imported fruit cannot grow
of
in our Ei__________ . Secondly, the (6)should
7 help our own
farmers rather than foreign growers. Finally, we should not fall into the
Ei__________ of not (8)enough food. What (9)___________ happen
if it didn’t (10)and we were Left with a food shortage?.

Listeningi 21
 DISCUSSION
9 Work with a partner. Discuss the questions.
1 What kind of fresh foods are available in your country? Are they
produced locally or overseas?
2 Are these fresh foods available all year or only at specific times? Why?
3 Do you check the origin of food when you buy it by reading the label?
Where does it come from?

©Qi 4 Do you think most people in your city or country buy food that has
travelled long distances? Why / Why not?

LANGUAGE DEVELOPMENT

MODALS OF PRESENT AND PAST PROBABILITY

You can use modals to show how sure or unsure you are of something in the present or past.
In the present, use a modal + infinitive. In the past, use a modal + have + past participle.
It might be- α. BritLsh company, (present)
It might hay& been a. BrLtLsh company, (past)
Use must when you are certain that something is true because there is strong evidence, or
when you think there is only one logical conclusion.
These α,vocαzLos mast be -from Mexico. The label says 'avocados from Mexico’, (present)
These avocados must have come from Mexico. I saw the shipping box come in yesterday
from Mexico, (past)
Use can’t or couldn’t when you are absolutely certain that something is not true.
AbduL can’t be from Oman. He has an Egyptian passport, (present)
Hls flight can’t have arrived In OubaL yet. It’s only nine o’clock. (past)
GRAMMAR

This Jumper can’t be from Japan. The tag says 'made In Scotland’, (present)
She couldn’t have bought her car In the UK. She was living in Turkey at the time, (past)
When you think something is possible, but you are not sure, use may (not), might (not) or could.
The company could be British, but I’m not really sure, (present)
The supermarket might haxe imported the bananas from Colombia., (past)
Eun Sook may not haxe worked in the UK before, (past)
Only use contractions (short forms) with could and can.

most certain must (something is true)

couldn’t, can’t (something is not true)

least certain ▼ may (not), might (not), could

22 UNiTi
1 Circle the correct modal and verb form. Use the information in brackets
to help you.
1 Alana couldn’t have bought / may have bought tickets to Ecuador last
week. She asked me about ticket prices, (guessing)
2 Ahmed must be / could be from Oman. I saw his passport earlier, (the
only logical conclusion)
3 I might have lost / must have lost my passport on the way home from
work. It was in my pocket when I left work, and then it wasn’t there
when I got home, (the only logical conclusion)
4 Jan’s new company might send / must send her to Dubai next week.
They do a lot of international business, and she thinks a large meeting
is happening in the next ten days, (guessing)
5 My new smartphone can’t be / must be from Tahiti. There isn’t a big
smartphone industry there, (impossible)
6 Luis may have lived / must have lived in South Korea for a while. He

PLUS
speaks fluent Korean, and I saw a Korean company on his CV. (the only
logical conclusion)

2 Look again at Exercise 1. How would the meaning of each sentence

change if the other modal and verb form was used?
3 Complete the statements with modals of present and past probability.
Use the given verbs and the clues in brackets to help you. Sometimes
more than one answer is possible.
1 These fruit and vegetables(be) grown locally -
I bought them at the farm shop, (present - logical conclusion)
2 Your phone(be) made overseas and exported
to be sold in other countries, (past - logical conclusion)
3 Your lunch(contain) only food products that
were produced in this country, (present - guess)
4 Fifty years ago, goods that were produced locally
(be) cheaper than goods that were produced
overseas, (past - guess)
5 This film(be) based on an older British film.
The writer said it was American! (past - impossible)

4 Discuss these questions with a partner. Use the structures could be /

may be / must be or could have / may have / must have in your answers.
1 Where do you think the clothes you are wearing today were made?
2 Think about the kind of car you would like to buy. Where do you think
it was made? What other countries buy that car?
3 Do you have friends from other countries? Where are they from? What
other countries have they visited or lived in?

LANGUAGE DEVELOPMENT 23
 GLOBALIZATION VOCABULARY
5 Complete the text with the correct words and phrases from the box.
Use the Glossary on page 190 to help you.

goods imported multinational outsourcing produce

prosperity purchase supply chain transport

Globalization is positive. Thanks to advances in (1)--------------- ,

a wide range of(2)__________ can now be shared around the
world. For example, fresh food can be (3)__________ from
different countries via lorry, plane and ship. Although this makes
the (4)__________ longer, with more people involved before the
(s)__________ reaches the customer, there’s an amazing variety of
fruit and vegetables to choose from. Even if your country doesn’t
grow kiwis, you can (6)__________ them in supermarkets all
year round! Companies are now (7)__________ ; Coca-Cola is an
American company, but it has offices in Argentina, Japan and Spain.
Globalization can bring a lot of(8)__________ to countries. The trend
in (9)__________ - when a company gets services from an outside
supplier — has been very beneficial for some countries. For example,
India is a leader in supplying IT customer services for companies all
over the world. Globalization is definitely making the world smaller!

24 UNiTi
LISTENING 2
г
Preparingto listen
1 Choose the best definition (а-b) for the bold word or phrase (1-7).
UNDERSTANDING
1 Over the years, Starbucks has become a multinational company, now KEY VOCABULARY
operating in over 75 countries.
a active in one country
b active in several countries
2 You have to pay taxes on any goods you buy when visiting another
country.
a items for sale
b services
3 Companies try to save on production costs, so that they can make
money when the product is sold later.
a the money spent to make something
b the money spent to sell something
4 The film director was excited when he learned his film earned a profit
after just one week in cinemas.
a good review
b financial gain
5 The film director promised to use only domestic products when
filming outside the country.
a related to other countries
b related to a person’s own country
6 Labour costs can be expensive because they include wages, benefits
and taxes.
a work
b materials
7 If you buy three cinema tickets rather than just one, you get a
discount.
a a reduction in price
b an increase in price

2 You are going to listen to a presentation on the film industry. Before you
USING YOUR
listen, discuss the questions in pairs.
KNOWLEDGE
1 What is your favourite film? Where do you think it was made?
Where do you think most films are made?
2 Why might a film director choose a different location in which to make
their film?

LISTENING 2 25
 WHILE LISTENING
TAKING NOTES ON
3 θ 1.5 Listen to the presentation about the him industry and take notes.
List the countries where the United States makes hlms and the reasons why.
MAIN IDEAS

Countries Reasons
____ ---................... .... —_____________

1 discount on Labour
tα,χ credits

Z Mexico

3 tax -
great Locations

4 θ 1.5 Listen to the presentation again. Number the statements in the

order they are discussed. Then listen again and check your answers.
a Hollywood itself has become more multinational
b Films made in Mexico are considered exports
c Canada is sometimes called ‘Hollywood North’
d Another popular area for ħlming is the Middle East--------

LISTENING FOR
5 θ 1.5 Listen to the presentation again and complete the pie chart with
the words and phrases from the box.
DETAIL

Overseas Overseas and Domestic Domestic

WHERE AMERICAN FILMS ARE MADE

26 UNlTl
 POST-LISTENING
6 Read the sentences from the presentation. Underline the cause of the
UNDERSTANDING
action in each sentence.
Causeand effect
1 In order to get this tax credit, one of the two highest-paid actors in the
film must be Canadian.
2 Since films made in Mexico are considered exports, they are free from
some taxes, making Mexico an appealing location for film-makers.
3 Jordan helps producers avoid taxes, such as the VAT, or Value Added
Tax, that is added to goods and services that are bought. Therefore,
more and more films are being made there.

7 Look at the sentences in Exercise 6 again. Circle the language that links
the cause and effect in each sentence.
8 Complete the sentences with your own ideas. Then compare with a
partner.
1 Due to the film industry becoming more multinational,

2 Many film producers are making films overseas. As a result,

3 Films are not always made in Hollywood. Consequently,

4 Producing films overseas earns profits for both countries,

which therefore

DISCUSSION
9 Work with a partner. Describe a film that you enjoy watching. Then
discuss the questions.
1 Where is the film set?
2 Do you think the film was made there or somewhere else? Why do you
think so?

10 Work with a partner. Use ideas from Listening 1 and Listening 2 to discuss
SYNTHESIZING
the following questions.
1 Do you know if any Hollywood films are made in your country?
What benefits do you think your country can offer a film director?
2 Do you think films being made around the world is a good thing?
Why / Why not?
3 When a film is made in multiple international locations, what cost
considerations do companies need to make? Think about the
supermarket in Listening 1, for example.

LISTENING 2 27
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

Give a presentation on how we can ensure that workers in developing

countries are paid fairly for the goods and services we import.

Using data to support an argument

To make strong, convincing arguments, it is important to use reliable data. If
you do not, then your argument may just be seen as an opinion rather than
one based on facts. Data is sometimes shown in pie charts, which are a useful
tool for presenting data in an easy-to-understand format. Pie charts are used
to show percentages. The sections of a pie chart represent portions of 100%,
or the entire circle.

1 Look at the pie chart. Answer the questions.

THE PRICE OF Plantation

A BANANA: Plantation1
worker 2%
owner 9%
Export
costs 4% International
WHO GETS
WHAT? Import
licences 9%

Ripening2 5%

Supermarket 38%
Distribution3 5%

'plantation (n) a large farm on which a particular crop is grown

’ripening (n) (of fruit or vegetables) becoming mature and ready to eat
’distribution (n) the act of spreading or supplying something

28 UNiTi
 1 What does each section of the chart represent? How many different
activities are presented?

2 Which information in the pie chart do you find most surprising? Tell a
partner why.

3 If the government reduced taxes on bananas to 10%, what would

happen to the other percentages in the chart? What about if
supermarkets demanded a higher share of income?

ANALYZING AND USING DATA IN A PIE CHART

2 Does the data in the pie chart support or oppose the following
statements? Write S (support) or O (oppose).
ANALYZE Kg
1 The cost Oftransporting bananas from the plantation to the
supermarket accounts for the largest share of the price-----
2 Import licences contribute nearly the same amount to the price of
bananas as international transport costs
3 The ripening process accounts for a much bigger share of the price of
bananas than the growing process
4 Taxes contribute the smallest amount to the price of bananas

3 Work with a partner and answer the questions.

1 Why is so much of the price of bananas made up of supermarket
costs? Does the figure seem reasonable to you?
2 Why is the cost of growing bananas such a small component of the
overall cost?
3 Why do plantation owners receive much more than the workers? Do
you think this is fair?
4 What effect would doubling the amount of money plantation workers
receive have on the overall price of bananas? If this happened, do you
think there would be any other effects?

Criticalthinking 29
 4 In this unit’s speaking task, you are going to give a presentation agreeing
EVALUATE
or disagreeing with one of the statements below. Look at the statements.
With a partner, say if you agree or disagree with them. Write notes
explaining why / why not.
1 Food producers and exporters should be responsible for helping
workers in developing countries get a fair deal.

2 Governments in importing countries should take the lead in sharing

their income from the food trade with workers in developing countries.

3 Consumers should put pressure on supermarkets and distributors to do

more for workers in developing countries.

5 Choose one of the statements in Exercise 4. Answer the questions about

ANALYZE
your statement.
1 What data in the pie chart on page 28 can you use to support your
argument?

2 What data in the chart contradicts your view? What can you do to
minimize this problem?

3 Do you need any other information to support your argument?

Where could you find this?
PREPARATION FOR SPEAKING

PRESENTING DATA

Charts present data in a way that makes it easy to understand. When giving
a presentation, you can use charts to explain information that supports your
point of view. You can make good use of the information by drawing general
and specific conclusions from it, using figures such as fractions or percentages
to describe it and listing points and conclusions using sequential language
[firstly, next, etc.).

1 Complete the introduction to the presentation. Use the words and

phrases from the box.

a lot of discussion consider Γd like to talk about

many people believe others have pointed out
look at they say would like to show

where your money goes when you buy a cup

of coffee. There has been (2)____________________
*4 in the media recently
about fair prices for the people in countries who grow crops like coffee.
P)-------------------------------that it’s not right that a cup of coffee can cost
£3 or more, of which the farmers only get a few pennies. However,
(4).____________________ that the coffee beans are only one part of the
cost of supplying a cup of coffee.(5)____________________ that the
other ingredients, such as milk and sugar, are also a big part of the cost
of a cup of coffee. However, I(6)____________________
* that in a typical
coffee shop, the ingredients are only a small part of the overall cost. Let’s
PLUS

f7i-------------------------------some data. If you (8)_____________________ the

information in this chart...

ɪ O l ð Listen and check your answers to Exercise 1.

PREPARATION FOR SPEAKING 31

 Describingapiechart
3 Look at the pie chart for the price of a cup of coffee in the UK. Complete
the sentences with the phrases from the box.

accounts for a total of each make up more than a quarter of

the largest part three parts are related to they make up

THE PRICE OF A CUP OF COFFEE IN THE UK

1 of the cost is administration, at 26%. That’s the

cost per cup.
2 Labour 20% of the cost.
3 Tax, profit and rent about 14% of the cost, or
42% of the price of a cup of coffee.
4 the product you take away - milk at 6%; the cup, sugar and
PLUS

lid at 4%; and the coffee itself at 2%. Together,12% of the

price you pay.

32 UNITl
drawing conclusions from data
4 O 1.7 Listen to the next part of the presentation. Number the
expressions in the order you hear them.
a as you can see
b This pie chart shows
c which you’ll notice accounts for
d Finally, Γd like to draw your attention to
e Next
f Firstly
g Secondly

5 Match the sentence halves.

1 You can see that in a typical cup of coffee,
2 This data shows that the raw ingredients only
3 This means that it may be possible
4 Looking at the chart, we can conclude
5 In summary, the data shows that the two biggest

a account for 12% of the price you pay.

b parts of the cost of a cup of coffee are administration and labour.
c that we could pay coffee farmers a lot more for coffee beans, and
coffee drinkers wouldn’t notice the difference.
d to increase the price we pay for raw materials without significantly
raising the cost of a cup of coffee.
e the milk can cost three times as much as the coffee itself.

6 Work in pairs. Look again at the pie chart in Exercise 3. Which data
surprises you? Which data is ‘fixed’ and cannot be changed, and which
is flexible?
 SPEAKING TASK A

г Give a presentation on how we can ensure that workers in developing

countries are paid fairly for the goods and services we import.

PREPARE
1 Look back at the presentation statement you chose in Exercise 4 and your
notes in Exercise 5 in Critical thinking. Add any additional information that
may help you.
2 Using the information in the pie chart in Critical thinking, organize your
points in the order you want to speak about them. Remember to put the
most important points first and to support your points with data. Use
language from the Preparation for speaking section in your points.
3 Write notes and a conclusion to help organize your presentation.
4 Refer to the Task checklist below as you prepare your presentation.
y~ 1 1

TASK CHECKLIST

Set the context in the introduction.

Describe the pie chart.

Support your view with data.

Draw a conclusion supported by the pie chart.

- ---- -

PRESENT
5 Work with a partner. Take turns giving your presentation. Remember
to use language from the Preparation for speaking section to organize
your talk and to present data. When your partner has finished, ask them
questions about their presentation. Say whether you agree or disagree
with them and why.

34 UNITI
OBJECTIVES REVIEW
1 Check your learning objectives for this unit. Write 3,2 or 1 for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about US basketball stars bringing

the American league to China.

activate prior knowledge.

analyze and use data in pie charts.

use data to support an argument.

use modals of present and past probability.

present data.

describe a pie chart.

draw conclusions from data.

give a presentation using data from a pie chart.

2 Use the Unlock Digital Workbook for more practice with this unit’s UNLtPCK
V ONLINE
learning objectives.

WORDLIST

consumer (n) Θ labour (n) Θ profit (n) Θ

discount (n) Θ multinational (adj) prosperity (n) ©
domestic (adj) Θ outsourcing (n) purchase (v) Θ
goods (n) Θ overseas (adv) Θ supply chain (n)
greenhouse (n) produce (n) Θ transport (n) Θ
import (v) Θ produce (v) Θ
investigate (v) Θ production costs (n)

Θ = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 35
 LEARNING OBJECTIVES IN THIS UNIT YOU WILL...

watch and understand a video about a school where

Watch and listen
students work on real science.

I Listening skills listen for advice and suggestions; make inferences.

' Critical thinking prioritize criteria; use priorities to evaluate options.

use the future continuous; state preferences with

Grammar
would.

give an opinion and make suggestions; agree and

Speaking skills disagree respectfully; compromise and finalize
a decision.

decide as a group which candidate should receive

Speaking task
a scholarship.
 EDUCATION

UNLg'>CK YOUR knowledge

Work with a partner. Discuss the questions.

1 Which careers require a lot of study? Which do not?

2 What subjects do you have to study to become ...
• a teacher?
• a doctor?
• a lawyer?
20 ml Disposal
• a businessperson?
3 Would you like to work in a medical profession?
Why / Why not?

EDUCATION 37
 Watchandlisten J

PREPARING TO WATCH
Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 What science subjects do most high school students in your country
study?
2 What kinds of things do they do in science classes? Describe a typical
lesson.
3 Do students need to pass a science exam to finish school or go
to university? Is it more important to pass the exam or get some
experience with real science?
4 What do you like about science courses? What do you dislike?

2 Look at the pictures from the video. Discuss the questions with a partner.
PREDICTING
CONTENT USING 1 What area of science do you think the video will discuss?
VISUALS 2 What do you think the device in the second picture might be? What
do you think is its purpose?
3 What is the device in the third picture? Is it something you usually find
in schools?
4 Students like those in the fourth picture designed the device in the
second picture. Does this seem unusual to you? Why / Why not?

GLOSSARY

research facility (n) a place where scientists work to make discoveries

radiation (∩) a form of energy that comes from a nuclear reaction and can be dangerous
in large amounts
corruption of data (phr) damage to or loss of information
ground-breaking (adj) based on completely new ideas
absolutely phenomenal (adj phr) completely amazing

38 UNIT 2
WHILE WATCHING
3 ɑ Watch the video. Write T (true) or F (false) next to the statements UNDERSTANDING
below. Correct the false statements.
MAIN IDEAS
1 The students at the Simon Langton School conduct
experiments similar to those of professional scientists.
2 The Simon Langton School science curriculum closely follows
the government’s recommendations.
3 The students’ work is designed to help them to pass their exams.
4 Langton students are conducting advanced research in physics
and health science.
5 This kind of science curriculum is quite unusual.

4 ɑ Watch again. Match these ideas to the speakers in the video. UNDERSTANDING
1 Tom Stevenson, former student at the Simon Langton School DETAIL
2 Becky Parker, Head of Physics at the Simon Langton School
3 Christopher Cundy, student at the Simon Langton School
4 Tom Ziessen, Engaging Science Manager at the Wellcome Trust

a I believe that experience, and not exams, is a better way to learn science.
b The curriculum at Langton is the only one of its kind.
c The work I did at school can help protect astronauts.
d It’s an amazing opportunity for us to work on these real world problems.

5 Work with a partner. Discuss the questions and give reasons for your
MAKING INFERENCES
answers.
1 Why doesn’t the school follow the government science curriculum?
2 How do you think a school knows if its curriculum is successful?
3 What can explain the success of students at Simon Langton School?
4 Do you think its success could be copied at other schools?
Why / Why not?

DISCUSSION
6 Work with a partner and answer the questions.
1 Is the science curriculum in your country similar to the Simon Langton
School curriculum? Describe similarities and differences.
2 Ifyou could choose, would you like to study a curriculum like Langton’s?
Why / Why not?
3 Do you think schools do a good job of preparing high school students
for university? For work? Explain your answer.
4 What role should practical experience play in education?

WATCH AND LISTEN 39

 LISTENING
■r
LISTENING 1
W .∙ ■ ʃ .

Preparingto listen
1 Tick (✓) the statements that are true for you. Then discuss
USING YOUR
them with a partner.
KNOWLEDGE
1 I have visited a careers adviser. O
2 I know what career path I want to pursue. O
3 I know a lot about the field I want to study or work in. O
4 I know what I need to do for my future career. O
5 I have taken steps to prepare for my career. I

2 Read the definitions. Complete the sentences with the correct form of
UNDERSTANDING
the words in bold.
KEY VOCABULARY

academic (adj) related to subjects that require thinking and studying

acquire (v) to get or receive something, or to learn something
adviser (n) someone whose job is to give advice about a subject
internship (n) a period of time during which someone works for a
company or organization in order to get experience of a particular
type of work
mechanical (adj) related to machines
specialist (n) someone with a lot of skill or experience in a subject
understanding (n) knowledge about a subject
vocational (adj) providing skills and education that prepare you for
a specific trade or profession

1 John did his at an advertising firm last summer. He learned

a lot about how he could use his marketing degree after graduating.
2 To become a doctor, students need to study subjects such
as Biology and Chemistry.
3 Kayo had to design parts for an aeroplane engine for her
Engineering project.
4 Taking English classes and practising with others every day will help you
the language much faster than studying on your own.
5 I have a greater of government since I took a course in
Political Science.
6 Li visited her university careers to help her choose her
course of study.

40 UNIT 2
 7 People who study to become engineers often have good
training because they take specific courses focused on different aspects
of Engineering.
8 After she became a doctor, Carolina took additional courses to become
a sports medicine _____.

3 Work with a partner. Describe your study or career interests.

Use the words from Exercise 2.

WHILE LISTENING
4 θ 2.1 Listen to the meeting between a student and a careers adviser. LISTENING FOR
Then answer the questions. MAIN IDEAS
1 What is Laura trying to make a decision about?

2 What field is she interested in working in?

3 What do Laura and the careers adviser decide she should do?

5 Circle the correct answers.

1 Laura is considering studying Engineering / Maths.
2 Laura is interested in space flight, so her adviser suggests Electrical /
Mechanical Engineering.
3 Laura feels a degree in Engineering would be very academic /
vocational.
4 Laura prefers academic study / manual work.
5 Laura would rather talk to someone / read information on websites.
6 Laura says she would enjoy the academic side of Engineering /
designing and making things.
Listeningi 41
 Listening for advice and suggestions
In situations like a careers advice meeting, advice and suggestions are key
points to listen out for. These are common phrases used to give strong advice
and suggestions:
Strong Advice
You should (consider) ... / You ought to (consider) ... / I recommend ...
Suggestions
You might ... I You could ... / Have gou thought about ... ? /
Wouldn’t gou LikeZrather ... ? / I think ...

6 θ 2.1 Listen to the meeting again. Look at the notes that Laura took
TAKING NOTES
during the meeting with her careers adviser. Complete the notes with
ON DETAIL
details that Laura missed.

1 Choose α career that will use and skills.

Z Consider Engineering.
3 Also consider Aerospare
4 Rnd out more about Engineering
5 Visit some and colleges and discuss Engineering

G Attend the fair.

7 Talk to at the fair about their
S Contact a Engineering firm and arrange a

PRONUNCIATION FOR LISTENING

Certain and uncertain intonation

You can sometimes understand speakers’ level of certainty by listening to their
intonation. Intonation is the rise and fall of pitch in a person’s voice. Rising
intonation, with a questioning intonation, often indicates uncertainty. Falling
intonation often indicates certainty.
θ 2.2 Listen to these examples from Listening I.
The world will always need engineers! (certain)
Maybe you should consider Mechanical Engineering, then. 7t (uncertain)
Γd like to study something technical, that’s for sure. (certain)
Maybe I could do an internship at an Engineering firm. Я (uncertain)

42 UNIT 2
 7 θ 23 Listen to the statements and questions. Does the speaker sound
certain or uncertain? Write C (certain) or U (uncertain).
1 14 5
2 6
3 7
4 8

8 Compare your answers with a partner. Do you agree? Why / Why not?

POST-LISTENING
9 Read the statements that Laura and the careers adviser made. Do the
words and phrases in bold show they are certain or uncertain about what
they are saying? Write the bold words or phrases in the correct column in
the table.
1 It would definitely be a way to use your Maths and Physics skills.
2 Γd like to study something technical, that’s for sure.
3 I wonder if I should try something more vocational.
4 Maybe you should consider Mechanical Engineering, then.
5 Okay, but I’m not sure if that would be for me.

certain uncertain

10 Now change each sentence in Exercise 9 to make the opposite meaning.

1 IE mbghfc be а. ι⅜)α,y to use gour Mccths and, Physics skills.________
2 _________________________________________________________________________________
3 _________________________________________________________________________________
4 _________________________________________________________________________________
5 _________________________________________________________________________________

DISCUSSION
11 Work with a partner. Discuss the questions.
1 What advice do you think Laura should follow? Why do you think this
is the best advice?
2 What advice also applies to the field of study or career that
PLUS

interests you?
3 What piece of advice would you add?

LISTENING 1 43
 LANGUAGE DEVELOPMENT

THE FUTURE CONTINUOUS

The future continuous is used to talk about an action that will be in progress at a specific
time in the future.
We wilt be taking a holiday next summer.
Everyone is going to be taking time off next summer.
To form the future continuous, use will or be going to with be and the -ing form of the verb.
We wilt be studying for our final exams in the second week of December.
We are going to be studying for our final exams in the second week of December.
Wilt you be studying for your final exams in the second week of December?
Are you going to be working at Head Office next week?
In the negative, will not be can be contracted to won’t be.
GRAMMAR

I definitely won’t be studying Nursing.

You can add an adverb after will or be going to to show degrees of certainty. Common
adverbs are certainly, definitely, likely and probably. In the affirmative, put the adverbs
after will or be.
I will definitely be studying for my final exams in the second week of December.
Laura is certainly going to be attending the careers fair.
In the negative, put the adverbs before won’t.
I probably won’t be having much fun until after final exams are finished.
Sometimes the future continuous and will + infinitive have a very similar meaning,
especially when the future event will happen at an indefinite time.
He will choose his career path later this year.
He will be choosing his career path later this year.

1 Complete the sentences with the future continuous form of the verb in
brackets. Use will or be going to as noted.
1 I believe more women---------------------------- Engineering in the
coming years, (will / study)
2 In the future, almost everyone--------------------------- mobile phones.
Soon landlines will become a thing of the past! (be going to / use)
ʒ you the careers fair next week?
(will / visit)
4 Zahra is studying Engineering. She--------------------------- three more
Engineering courses next term to prepare for her internship, (will / take)
5 You won’t see me next week. I--------------------------- some different
college open days, (will / attend)
6 The careers adviser--------------------------- you on Thursday to discuss
a time to meet, (will / call)

44 UNIT 2
 7 Martin----------------------------- a university this year? (be
going to / choose).
8 John is starting an internship at a local firm. He---------------------------
from Monday to Friday (be going to / work).

2 Insert the adverb in the correct place in the sentences.

1 I won’t be studying on Friday night, (certainly)
2 I will be studying next week because I have an exam, (definitely)
3 I won’t be attending the match on Thursday afternoon because I haven’t
finished my research project yet. (probably)
4 I will be asking for help before Tuesday. I just don’t understand this
Maths assignment, (likely)

3 Work with a partner. Take turns asking and answering these questions.
Give answers using the future continuous.
1 What are your plans after exams?
2 Where will you go on your next holiday from studying or work?
3 What do you see yourself doing in five years’ time? In ten years’ time?

STATING PREFERENCES WITH WOULD

Use would rather to express or ask questions about preferences.

ΓcL rather take a vocational coarse.
Woatcl you rather start work right after graduation?
In the negative, use would rather not + verb.
I woaLd rather not study far from home.
Use would (or 'd) with verbs of preference, such as like and prefer.
Γd Like to start working as soon as possible.
Γd prefer Lt Lf you studied a bLt Longer.
WoaLd yoa prefer a short course to an OcademLc degree?
GRAMMAR

Use would rather with the base form of a verb. Do not use to.
I would rather study Engineering.
Use would like and would prefer with an infinitive.
I would like/prefer to study Engineering.
You can use would prefer and prefer with a noun or an infinitive. You can also
use a gerund (the -ing form of a verb) with prefer, but not would prefer.
Laura would prefer an internship at an Engineering company.
Laura prefers to work / working at an Engineering company.
Use or in questions about preference to offer a choice between two things.
Use the base form of the verb after or.
Would you like to study at a university or do a vocational course?

LANGUAGE DEVELOPMENT 45
 4 Complete the sentences with the correct form of the verb.
1 Let’s talk about your courses for next term. Would you rather
take / to take Art History or Music Appreciation?
2 You need to consider where you want to work. Would you prefer
work / to work at a big company or a small one?
3 She prefers participate / participating in team projects.
4 Would you like stay / to stay at home and study?
5 He prefers work/ working with his hands.
1Λ
ɔ
6 Many parents would rather see / to see their children go to college
O. than start work immediately after secondary school.

5 Rewrite each sentence using would rather or a verb of preference.

1 Do you prefer to work for a lot of money or for career satisfaction?

2 I want to study a diploma course.

3 Do they want to apply to a university in Riyadh?

4 He wants to consider studying Medicine.

5 Does she want to take a theoretical course?

6 I don’t want to start working right away.

LISTENING 2
S

Preparingto listen
Read the definitions. Complete the sentences with the words in bold.
UNDERSTANDING
KEY VOCABULARY
complex (adj) involving a lot of different but related parts
manual (adj) involving the use of the hands
medical (adj) relating to the treatment of disease and injury
physical (adj) relating to the body
practical (adj) relating to experience, real situations or actions
rather than to ideas or imagination
professional (adj) relating to a job that needs special education
or training
secure (adj) dependable; not likely to change
technical (adj) relating to the knowledge, machines or methods
used in science and industry

46 UNIT 2
 1 My adviser encouraged me to get a job in the profession,
such as being a doctor or nurse.
2 My manager relies on me to have the------------- knowledge to solve
problems, while she is better at dealing with people.
3 My brother exercises every day; he jogs, lifts weights and swims.
He is in good----------- shape.
4 Some jobs, like assembling cars, require------------- labour.
5 My parents want me to go to university so that I can have a
job.
6 The robot was made from a combination of materials.
7 I want a------------- job, so that I have a regular salary.
Ul
8 My decision to work instead of study was------------- because ɔ
I needed the money to pay my rent. Q-

2 You are going to listen to a conversation between Adam, a student who

USING YOUR
is interested in a career in medicine, and a medical student. Before you
KNOWLEDGE
listen, read Adam’s notes and discuss the questions in pairs.

Medxcol Jobs

Emergency Medical Technician (EMT)

Works independently on an ambulance. Helps people in
emergency situations, assessing a patient’s condition and
performing emergency medical procedures before they get
to hospital. Must be self-confident. Requires excellent
driving skills.

Accident and Emergency (AfcE) Nurse

_ Works in the Accident and Emergency, or AfcE, department of
a hospital, dealing with patients as they arrive. Must have
a high-level understanding of the human body and medicines
and be able to assess patients quickly and correctly.

Which job do you think ...

• requires closer work with hospital staff?
• requires making decisions on your own?
• requires you to be sure of yourself and your abilities?
• requires more training?
• provides more excitement and adventure?
• requires more academic study?
Give reasons for your answers.

LISTENING 2 47
 WHILE LISTENING
3 θ 2.4 Listen to the conversation between Adam and the medical
TAKING NOTES ON
student. Write notes about the pros and cons for each job. Then
MAIN IDEAS
compare your notes with a partner.

emergency medical technician A&E (Accident and Emergency)

(EMT) nurse

4 θ 2.4 Listen to the conversation again. What is Adam’s job preference?

LISTENING FOR
Summarize the reasons for his preference.
MAIN IDEAS

5 Tick (✓) the speaker who expressed each opinion about the job. Then
LISTENING FOR
listen again and check your answers.
OPINION

medical Adam
student

1 That’s a tough job. Exciting, but tough.

2 It seems like a great way to really help people.

3 You have to be very independent and

confident.

4 It would involve a lot more complex study.

5 It would be great to actually work after so

much study.

6 It may not be the ideal course for you.

7 I imagine the pay would be better.

8 That’s a great idea.

48 UNIT 2
6 Work in pairs and discuss these questions. Do the speakers provide any
support for or evidence of their opinions? If not, what evidence do you
think they could give? Do you agree with them?

POST-LISTENING

Making inferences
When listening, you can make inferences (draw conclusions) from clues rather
than get information directly from someone’s words. These clues can include
tone (the pitch, or the way a person’s voice goes up or down when speaking),
facial expressions and the emotion in someone’s voice.
Consider these sentences: ‘You’re late’ and ‘You’re here’. What clues would tell
you if the speaker was angry, concerned, surprised or relieved?

7 Work with a partner. Discuss the questions below. Think about

MAKING INFERENCES
tone and emotion.
1 What does the medical student really think Adam should do?
How do you know?
2 What are the most important factors in a job for Adam?
How do you know?

DISCUSSION
8 Work with a partner. Use your notes from Listening 1 and 2 to discuss the
SYNTHESIZING
following questions.
1 Would you prefer to do a practical, vocational diploma, or a more
academic university degree? Why?
2 How will you (or did you) make the decision about your education?
3 What kind of career do you think you would like to have? Who can
help you reach this goal?

LISTENING 2 49
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

г Decide as a group which candidate should receive the Mah Scholarship.

Prioritizing criteria
Making a choice from a number of options can be difficult. Sometimes
understanding what is most and least important to you in a particular situation
can help you make a better decision about what to do.

Look at the list of job criteria. Rank them from 1 to 10 in order of

importance to you. (1 = most important, 10 = least important)
to make a lot of money
to feel challenged every day
to be friends with my colleagues
to work for a well-known company
to travel for work
to speak more than one language
to have job security
to have an easy commute
to manage other people
to be creative

2 Work with a partner. Compare your top three (1-3) and your bottom
three (8-10) answers. Do you agree? Give reasons for the way you have
prioritized the options.
50 UNIT 2
 Using priorities to evaluate options
Groups of people (project teams, managers or groups of students) often need to
decide how to use money or other resources. This involves discussing priorities,
ranking criteria and evaluating different options. You can give more ‘weight’ (or
significance) to the criteria which you think are more important. This can be
especially useful when it is difficult or not obvious how to make a decision.

3 Work with a partner. Read the text about the Mah Scholarship. Imagine
you are committee members selecting applicants. Which criteria do you
feel are the most important for receiving the Mah Scholarship? Rank them
from 1 to 5 (1 = most important, 5 = least important). Discuss your reasons.

QG

SCHOLARSHIPS The Mah Scholarship

THE MAH
SCHOLARSHIP The Mah Scholarship was started by Hong Kong billionaire Mah-Tak Hung,
Information the successful businessperson behind the Mah Foundation. The Mah
Application Scholarship pays the fees and expenses each year for one student, of any
forms nationality, who wants to study in Hong Kong.
Application
process A committee of current students and academics evaluates the applications,
FAQs interviews candidates and decides who will receive the scholarship.
Requirements:
JOBS
• Applicants must be accepted to a course of study at a
CONTACT US Hong Kong university.
• Applicants should show that their work after finishing the
course will contribute to society.
• Applicants must apply in writing to the Mah Foundation.
• If chosen, applicants must participate in an interview by
phone or video.
The final selection is made based on a student’s grades and test scores,
the quality of the written application and the student’s financial need.

1 must be studying a course that contributes to society

2 must include a good written application
3 must have a good interview
4 must have good grades and test scores
5 must be in financial need

4 Compare your answers with another pair. Did you rank the criteria in
the same way? Why / Why not? Change your ranking if the other pair
convinces you that their ideas are better.

Criticalthinking 51
 5 Work in a small group. Discuss the questions and note your ideas. You will
use this information for the speaking task at the end of this unit.

The Mah Foundation committee has chosen

five finalists for the scholarship. The table below
summarizes its assessment of each applicant.

1 Which proposed course of study in the table will make the greatest
contribution to society? Which will make the smallest contribution?
Why?

2 Rank each proposed course of study in the table from 1 to 10, according
to level Ofcontribution to society. (1 = the smallest contribution,
10 = the greatest contribution)

name interview written test average financial proposed course

score application need of study
score

Note: All scores are out of 10 possible points.

Lee Jin-Sil 9 7 4 6

Hotel
Management

Adam 6 9 7 3
Al Zamil
Doctor

Yasmin 4 7 6 8
Saleh
Chinese

Tomomi 6 5 9 4
Nonaka
Mechanical
Engineering

Thomas 7 4 9 6
Nguyen
Law

52 UNIT 2
PREPARATION FOR SPEAKING

GIVING AN OPINION AND MAKING SUGGESTIONS

1 Match the sentence halves to make suggestions and give opinions. Which
sentences make suggestions? Which give opinions?
1 I think the most a rank the proposed courses of study
important according to their contribution to society?
2 I think b to really focus on the applicants’ potential
3 Why don’t we contribution to society.
4 What if we say that c looking at the applicants’ family situation?
5 Haveyou d the least important thing is the students’
considered written application.
6 I feel it’s important e factor is probably financial need.

PLUS
f academic score is the most important
factor?

2 θ 2.5 Listen and check your answers.

AGREEING AND DISAGREEING RESPECTFULLY

In a discussion where speakers have different opinions, it is important to use

formal language to disagree respectfully with what someone has said. You can
do this in several ways.
• Using modal verbs before making a point:
Yes, I can see that. It may not be the ideal course for you.
• Apologizing before disagreeing with someone’s point:
Sorry, but I have to disagree. I think being a doctor Ls a very
practical Job I
• Saying you recognize someone’s point and then adding a but... clause:
Yes, but it seems Like α great way to really help people when
they need it.

Preparationforspeaking 53
 3 Read someone’s responses to another speaker. Is the person agreeing or
disagreeing? Write A (agree) or D (disagree). Which responses are formal
and which are informal?
1 I can see what you’re saying, but
2 I couldn’t agree more
3 I think that’s right
4 Γm not sure I share that point of view
5 No way
6 Yes, but have you considered other factors?
7 Γm with you on that point

4 Work in pairs. Take turns reading your statements below and responding.
Use language from Exercise 3 and your own ideas.
Student A
1 Chinese will be the most important world language in the future.
2 Engineering is one of the best subjects you can study in college.
3 Lawyers are some of the most important people in society.

Student B
4 Everyone should be able to study at college for free.
5 It is more important to be able to speak English than to write it.
6 It is more important to do good work individually than to be able to
work well as a group.

54 UNIT 2
COMPROMISING AND FINALIZING A DECISION
5 Complete the sentences with the words from the box.

agreement decision point right that understandable

1 I see. That’s
2 OK, I see your
3 You might be about that.
4 I think we can all agree with_
5 Yes. We’ve made a
6 I think we’ve come to an

6 O 2.6 Listen and check your answers.

PRONUNCIATION FOR SPEAKING

CERTAIN AND UNCERTAIN INTONATION
7 θ 2.6 Listen again. Do the sentences from Exercise 5 use certain or
uncertain intonation? Write C (certain) or U (uncertain).
1
2
3
4
5
6

8 Work in pairs. Take turns saying the sentences in Exercise 5 with either
certain or uncertain intonation. Can your partner tell whether you’re
being certain or uncertain?

PREPARATION POR SPEAKING 55

 SPEAKING TASK

V Decide as a group which candidate should receive the Mah Scholarship.

PREPARE
1 Look back at the criteria, the table and your answers to Exercise 5 in
Critical thinking. Add any new ideas or information to your notes.
2 Refer to the Task checklist below as you prepare for your discussion.
----------------------------- β-------------------
TASK CHECKLIST

Give your opinion on criteria and priorities.

Compromise with your group.

Come to an agreement with your group.

Respectfully disagree and make suggestions.

>_ -

DISCUSS
3 Get back into the group you worked with in Critical thinking. Rank the
candidates from the table in Critical thinking, Exercise 5. Use the language
in Preparation for speaking to help you.
4 Based on your discussion from Exercise 3 and your work in Critical
thinking, decide who should receive the scholarship.
5 Choose one person from your group to present your choice for the
scholarship to the class. Have him or her give reasons for the choice. Did
everyone pick the same candidate? Who were the second- and third-
place candidates?

56 UNIT 2
OBJECTIVES REVIEW
1 Check yo∪r learning objectives for this unit. Write 3, 2 or 1 for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about a school where students

work on real science.

listen for advice and suggestions.

make inferences.

prioritize criteria. -------

use priorities to evaluate options. -------

use the future continuous. -------

state preferences with would.

give an opinion and make suggestions.

agree and disagree respectfully.

compromise and finalize a decision.

decide as a group which candidate should receive a scholarship.

2 Use the Unlock Digital Workbook for more practice with this unit’s UNLc5CK
V ONLINE
learning objectives.

WORDLIST

academic (adj) © mechanical (adj) © specialist (n) ©

acquire (v) Θ medical (adj) © technical (adj) ©
adviser (n) physical (adj) © understanding (n) ©
complex (adj) Θ practical (adj) © vocational (adj)
internship (n) professional (adj) ©
manual (adj) © secure (adj) ©

© = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 57
 LEARNING OBJECTIVES Inthisunityouwill
watch and understand a video about a device which
Watch and listen
provides instant results to 33 tests.

identify contrasting opinions; strengthen points in an

Listening skills
argument.

Critical thinking analyze background and motivation

use the third conditional; use the second conditional

Grammar
for unreal situations.

Speaking skill create persuasive arguments.

Speaking task role-play a debate.

58 unit 3
UNIT 3

MEDICINE 59
 WATCH AND LISTEN

PREPARING TO WATCH
Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 How long does it usually take to get results of a medical test, for
example, of a blood test?
2 How and where are your medical records stored?
3 What do you think is the most important recent innovation in
healthcare? Why do you think it is?

2 Look at the pictures from the video. Which statements do you agree with?
PREDICTING
CONTENT USING 1 Technology can improve healthcare for everyone.
VISUALS 2 In general, wealthy people receive better healthcare than poor people.
3 It’s probably impossible to reach all the people who need medical care.
4 Access to a local clinic can be more important than advanced
technology in a large hospital far away.

GLOSSARY

diagnostic tests (n) examinations to identify diseases or medical conditions

pre-natal screening (n) test to identify any problems with a pregnancy or the
developing baby
the cloud (n) a computer network where files can be stored
underprivileged (adj) without the money, education or opportunities that the average
person has
brainchild (n) an original idea or invention
the masses (n pl) ordinary people
trickle down (phr v) to flow gradually from a high place to a lower place in society,
an organization or a school
GDP (abbr) Gross Domestic Product; the value of all goods and services produced in
a country in a year

WHILE WATCHING

UNDERSTANDING
3 0 Watch the video. Write T (true) or F (false) next to the statements
below. Correct the false statements.
MAIN IDEAS
1 The Health Tablet provides test results very quickly.
2 The Health Tablet can store patient records.

60 UNITS
 3 The clinic provides healthcare for equal numbers of rich and
poor people.
4 There are thousands of similar clinics, all over India.
5 Dr Kahol believes that innovations should benefit poor
people first.
6 India invests heavily in its healthcare system.

4 O Watch again. Complete the notes.

UNDERSTANDING
1___________________________________________________________ The Health Tablet is_ DETAIL
to poor people’s lives in India. It can give people
33 tests along with

2 Dr Kanov Kahol wants to improve healthcare for the poor. He says most
healthcare innovations are_______________________________________________
In contrast, he wants to develop them for the poor first because these
devices will have to______________________________________________________
3 For many people in India, good healthcare is not available. India only
spends under_______________________________________________________
Every year, many people are forced into poverty because of

5 Work with a partner. Discuss the questions. Give reasons for your answers.
MAKING INFERENCES
1 What do you think is the most valuable feature of the Health Tablet?
2 Why do you think India spends under 1.5% of its GDP on healthcare?
3 Dr Kahol says it makes sense to design innovations for the masses
because they will “have to work in conditions and environments that
are not necessarily very friendly”. Explain what you think he means.
4 What other affordable healthcare technology might make a difference
for the poor?

DISCUSSION
6 Work with a partner and answer the questions.
1 Do you use any technology to maintain or improve your health and
fitness? Describe it.
2 Do you think that technology can close the gap between rich and poor
in healthcare? How? If not, why wouldn’t this work?
3 Are there some healthcare or medical problems that cannot be solved
by technological innovation? What are they?

WATCH AND LISTEN 61

 USΠNING^-
LISTENING 1

Preparingtolisten
1 You are going to listen to a seminar about pandemics. Before you listen,
UNDERSTANDING
read the sentences and write the words in bold next to the definitions.
KEY VOCABULARY
---------- ------- ------------
1 Doctors and nurses must be careful when treating patients. Sometimes
they can contract the same diseases as the patients they are treating.
2 Cost is an important factor in deciding whether to pay for a vaccine.
3 In winter, it is common for people to become infected with viruses
like the flu or a cold.
4 Doctors state that most colds occur after someone touches a surface
that has the cold virus on it.
5 The Ebola outbreak was unexpected and spread very quickly to
thousands of people. Now there is a vaccine in development.
6 Prevention of the flu focuses on washing your hands often and getting
a flu vaccination every year.
7 It takes a long time to recover from surgery. My aunt was tired and felt
some pain for several weeks before she felt normal again.
8 Juan is receiving treatment for his back pain. He says it is helping
because his back does not hurt as much as before.

a (v) to happen
b(v) to become completely well again after an illness
or injury
c(v) to catch, or become ill with, a disease
d (adj) having a disease as a result of organisms such as
bacteria or viruses entering the body
e (n) the act of stopping something from happening
f(n) a sudden appearance of something, especially of a
disease or something else dangerous or unpleasant
g(n) something that you do to try to cure an illness or injury,
especially something suggested by a doctor
h (n) a fact or situation that influences the result
of something

62 UNIT 3
 USING YOUR
2 Read the text and look at the map. Then answer the questions below.
KNOWLEDGE

pandemic is when a contagious history there have been a number of

A disease spreads through the pandemics, such as flu and cholera.

human population in a large region.A disease must be infectious (passed
This could be across multiple countries, directly from person to person) for it to
or even the whole world. Throughout be considered a pandemic.

Risk of influenza pandemics across the globe

1 What are the factors in the spread of a disease? How can it be

prevented from spreading?
2 What would make a country at high risk for a pandemic? Think about:
• size of population ∙ number of international airports
• density of population ∙ borders with other countries
• Sizeofcities ∙ number of hospitals
3 Look at the map. Which colour do you think represents countries at
high risk for pandemics? Which colour represents countries at low risk?
What is the risk level in your country?

WHILE LISTENING
3 O 3.1 Listen to the seminar and check your answers to Exercise 2.
4 θ 3.1 Listen to the seminar again. Take notes as you listen and focus on
TAKING NOTES ON
these questions. What might cause a pandemic? What factors make a
country at high risk for a pandemic? MAIN IDEAS

LISTENING I 63
 5 Compare your notes with a partner and write down any missing
information.

Identifying contrasting opinions

In a discussion, a group considers and explores different ideas. Key phrases
such as In my opinion,... and As far as I'm concerned,... indicate opinions
and can help you separate facts from what somebody thinks. Most phrases
are used at the beginning of a sentence to let the listener know that it is the
speaker’s opinion.
As far as Γm concerned, all parents should vaccinate their children.
Other phrases used at the beginning of a sentence include:
I think ... As I see it, ... To me, ...
I believe ... It seems to me that ... From my perspective, ...

6 θ 3.1 Listen again and complete the student’s notes with the different
opinions. Then compare your answers with a partner.

idea for stopping the opinion 1 opinion 2.

spread of disease

Governments mast make There’s a Limit to what Governments don’t

sure populations are in qovernments can do always have the power to
qood health and have qood in times of economic say exactly how everyone
Livinq conditions. difficulty. should live.

Everyone should be forced w A vaccine that ω A Lot of people don’t

to have vacctnes. worked well Last year want to have a vaccine
that

People with diseases ω People spread diseases It would be impossible

shouldn’t be allowed into to
the country.

All fliqhts from countries (5) It would m It could

with a pandemic should
be stopped.

64 UNlTJ
 PRONUNCIATION FOR LISTENING

Intonation in tag questions

A tag question is a small question that is attached to the end of a statement.
Tag questions can be used either to ask for agreement or to ask a ‘real’
question (for things, help or more information). It is the intonation which tells
you what the speaker wants. When speakers use tag questions with rising
intonation, usually they are uncertain their statement is true. When speakers
use tag questions with falling intonation, usually they expect the listener to
agree with them. Listening for these differences in intonation can help you
understand a speaker’s meaning.
Well, people who have the flu should stay at home from school or from
work, shouldn’t they? (expressing uncertainty)
Well, people who have the flu should stay at home from school or from
work, shouldn’t they? (expecting agreement)

7 θ 3.2 Listen to the sentences. Is the speaker expressing uncertainty or

LISTENING FOR
requesting agreement? Write U (uncertainty) or A (agreement).
ATTITUDE
1 u 3 5 7
2 ʌ 4 6 8

POST-LISTENING
8 θ 3.3 Listen to the tag questions from the listening. What does the
speaker mean? Choose the best answer.
1 a People should have to get vaccines.
b People should not have to get vaccines.
2 a We should stop all flights from countries that are affected.
b We should not stop all flights from countries that are affected.
3 a It would have a terrible effect on the economy.
b It would not have a terrible effect on the economy.

DISCUSSION
9 Work with a partner. Discuss the questions.
1 Do you think your country is prepared to deal with a pandemic?
Why / Why not? Look at the list of factors on page 63 to help you.
2 What could you do in a pandemic to protect yourself from contracting
a disease?
3 How do you think people act when there is a pandemic? How do you
think you would act?

LISTENING! 65
 LANGUAGE DEVELOPMENT

HEALTH SCIENCE VOCABULARY

1 Read the sentences (1-8). Choose the word or phrase (а-b) that is closest
in meaning to the bold word.
1 Doctors from the organization Doctors Without Borders provide aid
where it is really needed. For example, many of the doctors work in
poor countries.
a help
b equipment
2 Maha has a bad infection, so her doctor gave her an antibiotic.
a a medicine that kills bacteria
b a vaccine that prevents disease
3 Most doctors agree that having a vaccine is the best prevention.
a way to stop a disease from infecting people
b way to get better if you have a disease
4 This type of flu is very strong; it takes weeks for people to recover.
a get better
b get worse
5 Some doctors have a personal touch; they prefer to treat the person,
not just the disease.
a give food to
b give medical care to
6 The new drug went through several trials to check its results before it
became available for use by doctors.
a operations
b tests for effectiveness
7 The pandemic is growing quickly, and the government says the
situation is urgent because many people could catch the disease,
a not requiring immediate attention
b requiring immediate attention
8 The researcher is studying a virus that is carried by mosquitoes.
PLUS

a an organism that causes disease

b harm or damage to a body part

66 UNITS
CONDITIONALS

The third conditional

You can use the third conditional when you imagine a different past where
something else happened, and there was another result. It describes
something that was possible, but did not happen.
The //-clause expresses the past unreal condition (the situation that was
untrue in the past). The main clause describes an imagined result. Use the
past perfect in the //-clause. Use would have in the main clause to express a
predicted result.
if-dause predicted result
I Il I
If she. had gone to school that day, she would have caught the flu.
GRAMMAR

Use could have or might have in the main clause to express something
possible or doable.
if-dause possible result
I Il I
If you had gone on your trip, you might have caught the virus.
The //-clause usually comes before the main clause, but it may also follow the
main clause. Remember to use a comma after the //-clause when it comes first
in the sentence.
possible result if-dause
I Il
The government could have prevented a pandemic if it had acted in time.
You can use the third conditional to express regrets or sadness.
If I had had a flu Jab In October, I wouldn’t have caught the flu this
winter. (But I didn’t, and I regret it.)*1
PLUS

2 Complete the interview with a scientist who studies the flu. Use the third
conditional with the verbs in brackets.
Reporter: Today Γm talking to Dr Kayoko Niikura, an expert on pandemics.
Dr Niikura, we’re all fascinated by the Spanish flu of 1918-1919,1
think, because no other pandemic has claimed as many lives -
that’s at least 40 million people worldwide. What happened?
Dr Niikura: Well, one problem was that the real cause of the flu was
unclear, so there was no flu vaccine at the time. If scientists
(1)___________________________ (develop) a flu vaccine back then, the
pandemic(2)___________________________ (might / not / happen).
Reporter: So, 40 million people (3)(might /
survive) if scientists (4)_____________ (find) the real
cause of the flu?
LANGUAGE DEVELOPMENT 67
 Dr Niikura: That’s right. In fact, many experts believed that the flu
was caused by bacteria, not a virus. So, they focused on
developing vaccines for other illnesses caused by bacteria.
If they 1
*(5)_____________(not / focus) on other
3
2
illnesses, they(6)*(could / discover)
more effective ways to prevent the flu. And if more scientists
(7)(question) the idea that bacteria was the cause,
they (8)(would / realize) the flu was
caused by a virus much sooner.
Reporter: Why was it called the ‘Spanish’ flu?
Dr Niikura: Well, many countries wouldn’t let newspapers report about
illnesses and death at the time. But Spain did, so there were
a lot more reports there. When King Alfonso Xlll got sick, the
entire world knew about it. That’s why everyone thought the
virus was from Spain. If other countries(9)(allow)
newspapers to report on it, people (10)
(would / not / call) it Spanish flu.

Review of the second conditional - unreal situations

Use the second conditional to describe present or future situations that are not true
or are imagined. Use the past simple in the //-clause. Use the modals could, might or
GRAMMAR

would in the main clause.

If people stopped, having vaccines, there would, be pandemics.
If people got vaccinated, they could avoid many illnesses.
Notice that in more formal English, speakers use were for the verb be with all subjects.
If I were president, I would require everyone to get vaccinated.
If the vaccine were available everywhere, fewer outbreaks would occur.

3 Complete the sentences about the flu with your own ideas. Use the
second conditional. Ifyou are writing a main clause, use the modals in
brackets.
1 The flu virus changes every year. If it stayed the same,
people wouldn’t become ill every year (wouldn’t)
2 The medicine isn’t approved yet_____________________________
_ I would be able to take it and feel better.
3 There is a warning about a virus outbreak, so people are afraid to travel
overseas right now, they
wouldn’t be afraid to go on holiday.
4 The virus is not in this country yet, so we don’t need a vaccine. Ifthere
were an outbreak,(might)
5 Ada doesn’t have health insurance, so she is worried about becoming ill.
Ifshe had health insurance,(would)

68 UNIT 3
LISTENING 2
“ ', Ивт

Preparingto listen
1 Read the definitions. Complete the sentences with the correct form of
the words in bold.
UNDERSTANDING
KEY VOCABULARY
clinical (adj) related to medical treatment and tests
controlled (adj) limited
data (n) information or facts about something
in favour of (adj) on the side of or in support of
precaution (n) an action that is taken to stop something bad from
happening
prove (v) to show to be true
researcher (n) a person who studies a subject in detail to discover
new information about it
trial (n) a test to find out how effective or safe something is

1 Before a new vaccine can be released, experts must that it is

safe for public use.
2 First, scientists set up tests in a environment that is
appropriate for medical tests. This is often in a laboratory or a hospital
with advanced medical tools.
3 Then the start to conduct tests on the vaccine.
4 A lot of are taken to make sure the tests are as safe
as possible.
5 Some people are making donations to help fund
vaccine studies.
6 The tests need to be conducted in conditions, without
variations, so that the results are consistent.
7 The researchers then analyze the collected during the tests.
8 Finally are conducted with volunteers to test the vaccine
before it is released for public use.

2 You are going to listen to a debate about the flu vaccine on a radio USING YOUR
programme. Before you listen, work with a partner and choose the KNOWLEDGE
answers that you think are correct.
1 Experts agree / don’t agree about whether flu vaccines
are necessary.
2 Experts believe / have proved that the flu vaccine saves lives.
3 Experts have / haven’t shown that the flu vaccine is unsafe.
4 Some / Almost all of the public choose to get a flu vaccine.

LISTENING 2 69
 WHILE LISTENING
3 θ 3.4 Listen to the introduction and check your answers to Exercise 2.
4 θ 3.5 Listen to a debate on a radio programme. Create a Т-chart with
TAKING NOTES
one column for Dr Sandra Smith and one column for Mark Li. Take notes
ON MAIN IDEAS
on each speaker’s opinions about the flu vaccine. Use the questions to
guide your notes.
• Is the flu vaccine a good idea?
• Do vaccines need to be tested each year?
• Is the flu vaccine helpful or harmful?
• Should people have the flu vaccine? Ifyes, who?

5 Compare your notes with a partner.

6 θ 3.5 Write T (true) or F (false) next to the statements. Then correct the
LISTENING FOR
false statements. Listen to the debate again to check your answers.
DETAIL
1 Millions of people get severely ill from the flu every year.

2 The majority of the population receives the flu vaccine.

3 Dr Smith has had the flu vaccine.

4 Mr Li is against all forms of vaccination.

5 There is scientific evidence that the flu vaccine might not work.

6 There is scientific evidence that the flu vaccine makes people ill.

70 UNIT 3
LISTENING 2j

PREPARING TO LISTEN
1 Read the definitions. Complete the sentences with the correct form of
UNDERSTANDING
the words in bold.
KEY VOCABULARY
clinical (adj) related to medical treatment and tests
controlled (adj) limited
data (n) information or facts about something
in favour of (adj) on the side of or in support of
precaution (n) an action that is taken to stop something bad from
happening
prove (v) to show to be true
researcher (n) a person who studies a subject in detail to discover
new information about it
trial (n) a test to find out how effective or safe something is

1 Before a new vaccine can be released, experts must that it is

safe for public use.
2 First, scientists set up tests in a environment that is
appropriate for medical tests. This is often in a laboratory or a hospital
with advanced medical tools.
3 Then the start to conduct tests on the vaccine.
4 A lot of are taken to make sure the tests are as safe
as possible.
5 Some people are making donations to help fund
vaccine studies.
6 The tests need to be conducted in conditions, without
variations, so that the results are consistent.
7 The researchers then analyze the collected during the tests.
8 Finally,are conducted with volunteers to test the vaccine
before it is released for public use.

2 You are going to listen to a debate about the flu vaccine on a radio
USING YOUR
programme. Before you listen, work with a partner and choose the
KNOWLEDGE
answers that you think are correct.
1 Experts agree / don’t agree about whether flu vaccines
are necessary.
2 Experts believe / have proved that the flu vaccine saves lives.
3 Experts have / haven’t shown that the flu vaccine is unsafe.
4 Some / Almost all of the public choose to get a flu vaccine.

LISTENING 2 69
 WHILE LISTENING
3 θ 3.4 Listen to the introduction and check your answers to Exercise 2.
4 θ 3.5 Listen to a debate on a radio programme. Create a Т-chart with
TAKING NOTES
one column for Dr Sandra Smith and one column for Mark Li. Take notes
ON MAIN IDEAS
on each speaker’s opinions about the flu vaccine. Use the questions to
guide your notes.
• Is the flu vaccine a good idea?
• Do vaccines need to be tested each year?
• Is the flu vaccine helpful or harmful?
• Should people have the flu vaccine? Ifyes, who?

5 Compare your notes with a partner.

6 © 3.5 Write T (true) or F (false) next to the statements. Then correct the
LISTENING FOR
false statements. Listen to the debate again to check your answers.
DETAIL
1 Millions of people get severely ill from the flu every year.

2 Themajorityofthepopulationreceivesthefluvaccine.

3 Dr Smith has had the flu vaccine.

4 Mr Li is against all forms of vaccination.

5 There is scientific evidence that the flu vaccine might not work.

6 There is scientific evidence that the flu vaccine makes people ill.
POST-LISTENING

Strengthening points in an argument

When speakers want to agree or disagree with someone and show that they
are right in an argument, they can strengthen or support their point through
various techniques, such as:
SKILLS

• offering additional information Let me tell you more about ...

• returning to an earlier reference The study wHLdι I mentioned before
was ConclusLve.
• repeating the other person’s point and saying it is correct You are right
that this vaccine Ls ...
• giving a personal example I have had this treatment mysetf.
• using logic ... it doesn’t mean that all people vaccinated will become ill.

7 Match each speaker’s point (1-5) to the technique (a-e) used to

strengthen it.
1 All of my colleagues have had the vaccine. None of us have caught the
flu_____
2 Dr Smith is absolutely right that many vaccines work very well and that
millions of lives have been saved by vaccination
3 Γd definitely like to challenge the idea that there’s no scientific basis
for our work. I disagree with Mr Li on that point. Let me tell you more
about my work in that area
4 If people are vaccinated and then they happen to become ill, that
doesn’t logically mean the vaccine caused the illness
5 Well, Γm sure Dr Smith is a very good doctor, but I think the flu vaccine
package I mentioned earlier is clear

a offering additional information

b returning to an earlier reference
c repeating the other person’s point and saying it is correct
d giving a personal example
e using logic

DISCUSSION
8 Work with a partner. Use information from Listening 1 and Listening 2 to
SYNTHESIZING
discuss the following questions.
1 Are vaccines routinely given in your country? Why / Why not?
2 When are they given? Who receives them?
3 Based on the debate, has your opinion changed about having the

©
PLUS

flu vaccine? Why / Why not?

4 Are you for or against vaccines in general? Why / Why not?

LISTENING? 71
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

У Role-play a debate between representatives from an international

aid organization and representatives from a drug company. Discuss
whether or not healthcare should be free for everyone.

AnaIyzing background and motivation

I
You can understand more about a speaker’s point of view if you know about
the person’s background, personal and professional motivations and role in
society. This information can also help you prepare your own arguments.

1 Work with a partner. Read the information about Dr Sandra Smith

and Mark Li, who debated vaccination in Listening 2, and discuss
the questions.

Dr Sandra Smith is a medical doctor ■

who researches the flu virus at a national
university. Some of her research has
been paid for by drug companies that
manufacture flu vaccines.

Mark Li is an alternative medicine practitioner.

He is part of an organization that campaigns
against drug companies that make flu vaccines.
They believe that the companies create the vaccines
to make money and that people don’t need them.

72 units
 1 How much do you think the differences in background and motivation
between Dr Smith and Mark Li affect their work? In what ways?
2 Whose views are closer to your own?
3 Who do you think makes more money? Do you think that how much
money someone has can influence what they think?
4 Think back to Listening 1 and Listening 2. Should governments require
citizens to have vaccines? Ifyes, for what diseases? When should
they be given? Ifvaccines are not required, how should governments
protect their citizens?

2 Compare your answers with another pair. Did you have the same ideas?
Why / Why not?
3 Read the statements. Who do you think said each one?
Write M (Mark Li) or S (Sandra Smith).
1 People who eat the right foods don’t need doctors or medicine
2 Modern medicine is one of the greatest achievements
of science
3 One day, we’ll have a vaccine for the common cold
4 Illness is the body’s way of telling you to change your lifestyle.
5 Drug companies make too much money from flu vaccines
6 Not giving a patient medicine would be against everything
I believe

4 Compare your answers with a different partner. Do you agree?

5 Work with a partner. Discuss what Mark Li and Sandra Smith might think
of the topics below. Would they have the same opinions on any of the
topics? Support your answer.
1 alternative medicine
2 treating diseases with food rather than medicine
3 drug companies advertising their products on television
4 doing exercise to promote health
5 giving a child medicine to reduce a fever or other symptoms of illness
6 free healthcare for everyone

Criticalthinking 73
ЛД ANALYZE 6 Work in groups:
Group A: You work for an international aid organization that sends
doctors to help people in developing countries. You believe that
healthcare should be free for everyone.
Group B: You work for a large pharmaceutical company. You believe that
healthcare should not be free for everyone.
In your groups, discuss your background, motivation and opinions for
your side of the issue. Write notes in the table below. Use the following
ideas to help you:
• availability of medical care in urban and rural areas
• different types of diseases in certain regions
• the fact that drug companies are businesses and have to make a profit
• issues of fairness for drug companies, individuals and countries

7 Discuss what you think the other group’s background, motivation and
opinions might be. Write notes in the table below.

group B

■
74 units
PREPARATION FOR SPEAKING

CREATING PERSUASIVE ARGUMENTS

When you want to make listeners understand and agree with your point of
view, you use persuasive language. This calls attention to your main opinions
and invites listeners to think about and agree with your point of view. It also
makes it more difficult for speakers to disagree with you. Persuasive language
can take many forms: giving personal examples, asking challenging questions,
presenting support for a position and addressing the opposing argument. You
can also use persuasive words or phrases, such as How would you feel if, or
strong adverbs or adjectives (obviously, a lot of).
Giving personal examples
Γve had patients who were healthy, then had the flu vaccine and
SKILLS

became id.
In my experience, patients often become ill after having the flu vaccine.
Asking challenging questions
Let me ask you this: has the flu vaccine been properly tested?
Presenting support for a position
The packaging on this flu vaccine clearly states that 'No controlled
trials have been performed that demonstrate that this vaccine causes
a reduction in influenza’. It’s here In black and white.
Addressing the opposing argument
Let me start by saying that I’m not against ad vaccines. Dr Smith is
absolutely right that many vaccines work very well and that millions of
lives have been saved by vaccination.

PREPARATION FOR SPEAKING 75

 1 Match the headings (1-5) to the examples (a-e) in the table.

1 give a personal example

2 ask challenging questions
3 use specific persuasive words and phrases
4 give information to support your position
5 address the other person’s argument-----

a Have there been proper clinical trials to prove that it works, that it stops infection?

b However, the flu can cause severe illness or worse for a small percentage of the
people who get it. It may not sound like a lot, but actually this is hundreds of
thousands of people around the world each year.
There isn’t one single scientific study that proves that this year’s flu vaccine works.

C So while Mr Li is right - we don’t do clinical trials of the flu vaccine in the way that
we do trials for other medicines - that doesn’t mean we aren’t scientific in our
methods.

d All of my colleagues have had the vaccine. None of us have caught the flu.
Let me tell you more about my work in that area.

e Obviously, we want to do everything in our power to stop the infection

from spreading.
Supposing you gave your children the vaccine and it made them worse rather
than better?
How would you feel if someone in your family did not have the vaccine and then
became really ill?
It’s obvious that the vaccine hasn’t been properly tested. _________

76 UNIT 3
2 Work with a partner. Rewrite the facts as persuasive statements. Use the
strategy in brackets to help you.
1 Some big pharmaceutical companies spend more money on advertising
than on research and development, (support for a position)

2 The cost of developing a new vaccine is £153 million - £280 million,

(use persuasive words and phrases)

3 It takes years of study to become a doctor, which is why they are

among the highest-paid professional workers, (give a personal example)

4 The top five global drug companies are wealthier than many of the
world’s nations, (ask challenging questions)

5 Malaria is an easily preventable disease, but people still contract it

because they can’t pay for a vaccine, (address the opposing argument)

6 Only a small number of people in developing countries are able

to afford basic, life-saving treatments for common illnesses, (use
persuasive words and phrases)

3 Read your statements to another pair. Are their statements persuasive?

PLUS

Why / Why not? If not, work together to rewrite the statements and
make them more persuasive.

SPEAKING TASK

Role-play a debate between representatives from an international

aid organization and representatives from a drug company. Discuss
whether or not healthcare should be free for everyone.

PREPARE
1 Separate into your two groups. Look back at your notes on each group’s
background, motivation and opinions in Critical thinking. Add any new
information.

SPEAKING TASK 77
 2 Prepare an opening statement for the debate to introduce your
viewpoint. Review the language in Preparation for speaking to express
your opinions. Practise your opening statement in your group. Make sure
each person makes at least one comment.
3 Think about the other group’s views and make notes about how they
might respond to your opening statement. Make notes of persuasive
language that you might use to counter their arguments. Remember to:
• give personal examples and opinions (if possible)
• ask challenging questions
• give information to support your viewpoint

4 Prepare for the debate.

• Be ready to make notes on what the other group says, as you will
need to respond to their views in your counter-argument.
• Use your ideas from Exercise 3 to help you.
• Use the following format for the debate:

Group A: Announce the topic: Healthcare should be free for everyone.

Group A: Opening statement in favour
Group B: Opening statement against
Group A: Counter-argument in favour
Group B: Counter-argument against

5 Refer to the Task checklist below as you prepare for your debate.
...........
TASK CHECKLIST

State and support your position in the debate clearly.

Ask challenging questions.

Give personal examples.

Address the other group’s argument.

Use persuasive arguments.

-

DISCUSS
6 Have the debate with another group.
7 Answer these questions.
1 What did you like about the way arguments were presented?
2 What could be improved?
3 Which argument do you think was the most persuasive? Why?
78 ∪N∣T3
OBJECTIVES REVIEW

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each
objective.

3 - very well 2 = well 1 = not so well

I can...

watch and understand a video about a device which provides

instant results to 33 tests.

identify contrasting opinions.

strengthen points in an argument.

analyze background and motivation.

use the third conditional. __

use the second conditional for unreal situations.

create persuasive arguments. -------

role-play a debate.

2 Use the Unlock Digital Workbook for more practice with this unit’s C^onune
learning objectives.

WORDLIST

aid (n) Θ in favour of (adj) recover (v) Θ

antibiotic (n) infected (adj) Θ researcher(n) Θ
clinical (adj) Θ occur (v) Θ treat (v) Θ
contract (v) Θ outbreak (n) Θ treatment (n) Θ
controlled (adj) & precaution (n) trial (n) Θ
data (n) Θ prevention (n) Θ urgent (adj)
factor (n) Θ prove (v) Θ virus (n) Θ

Θ = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 79
LEARNING OBJECTIVES IN THIS UNIT YOU WILL...

Watch and listen

distinguish main ideas from details; take notes on main

Listening skills
ideas and details.

Critical thinking organize information in a presentation.

Grammar use multi-word prepositions; use the past perfect.

give background information and explain a problem;

Speaking skills
use signposting language in a presentation.

Speaking task give a problem and solution presentation.

 ИWA 450 r*
√-V⅜⅛j∣
∣LD ООіаДаВГИ

UNLOCK YOUR KNOWLEDGE

Work with a partner. Discuss the questions.

1 What is deforestation?
2 What are its causes and effects?
3 Other than deforestation, what things do people do that
affect the environment?
4 How can people use natural resources without harming
the environment?

THE ENVIRONMENT
 WATCH AND LISTEN

PREPARING TO WATCH
1 Work with a partner. Discuss the questions.
ACTIVATING YOUR
KNOWLEDGE 1 Can you think of any animals that have disappeared or are endangered?
2 What role do humans play in making an animal extinct or endangered?
3 What can people do to prevent more animals from becoming extinct?

2 Look at the pictures from the video. Discuss the questions with
PREDICTING
your partner.
CONTENT USING
VISUALS 1 What type of animal do you see in the first picture?
2 What do you think the doctors and scientists are doing?
3 What animal do you think is behind the TV reporter? What do you
know about it?

GLOSSARY

clone (v) to produce a cell or organism that has the same chemical patterns in its cells as
the original from which it was artificially produced
skin cell (n) the smallest unit of an animal which makes up the skin
genetic (adj) relating to the biological process by which the characteristics of living
things are passed from generation to generation
euthanize (v) to kill an animal because it is very old or sick
astonishing (adj) very surprising
counterpart (n) a person or thing that has the same role or purpose as another person
or thing in a different organization or place

82 UNIT 4
WHILE WATCHING
3 ɑ Watch the video. Which sentence best summarizes the main idea? UNDERSTANDING
a Bantengs, which are endangered, have been cloned by using the cells of
MAIN IDEAS
an animal that died 23 years earlier.
b We now have the technology to clone endangered species, but many
people are concerned that we aren’t dealing with the real problem.
c While certain animals cannot be cloned at this time, it is possible that
we may be able to clone them in the future.

4 ɑ Watch again. Answer the questions. UNDERSTANDING

1 Why do scientists believe that they are closer to protecting DETAIL
endangered species?

2 How were scientists able to clone the banteng?

3 What worries some conservationists about cloning?

5 Work with a partner. Discuss the questions.

MAKING INFERENCES
1 Based on the information in the video, how successful is cloning?
Explain your answer.
2 Do you think cloned animals are able to thrive in the wild? Why /
Why not?
3 Whatarethedangersofcloning?
4 How might cloning affect the environment?

DISCUSSION
6 Work in a small group. Discuss the questions.
1 Are there any endangered species in your country or region?
Which ones?
2 What are people currently doing to help save these animals?
3 In your opinion, is cloning a good method to save endangered species?
Why / Why not?
4 In addition to trying to protect endangered species, what other ways
are people in your community helping the environment?

WATCH AND LISTEN 83

 LISTENING
LISTENING 1

Preparingto listen
1 You are going to listen to a lecture about habitat destruction. Before you
UNDERSTANDING
listen, read the words and definitions. Then complete the sentences with
KEY VOCABULARY
the correct form of the words in bold.

adapt (v) to adjust to different conditions

coastal (adj) on or related to land by the sea or ocean
conservation (n) the act of being careful not to waste water, energy, etc.
exploit (v) to use something in a way that helps you (or unfairly for
an advantage)
habitat (n) the natural surroundings where a plant or animal lives
impact (n) the strong effect something has on a situation or person
modify (v) to change something, usually to improve it or make it
more acceptable
waste (n) unwanted substances or material

1 The of water is important, to make sure all people have

enough clean drinking water.
2 One of the natural of the brown bear is the mountains of
the United States.
3 Recycling programmes are important, because less------------- goes to
landfill.
4 Many tourists like to visit------------- regions because they like to be
near the ocean.
5 Some animals have learned to------------- to a new environment as
temperatures continue to rise.
6 Humans cannot continue to------------- Earth’s natural resources, like
coal or oil; sooner or later they will run out.
7 A simple act of turning off the lights can make a big------------- when
trying to save energy.
8 We can our behaviour to prevent further climate change.

Distinguishing main ideas from details

Speakers often support their main ideas with details. Details give you more
information and help to illustrate the main ideas. To determine if a speaker’s
words are main ideas or details, ask yourself: is this an important point, or does
it support an important point? Distinguishing main ideas from details helps
you to understand the organization of the speaker’s ideas.

84 UNIT 4
2 Match the details (a-j) to the main ideas in the table.
Details
a In Australia, EuropeJapan and North America, foxes live in urban areas,
even big cities such as London.
b Part of this environmental change is due to natural, rather than
human, causes.
c It destroyed around 800 square kilometres of farmland and a huge
area of forest.
d One other animal that is as at home in the city as in the countryside is
the raccoon.
e In 1991, a volcano in the Philippines erupted and killed many people
and animals.
f In Africa and Asia, monkeys live in cities alongside people and exploit
the human environment by stealing food or eating things that humans
have thrown away.
g Today this is around 10%, as the Earth has been warming since that time.
h In Singapore, the 1,500 wild monkeys that live in and around the city
have become a tourist attraction.

■
i Just 10,000 years ago, about half of the planet was covered in ice.
j It also caused severe floods when rivers were blocked with volcanic ash.

Planet Earth is dynamic and Habitat destruction hasn’t been bad news
always changing. for all animals.

WHILE LISTENING
LISTENING FOR
3 θ 4.1 Listen to the lecture and check your answers.
MAIN IDEAS

Taking notes on main ideas and details

Hf One way to take notes is to list main ideas on one half of the paper and details
that support them on the other side of the paper. You do not need to write
complete sentences. You should listen for key words and important information.

LISTENING! 85
TAKING NOTES
4 θ 4.1 Listen to the lecture again and complete the notes with details
ON DETAIL
you hear.

Earth is always 10,000 years ago, about half of Earth covered in ice; now
charging only (,) Ls covered in ice.
Chanoes are in part due to ρ> rather
than human causes.

Natural -forces 1991 - volcano in the Philippines erupted and killed

car destroy the many people ard animals; destroyed p,
environment of farmland and a huge area of -forest
Caused severe floods when (4) by
volcanic ash

Humars are also Originally more than <5) square kilometres

responsible -for habitat of rain-forest worldwide’, (6) today
_ destruction Deforestation: approximately 1G0,000 square metres per year
In Europe, only about 15°Z of Land not modified by humans
Some places have habitat broken into parts, e.g. separated by
roads — called —
can cause serious problems

Humans have a-f-fected <uvw<vw√<< -from

Pollution | m>i mwwmvvw cities
coastal mvwuv has .. wɔww. the
damaged
vw ww u ocean;
,

the Land, animals destroyed habitat of ®

and sea

Animals are ieeLmq at Monkeys Live alongside humans in (9) ____ ~

home in the city and In (,0) , -foxes in urban areas
in the countryside Leopards in (11) . __________ _____

*J raccoons increased
Number of city
Have different (12) depending on their environment;
common foods include ɑ?! у....
raccoons in cities eat (14)

Not everyone -feels Tourists travel Long distances by aeroplane, create

that ecotourism is OS)

helping the environment Resorts use local (16)________ _ such as water and produce
07 j that creates pollution in the Local environment

86 UNIT 4
 SUMMARIZING

The Earth always changes.years ago, half of it was covered

in ice. Humans have changed the Earth; originally there were more than
16 million square kilometres of(2), today there are less than
(3)__________ million. Each year, about(4)square metres are
destroyed. Foxes and raccoons exploit the city environment by eating
( 5). Critics of ecotourism say air travel and waste from hotels
cause (6)___________

POST-LISTENING
6 Read each extract (1-3) from the lecture. Choose the statement (a-с) that
LISTENING
best matches the lecturer’s opinion.
Foropinion
1 ‘Part of this environmental change is due to natural, rather than
human, causes.’
a Natural causes result in some environmental change.
b Natural causes result in most environmental change.
c Human causes result in most environmental change.
2 ‘Habitat destruction hasn’t been bad news for all animals.’
a The destruction of animal habitats is always a bad thing.
b The destruction of animal habitats is not necessarily negative.
c The destruction of animal habitats is inevitable.
3 ‘We tend to think of human activity as always having a negative
impact on the environment.’
a It’s common to think that humans only negatively affect
the environment.
b It’s wrong to think that humans only negatively affect
the environment.
c It’s correct to think that humans only negatively affect
the environment.

LISTENING I 87
 PRONUNCIATION FOR LISTENING

Pauses in prepared speech

Prepared speech, such as in lectures and presentations, often has different
intonation to natural speech. In a prepared speech, the speaker often pauses
at clause boundaries, which are usually where punctuation marks are placed.

7 θ 4.2 Listen to an extract from the lecture. Notice where the speaker
pauses (/ /) when speaking.

In some places / /, habitats haven’t been destroyed / /, but they have

been broken into parts / /, for example / / separated by roads / /.
This is called fragmentation / /. If animals are used to moving around
throughout the year / / and a road is built through the middle of their
habitat / /, fragmentation can cause serious problems.

8 θ 4.3 Listen and mark the pauses in the extract from the lecture.

One other animal that is as at home in the city as in the

countryside is the raccoon. In fact, raccoons are so at home in
the city that the number of city raccoons has increased. Raccoons
have different diets depending on their environment. Common
foods include fruit, plants, nuts and rodents. Much like the foxes
of London, raccoons living in the city are known to eat rubbish
out of bins, steal food from people’s homes and occasionally
bite people.

9 Practise saying the paragraphs with a partner.

DISCUSSION
10 Work with a partner. Discuss the questions.
1 How have people changed habitats in the country you live in?

©QI 2 Think of an environment you know. Which animals live there naturally?
Do any animals live there that are originally from somewhere else?

88 UNIT4
© LANGUAGE DEVELOPMENT

MULTI-WORD PREPOSITIONS

Multi-word prepositions are two- or three-word phrases that function like

one-word prepositions (of on, by). Multi-word prepositions include:
GRAMMAR

• two-word phrases (apart from, according to)

• three-word phrases (by means of, as well as)
Like one-word prepositions, multi-word prepositions are followed by nouns,
noun phrases and gerunds. They show the relationship between two things.
For example, in front of shows location.

1 Match the multi-word prepositions (1-5) to the functions (a-e).

PLUS
1 according to, based on a making an exception
2 owing to, due to b giving a source
3 apart from, except for c giving another choice
4 together with, as well as d including
5 rather than, instead of e giving a reason

2 Choose the correct multi-word preposition to complete each sentence.

1 Based on / Apart from research that I carried out in Ethiopia, I can
conclude that the destruction of deserts can be reversed.
2 Visitors rarely go to the research station, according to / due to its
extremely remote location.
3 According to / Ratber than the latest Economist Magazine, share
prices fell sharply last month.
4 The engineers decided to use solar power owing to / instead of
conventional batteries.
5 The doctors used strong medication as well as / except for lots of
liquid to help cure the patients.
6 The phone is assembled almost entirely by machines, instead of /
except for the outer case.

LANGUAGE DEVELOPMENT 89
 3 Write your own sentences based on the information in brackets. Use a
multi-word preposition.
1 (giving a source - news website)
According to the nws NebsLte I read this morning, ...
2 (giving a reason - wild animals moving into cities)

3 (giving another choice - between two reactions to climate change)

4 (including - two animals which have adapted to living in cities)

5 (making an exception - not recycling certain items)

THE PAST PERFECT

The past perfect is used to describe a completed event or time period that
happened before another event in the past. Use the past simple to describe the
later event or time period.
Police officers spotted a. young leopard In the streets of MumbaL. The leopard
had moved Into the city from the nearby forest.
(First, the leopard moved into the city from the forest; then the police spotted it.)
Form the past perfect with had + the past participle of the main verb. Form the
GRAMMAR

negative by adding not after had. The form is the same for all subjects.
cover → had covered I had not covered (hadn’t covered)
You can use the prepositions before, by and until to introduce the later time
period.
Until these natural resources were discovered, of course, changes to desert
habitats had not really affected people very much.
People often use the past perfect to give reasons or background information for
later events.
Before people started settling In the Arctic, much of the land had been
untouched.

90 UNIT 4
4 О 4.4 Listen to an excerpt from a student’s essay on Rachel Carson.
Complete the text with the past simple or past perfect verbs you hear.

Before she (,)------------------------------- her influential book Silent Spring in 1962, Rachel Carson
p,-------------------------------years working for the US government at environmental agencies
like the US Bureau of Fisheries and the US Fish and Wildlife Service. During her time there,
she (3)-------------------------------her own personal research and writing. By 1955, Carson
(4)-------------------------------already several books on environmental
research when she (5)to do research full-time. One subject that she
was particularly interested in was the effects of pesticides*1 on the environment and on human
health. During World War II, the government ®____________________ the pesticide DDT to
protect people against diseases caused by pests. After the war, farmers (7)
large amounts of DDT into the air to protect their crops.
Carson (8)-------------------------------that the chemical was making
people ill with cancer and was causing animals to die, so she
(9)____________________ to do scientific research on the subject
and publish it as a book, to warn people about the risks. After
Carson (10)____________________ Silent Spring, the pesticide
industry (11)her for her research.
However, the US government(12)by
banning the use of DDT in the United States. Soon her book
was translated into several languages and was published around
the world.
Rachel Carson
‘pesticides (n) chemicals used to kill pests like insects and small animals

5 Complete the sentences with the past perfect or the past simple form of
the verbs in brackets.
1 Before people(settle) in the northernmost
parts of the Arctic, the area(be) mostly empty.
2 Before the city(begin) developing the area
for new residential buildings, people(use) it as
a park.
3 We(not/notice) foxes coming into this
neighbourhood until we(see) news reports
about them on TV.
4 By the time the volcano(erupt), the
government(evacuate) everyone from FA ∞
the area. LJ ≡>

LANGUAGE DEVELOPMENT 91
VERBS TO DESCRIBE ENVIRONMENTAL CHANGE
6 Read the definitions. Complete the sentences with the correct
form of the words in bold.

adapt (v) to adjust to different conditions

affect (v) to have an influence on something
decline (v) to gradually become less, worse or lower
exploit (v) to use something in a way that helps you (or unfairly for
an advantage)
extract (v) to remove or take out something
impact (v) to have an influence on something
occur (v) to happen
survive (v) to continue to live or exist

1 Foxes have to living in cities, and now they are

doing well there.
2 Extinct species could have if people had taken more
care to protect them.
3 The number of wild birds in Europe has sharply over the
last 30 years.
4 Resources have been from endangered habitats without
destroying them.
5 Humans have the environment quite negatively by
destroying forests and using dangerous chemicals.
6 Changes to the environment can negatively------------- animals.
7 Many environmental changes have------------- because of
people’s actions.
8 Urban foxes have____________ ■ their new habitat by finding food
in people’s rubbish bins.
LISTENING 2

Preparingto listen
1 Work with a partner. Discuss the questions.
USING YOUR
1 What is a desert? KNOWLEDGE
2 Are there any desert areas in your country? If so, where are they?
3 What kinds of plants, animals or products do you find in the desert?

2 You are going to listen to a talk about desert habitats. Before you listen, read
UNDERSTANDING
the sentences and write the words in bold next to the definitions.
KEY VOCABULARY
1 Antarctica usually has a harsh winter with extremely cold temperatures.
2 Alaska is the last great wilderness. There is still so much land that has
not been used or built on, and is kept in its natural state.
3 Researchers collected minerals to find out more about what is in the soil.
4 Diamond is the hardest naturally occurring substance on Earth.
5 The electrical company installed copper wires in the new building.
6 Many countries use natural gas found below the Earth’s surface to heat
their homes.
7 The government has banned coal mining in certain areas where it could
be extremely dangerous to the environment.

a (n) the industry or activity of removing valuable substances

from the earth
b(n) fuel for heating or cooking that is found underground
c (n) valuable or useful chemical substances that are formed
naturally in the ground
d(n) a transparent, extremely hard precious stone that is used
in jewellery, and in industry for cutting hard things
e (adj) severe and unpleasant
f (n) a place that is in a completely natural state without
houses, industry, roads, etc.
g (n) a reddish-brown metal, used in electrical equipment and
for making wires and coins

LISTENING 2 93
 WHILE LISTENING
3 O 4.5 Listen to the talk. Complete the notes on the main ideas.
TAKING NOTES ON w
MAIN IDEAS
Topic: <'i__________________________________________________
Huwans have- Learned to p>⅛e resources of
the desert
The desert Ls an p>__________ that supports a variety of pLant
and aniwat Life
__ If desert Ls destroyed:
More (4)____________________ will be Ln the air.
Plante will (5)__________ ;as (6)__________ wilt be saltier,
we’LL Lose a valuable food source.
Solutions: (7)__________ desert resources carefully instead of
_ abusing thew^ apply —___________ solutions______

777ΣΣΓΣTTTΣΣ 4 о 4.5 Listen again. Number the details in the order you hear them.
LISTENING FOR wr о /
DETAIL a Bringing water into the desert to grow plants can make desert soil
too salty
b Computer technology can forecast how climate change will affect
deserts
c The Earth’s deserts cover 33.7 million square kilometres
d Scientists are using solar energy to produce water in deserts--------
e The Topnaar people have an understanding of the natural world--------
f Deserts provide many of the world’s minerals and metals
g There are over 2,200 desert plant species in Saudi Arabia
h Desert surface temperatures in summer can reach 80oC

5 θ 4.5 Answer the questions with a partner. Then listen again to check
your answers.
1 What percentage of the Earth’s surface is desert?
2 In which part of Africa do the Bedouins live?
3 What metals are found in the desert?
4 What conditions are needed for acacia trees to grow?

5 What is one of the best-known desert animals in the Arabian Peninsula?

6 What kind ofenergy are scientists in Saudi Arabia using to produce

fresh water?________________________

94 UNIT 4
POST-LISTENING
6 Match the parts of a presentation (1-3) to the sentences from the talk (a-c).
LISTENING FORTEXT
1 giving background information ORGANIZATION
2 explaining a problem
3 offering a solution

a The problem is that human activity is affecting modern deserts all over
the world. According to the United Nations, traditional ways of life are
changing as human activities such as cattle ranching, farming and large-
scale tourism grow.
b The United Nations reports in Global Deserts Outlook that the Earth’s
deserts cover about 33.7 million square kilometres, or 25% of the
Earth’s surface.
c The UN gives the example of using the latest computer technology
to help forecast how climate change will affect deserts, and using that
information to prepare for these changes.

7 Read the three details. Which part of the talk do they come from? Write
background information, explain a problem or offer a solution.
a Tribes such as the Topnaar, in southwest Africa, are known for their
ability to survive in the desert due to their use of local plants and
animals for food, medicine and clothing
b According to a blog called A Smarter Planet, scientists in Saudi Arabia
are already using solar energy to produce fresh water in the desert.

c Data from the United Nations shows that every year nearly 2% of
healthy desert disappears

DISCUSSION
8 Work with a partner. Use your notes from Listening 1 and Listening 2 to
SYNTHESIZING
discuss the following questions.
1 What natural habitats exist in your country?
2 What human activities take place in those habitats?
3 Do you use any products or foods that come from those habitats?
Do you think this might cause any damage to those habitats?

LISTENING 2 95
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

г Give a presentation about a change in the environment and discuss

possible solutions.

Organizing information in a presentation

Understanding the organization of information in a presentation can help you
understand the development of the speaker’s ideas. An outline is a general
plan of the features you will include in a presentation. Outlines are useful ways
to show the connection between main points, specific examples and details.

gl REMEMBER Look back at your notes from Listening 2. Complete the outline for
Listening 2 with the phrases from the box. Then compare with a partner.

Human survival Desert environment and wildlife People in cities

Desert plants People in deserts Desert animals
Use wind and solar energy Plant and animal survival

Topic: Decline and, destruction of deserts

Introduction (background information):
I. Main idea: _________________
A. Detail: _________________
a. Example: Topnaar
b. Example: Bedouins
B. Detail: _________________
11. Main idea: ________________
A. Detail: _________________
a. Example: Acacia tree
B. Detail: _________________
a. Example: Arabian oryx
Solutions: Manage desert resources carefully instead of abusing them;
apply technological solutions;to provide clean
energy in existing desert cities

96 UNIT4
2 Look at the outline again and write T (true) or F (false) next to the ANALYZE β≡
statements.
The outline...
______ 1 shows clear connections between the presentation topic,
main ideas, examples and supporting details.
2 shows the order of the parts in the presentation.
_____ 3 tells the speaker exactly what to say in the presentation.
4 includes irrelevant details that do not belong in the talk.

3 Create an outline for a talk on one of the topics below. Choose a topic, CREATE fi|
do some research online and prepare an outline. Use the outline from
Exercise 1 as a model. Be sure to include two or three main ideas with
details and examples in your outline. You will use this outline for the
speaking task at the end of this unit.

The increase in ‘superstorms’ (extreme Ice melting in the Arctic The destruction of the
hurricanes) around the world Amazon rainforest

4 Think of some possible solutions to the problem you chose in Exercise 3.

Write notes about them in your outline.
5 Share your work with a partner. Provide feedback to each other.

Criticalthinking 97
 PREPARATION FOR SPEAKING

GIVING BACKGROUND INFORMATION AND

EXPLAINING A PROBLEM

Background information is often necessary to put a problem in context. In

other words, you need to say why it is a problem. One way of structuring this
background information is to give main ideas, examples of those ideas and
details to clarify the examples:
Let’s begin by Looking at some background ln-formatlon -from the United
SKILLS

Nations Environment Programme. The United Nations reports In GLobal

Veserts OatLook that ...
Humans have Learned to exploit the resources o-f the desert -for
survival and pro-fit by adapting their behaviour, culture and technology
to its harsh environment. To give you an example, tribes such as the
Topnaar ...

1 Match the sentences (1-6) with their functions (a-f).

1 According to the Food and Agriculture Organization of
the United Nations, millions of people around the world
survive by eating fish
2 Data shows that the amount of manufactured chemicals in the
oceans is increasing. Eighty percent of ocean pollution
comes from human activity on land.
3 If we continue to pollute the world’s oceans, marine plants
and animals will not survive
4 Oceans are essential for life on Earth. People rely on them
for survival
5 All of us who rely on the oceans for food will then have
to find different food sources
6 Human activity is destroying oceans all over the world.
The two main problems are pollution and overfishing

a introduces the background information

b gives a specific detail that illustrates the background information
c says what the main problem is
d gives details that explain the problem
e explains the consequences of the problem
f says how the problem might affect the audience personally

98 UNIT 4
SIGNPOSTING LANGUAGE IN A PRESENTATION

Speakers signpost by using transitional words and phrases in lectures and

presentations. This helps them guide the listener through what they are saying
now, and what they will say next. You can use signposting throughout your
talk to help the audience understand the talk’s structure, such as when you
SKILLS

are giving an example, starting a new topic or making a conclusion. Here are
examples of signposting language:
• to give an example: For example, To illustrate.
• to start a new topic: Next, Non I’m going to talk about
• to make a conclusion: In conclusion, To sum up

2 Look at the signposting language below. Match the phrases in bold (1-8)
to the purpose they serve in the presentation (a-h).
1 But what does this mean for the rest of the world?-------
2 To put it another way, we will all be affected-------
3 Moving on now to the typical desert environment, ------
4 A good example of this is Egyptian cotton-------
5 That’s all I have to say on that point
6 Let’s begin by looking at some background information
from the United Nations Environment Programme-----
7 To summarize, deserts are not only important to the
people who live in them
8 The topic of my talk is the decline and destruction
of the world’s deserts

a introducing the topic e querying and analyzing

b giving an overview f giving examples
c finishing a section g paraphrasing and clarifying
d starting a new section h Summarizingandconcluding

3 Match the phrases below to the purpose that they serve in the
presentation in Exercise 2 (a-h).
1 That concludes this part of the talk
2 To give you an example
3 Let’s turn now to
4 Γd like to recap
5 Today Γm going to talk about
6 Let’s consider this in more detail
PLUS

7 So what Γm saying is
8 I have three main points to make

PREPARATION POR SPEAKING 99

 SPEAKING TASK J

г Give a presentation about a change in the environment and discuss

possible solutions.

PREPARE
1 Look back at the outline for the research you did in Critical thinking. Add
any new information you would like to include.
2 Prepare a short introduction. Make notes based on your research from
Critical thinking. Think about what kind of background information to
include in your introduction in order for the audience to understand
the problems in your presentation. Use language from Preparation for
speaking to help you.
3 Look back at your proposed solutions in your outline. What kind of
information could you include in your conclusion? Use signposting
language from Preparation for speaking to help you.
4 Refer to the Task checklist below as you prepare your presentation.

TASK CHECKLIST

Use signposting language to help guide the audience.

Give background information.

Explain the problem and possible solutions.

Stress words for emphasis.

— A

PRESENT
5 Form a group and take turns giving your presentations. Take notes as you
listen to your classmates’ presentations. Ask questions at the end of each
presentation.
6 Were the other students’ presentations similar to your own?
Why / Why not?

100 UNIT4
OBJECTIVES REVIEW

1 Check your learning objectives for this unit. Write 3, 2 or / for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about cloning endangered species.

distinguish main ideas from details. -------

take notes on main ideas and details. -------

organize information in a presentation. -------

use multi-word prepositions. -------

use the past perfect.

give background information and explain a problem.

use signposting language in a presentation.

give a problem and solution presentation.

2 Use the Unlock Digital Workbook for more practice with this unit’s ɪɔ UNLcXK
V ONLINE
learning objectives.

WORDLIST

adapt (v) © exploit (v) Θ mining (n) ©

affect (v) Θ extract (v) © modify (v) ©
coastal (adj) Θ habitat (n) © natural gas (n)
conservation (n) Θ harsh (adj) © occur (v) ©
copper (n) © impact (n) © survive (v) ©
decline (v) © impact (v) © waste (n) ©
diamond (n) mineral (n) © wilderness (n)

Θ - high-frequency words in the Cambridge Academic Corpus

Objectivesreview 101
 LEARNING OBJECTIVES IN THIS UNIT YOU WILL ...

Watch and listen watch and understand a video about skyscrapers.

understand figurative language; understand strong and

Listening skills
tentative suggestions.

Critical thinking compare and evaluate solutions.

use will and be going to for predictions and

Grammar
expectations.

present a problem; make polite suggestions; respond to |

Speaking skills
suggested solutions.

Speaking task discuss a housing problem and possible solutions.

102 units
 ARCHITECTURE UNIT 5

UNLOCK YOUR KNOWLEDGE

Work with a partner. Discuss the questions.

1 Wherecloyouthinkthisbuildingis?
2 Who do you think might use the building? What is it used for?
3 What do you think the advantages of the building are?
The disadvantages?

ARCHITECTURE 103
 WATCH AND LISTEN

PREPARING TO WATCH
1 Look at the example in the table. Think of three more famous buildings
Activatingyour
or structures and use them to complete the table. Then compare your
KNOWLEDGE
answers with a partner.

building / structure location features

The- EoffeL Tower Ports, France toll, beautiful, romantic

2 Look at the pictures from the video. Discuss the questions with
PREDICTING
your partner.
CONTENT USING
VISUALS 1 Compare and contrast the buildings in the first photo and in the
second photo.
2 How have buildings changed since the first skyscrapers were built?
3 Which view do you prefer, the view in the third photo or the view in
the fourth photo? Why?

GLOSSARY

stately (adj) formal in style and appearance

consumer (n) a person who buys goods or services for their own use
market (n) the business of buying or selling a particular product or service
skyline (n) the shape of objects against the sky, especially buildings in a city
bar chart (n) a graph in which different amounts are represented by vertical or
horizontal rectangles that have the same width but different heights or lengths

104 units
WHILE WATCHING
3 0 Watch the video. Write T (true) or F (false) next to the statements
below. Correct the false statements.
1 Skyscrapers originated in New York City.

2 Louis Sullivan is credited with creating the skyscraper.

3 The first skyscraper was completed in 1898.

4 The skyscraper is considered a symbol of American

consumerism in the world economy.

5 Skyscrapers have changed the appearance of cities

around the world.

4 ɑ Watch again. Complete the notes.

Architects began to experiment with new buildings after:
(1)________________________

Where Louis SuLlivan Lived and worked: pl_________________

Where Auditorium Building Ls located: pi__________________
In 192.0, 100 million consumers were served by: (4)

_ Tail buildings represent: pl

5 Work with a partner and discuss the questions.

1 How have other disasters influenced building and building styles?
2 What other factors affect a building’s design?
3 What do you think inspires great architects like Louis Sullivan?

DISCUSSION
6 Discuss the questions with your partner.
1 Are there skyscrapers near where you live? How are they similar to or
different from the skyscrapers in the video?
2 What materials are often used in skyscrapers?
3 Is there a famous building that represents the culture of your country?
What does it symbolize to you?
 PREPARING TO LISTEN
1 You are going to listen to a conversation between two property
UNDERSTANDING
developers. Before you listen, read the sentences and write the correct
KEY VOCABULARY
form of the words in bold next to the definitions.
1 Selina prefers houses from the eighteenth century, but I prefer
contemporary houses that have a lot of windows and glass.
2 A lot of potential buyers came to look at the building today. They
seemed really interested in the building and the neighbourhood it is in.
3 Euan said he could transform the old house into something that looks
like new with just a few small renovations.
4 Sandra obtained ownership of the building after paying the previous
owner £1.5 million.
5 The building has some beautiful architectural features, such as tall
columns and very old statues on the roof.
6 The construction did not start well. A part of the new wall collapsed
and had to be rebuilt.
7 I anticipate that the houses will rise in value in the next ten years.

a (v) to completely change the appearance, form or

character of something
b(v) to fall down suddenly
c (adj) happening now; modern
d (n) a noticeable or important characteristic or part
e (v) to expect that something will happen
f (adj) possible when the necessary conditions exist
g (v) to get something, especially by a planned effort

2 Work with a partner. Discuss the questions.

USING YOUR
KNOWLEDGE 1 Do you prefer older or more contemporary buildings?
Explain your reasons.
2 Describe a building that you like. Why do you like it?

106 UNITS
WHILE LISTENING
3 O 5.1 Listen to the conversation. What two problems are discussed? ΓΞ≡Γ~TΣ∑T
r LISTENING FOR
1 Mainideas
2 _________________________________________________________________________________________

4 θ 5.1 Listen again. Complete the notes on the proposed solutions to TAKING NOTES
the problems. Then compare answers with a partner. ON DETAIL

Sotutions
1 Nearby and renovation will the area
__ Z Knock down the original building
_ 3 __________ the building; It has Lots of
4 Transfornn with a_________ building
5 Design new building with _________ features
G Add Landmark made of and-----------------
7 Include and red from old---------------- as part of
new_ _________ _______________
S Put on the ground floor and or above

5 Use your notes from Exercise 4 to correct the statements.

1 At the beginning of the conversation, both developers

think a building development In Westside Is a good Idea.

Z There Isn’t any development going on In Westside.

3 There has been a Lot of Investment In the area In the

past 2.0 years.

4 The developers think the best Idea Is to knock down

the warehouse.

5 The developers need to choose between a contemporary

building style and a traditional one.

G The building can’t offer floor space for any shops.

7 Shops would have to be on the second floor.

8 Renovation would mean removing all the original features

of the building.

LISTENING! 107
 POST-LISTENING

Understanding figurative language

Figurative language refers to using words or expressions in a different way
from their usual, literal meaning. For example, speakers may use comparisons or
exaggerations instead of simple facts to make their point more interesting or
dramatic. The room was as cold as ice is an example Offigurative language and
means that the room was very cold, although probably not literally freezing.

6 Match the figurative phrases in bold (1-4) to their meanings (a-d).

1 Γm afraid we might be biting off more than we can chew
2 I think it’s a potential goldmine
3 That building is more like a prison than a potential shopping
centre
4 We could give the old building a new lease of life

a a fresh beginning
b trying to do a bigger job than we can realistically do
c a building that no one wants to visit
d an opportunity to make a lot of money

7 Which figurative phrases from Exercise 6 support knocking the old

building down? Which support converting and modernizing it? Why?
Supports knocking the building down:

Supports converting and modernizing it:

8 Work with a partner. Use the figurative language from Exercise 6 to

complete these sentences. Use your own ideas.
1 I bit off more than I could chew when I

2 --------------------------------------------------------------------- is a potential goldmine.

3 seems like a prison.
4 I got a new lease of life when I____________________________________________

9 Share your sentences with a partner. Ask follow-up questions.

108 units
 PRONUNCIATION FOR LISTENING

Emphasis
B: wecontrasting
I think in really NOnt opinions
to transform the area Nlth something modern.
A: I think the original building has a Lot of potential.
When you state an opinion that is different from somebody else’s, you can

I
5.2 Listen to
10 θemphasize theopinion
your short conversations. words orthe
Underline
by stressing the words or phrases
information that is different
thatfrom theirs.
Speaker B stresses.
1 A: It has some beautiful original features.
B: It looks as though it’s about to collapse!
2 A: Acquiring such an old building could be a huge mistake.
B: Really? I think the project is going to be a great success.
3 A: It would be more of a transformation if we built a modern building
made of materials like steel and glass.
B: Couldn’t we do both? We’ll maintain more of a connection to the
past if we include the old building as part of the new one.

11 Work with a partner. Practise saying the sentences in Exercise 10 with the
underlined words stressed. What is the difference in meaning if you do
not stress these words?

DISCUSSION
12 Work with a partner. Discuss the questions.
1 Do you think it is a good idea to add modern features to historical
buildings? Why / Why not?
2 Think of an old building that you are familiar with. Do you think it is
PLUS

better to knock it down, restore it to how it was originally or add new

features to it? Why? ®3

Iisteningi 109
 © LANGUAGE DEVELOPMENT

FUTURE FORMS

Will and be going to for predictions and expectations

You can use will and be going to to express predictions or expectations.
TbLs part of the city will Look better after the old buildings are modernized.
A lot of people are going to move into the luxury flats that are being built in the
city centre.
You can use adverbs to show different degrees of certainty in predictions. Use certainly,
definitely, possibly and probably after will or be in be going to. Use adverbs before
won’t. Use them before or after be in be not going to.
I’ll definitely consider buying α house.
I certainly won’t consider Living in a. city.
GRAMMAR

A Lot of people are probably going to be Interested in the new shops after they open.
We’re probably not going to buy a house. I We probably aren’t going to buy a
house.
Use maybe and perhaps at the beginning of sentences.
Perhaps I’ll study Architecture, so I can work to restore old buildings to their
former glory.
Maybe I’ll do an Architecture course to Learn more about building materials.
Use be going to for predictions when there is present evidence.
The building is old and has cracks in the bricks. It’s going to collapse during the
next earthquake.
There is no money in the budget to build a fountain. We’re not / We aren’t going
to build it.

ɔ 1 Complete the sentences by inserting the adverbs.

a ɑ- 1 The building I want to move into was bought by a developer.

It’s going to be renovated before I move there, (definitely)
2 The construction team isn’t going to begin work until next
month, (probably)
3 The supporting walls are already up. The developers will complete
the building soon, (probably)
4 The developer is drawing up his plans now. He will send me
the plans for the flats on Friday, (maybe)
5 I will help you with your Architecture assignment now. (certainly)
6 Farah is off work on Friday. She will help you study for the Architecture
test, (perhaps)

110 UNITS
2 Answer the questions about the future so that they are true for you.
Use will or be going to and adverbs to show certainty.
1 What kind of building will you live in five years from now?

2 Do you think you will buy any property? Why / Why not?

3 Do you think your classroom building will be around much longer?

Why / Why not?

4 How do you think the buildings in this town or city will be different ten
years from now?

5 How do you think your home will look ten years from now?

ACADEMIC VOCABULARY FOR ARCHITECTURE AND

TRANSFORMATION
3 Read the paragraph and write the verbs in bold next to the
correct definitions.

ARCHITECTURE AND TRANSFORMATION

Architecture can transform the way people interact with the world, so
architects must anticipate how a building will impact the local area. If the
design of a building includes a lot of large windows, the people working
inside maintain a connection with nature because they can see the sky.
When people abandon old warehouses, which are left to collapse, this
creates an opportunity for developers to acquire such properties and
convert them into shops, flats and offices. Developing an old building can
contribute to the improvement of a whole neighbourhood, but suitable
sites can be difficult to identify as cities expand.

1 (v) to be one of the reasons why something happens

2 (v) to completely change the appearance, form or character
of something
3 (v) to continue to have, or keep in existence
4 (v) to increase, or cause to increase, in size, number or
importance
5 (v) to expect that something will happen
6 (v) to leave something forever
7 (v) to change something from one thing to another
8 (v) to buy or get something

LANGUAGE DEVELOPMENT 111

 4 Complete the sentences with the correct form of the verbs from Exercise 3.
1 We need to-------------- the amount of retail space available.
2 We could------------- the local area with a new retail complex.
3 The new public transport system has------------- to the improvement
of the city centre.
4 We that the shopping area will bring £30 million in profit
over the year.
5 The developer’s plan to------------- a warehouse to a block of flats
was a major success.
6 It may be difficult to a piece of land within the city.
7 We can’t this project just because of a few setbacks.
8 We will------------- the number of houses in the new development,
not increase it.

LISTENING 2

Preparingto listen
1 You are going to listen to a housing development meeting. Before
UNDERSTANDING
you listen, read the sentences and write the words in bold next to
KEY VOCABULARY
the definitions.
1 We’re concerned about the size of the building. Doesn’t it look a bit
too big for the area?
2 The old building is adequate and is in no danger of collapsing.
3 The existing decorations need to be changed completely to something
more modern.
4 We need something that is appropriate for the local area.
5 The plan is very sympathetic to the local neighbourhood and will leave
the historical area as it is now.
6 A building of that size could be controversial because it is taller than
all the others and might block everyone’s view.
7 The plan is very ambitious; Γm not sure the developers will be able to
finish on time.

a(adj) that exists or is being used at the present time

b(adj) causing a lot of disagreement or argument
c (adj) enough or satisfactory for a specific purpose
d(adj) agreeing with or supporting
e (adj) not easily done or achieved
f(adj) suitable or right for a specific situation or occasion
g(adj) worried or anxious

112 units
2 Work with a partner. Look at the pictures of plans for a new development
in Exercise 6 on page 114. Discuss your opinions of the plans. Try to use
words from Exercise 1.
3 Work with a partner. Discuss possible solutions to the potential problems USING YOUR
in the housing development plan. KNOWLEDGE

potential problems possible solutions

1 There is a tall building

blocking the light -for
another block of flats in the
development.

2. The modern design of the

development doesn’t fit in
with the traditional buildings
in the area.________________ __ _________________

3 The undeveloped area

they plan to build on Is
woodland, and residents
want to retain it.

4 Present your ideas to another pair. Did you identify the same solutions or
different ones? Whose solutions are better?

WHILE LISTENING
5 θ 5.3 Listen to the housing development meeting between Maria and
TAKING NOTES
John (the clients) and Jamal and Tom (the developers). Use the Т-chart in
ON MAIN IDEAS
Exercise 3 to take notes on the solutions to the problems. Then compare
your notes with a partner.

LISTENING 2 113
 6 θ 5.3 Match the descriptions to the correct pictures. Then listen again
LISTENING FOR
to check your answers.
MAIN IDEAS
1 The proposed building site
2 The developers’ proposal
3 The clients’ preferred proposal
4 A proposal not discussed in the meeting

7 Who said the statements below? Write D (developers) or C (clients).

LISTENING FOR
DETAIL 1 One of the biggest benefits of this plan is that it will create housing
for as many as 200 people
2 We could consider using reflective glass-------
3 You described the natural area you’d like to build on as waste ground,
but actually, that’s a woodland
4 As it stands, this plan ... would be very controversial
5 What about more, smaller, lower buildings?
6 Lots of glass is a great idea but, in my view, the only viable option is
to use brick
7 How about we position the new buildings near the edge of the
woods?
8 I feel confident we can come up with a good plan over the next two
weeks

114 units
POST-LISTENING

Understanding strong and tentative suggestions

When making suggestions, speakers use different language to emphasize their
SKILLS

point, depending on how strongly they feel. To make a strong suggestion,

speakers may use words like only or strongly. To make a tentative suggestion,
speakers may use polite expressions like We could and Wouldn’t it be better
if.... They may also state the suggestion as a question or use words like
maybe or probably.

8 θ 5.4 Listen to the speakers. Are they making strong or tentative

LISTENING FOR
suggestions? Write T (tentative) or S (strong).
ATTITUDE
1 What about more, smaller, lower buildings?
2 In my view, the only viable option is to use brick-------
3 We need to think about what will be appropriate with the existing
houses
4 I strongly recommend that you reconsider this
5 Wouldn’t it be better if we used this first design you have
supplied to identify a few priorities?
6 I like your thinking. I completely agree

DISCUSSION
9 Work with a partner. Use your notes from Listening 1 and Listening 2 to
SYNTHESIZING
discuss the following questions.
1 Do you think it is better to live in a flat or a house? Why?
2 Would you prefer to live in an old or a new building? What do you look
for in a living space?
3 Should new houses or developments be built on existing sites or in
new green areas?
4 If you were designing a block of flats for an urban area, where would
you build it - in an old part of the town or in a new part of the town?
How many people would live there? What features would it have?

LISTENING 2 115
 SPEAKING
Criticalthinking J
At the end of this unit, you are going to do the speaking task below.

г An oil company owns a block of flats where 200 single workers and
50 families who work for the company live. The flats are cramped,
uncomfortable and too far away from international schools and the
workers’ main offices. The company needs the workers to move out
of the current block one year from now. It has £3.8 million to spend.
Discuss the problem and possible solutions.

Work with a partner. In the table, list the problems mentioned in the
ANALYZE
speaking task. Then make a list of project requirements for the new block
of flats.

problems project solution A solution B solution C

requirements

Crowclezfi flats must have

more space

Comparing and evaluating solutions

Some projects have specific requirements which will influence the solution
V you identify. Think carefully about each idea so that you get the best results.

116 UNITS
2 Look at the three housing solutions below. Compare your list of project
EVALUATE
requirements to each housing solution and answer the questions.
1 Which project requirements does each solution meet? Write ✓ in the
table for solutions that meet each requirement.
2 Which project requirements does each solution not meet? Write X in
the table for those that don’t meet the project requirements.
3 What needs to change for the solutions to better fit the project
requirements?

Solution A: Al Qasim Tower

• Available in six months • Located 3 kilometres from offices/factory
• Eight-storey office building made of glass and steel Near subway line for 8 kilometre journey to
• Offices could be converted to bedrooms international school
• Toilets would be shared • No facilities (parks, green spaces) for children nearby
• Shower rooms could be added on each floor • Price: £3.2 million
• Could accommodate up to 180 single workers • Conversion cost: £600,000
and 40 families

Solution B: Iqbal House Hotel

• Available now • Located 4 kilometres from offices/factory
• 1920s hotel made of brick • Located 10 kilometres from international school by road
• Could accommodate up to 210 single • Plenty of open space for children to play and for adults
workers and 30 families to walk, cycle, etc.
• Lots of traditional architectural features • Price: £1.6 million
• Hotel was abandoned 10 years ago • Conversion cost: £2.4 million

HHMMHHHHHHBHHHMHi

Solution C: Land purchase

• Land available now • Located 6 kilometres from offices/factory
• Would need to complete government planning • Located 12 kilometres from international school by
process before building (about 3 months; building road, bus and train
would take another 3 months) • Plans could include full recreational facilities for adults
• Could accommodate up to 250 single people and and children
60 families in up to 6 blocks of flats, option to build • Land price: £1.1 million
more accommodation in future • Estimated building costs: £3 million

Criticalthinking 117
 3 Work with another pair. Compare your responses to Exercise 2 and
answer the questions.
1 Which solution do you think best meets the project requirements?

2 What points does each plan have that might impact your decision?

ʒ Can you reach a group decision? Why / Why not?

PREPARATION FOR SPEAKING

PRONUNCIATION FOR SPEAKING

Emphasizing a word or idea to signal a problem

I
Emphasizing or stressing a word in a sentence can help listeners understand its
importance. Changing the emphasized or stressed word also changes the important
piece of information in that sentence, and can be used to signal a problem.

1 θ 5.5 Listen. Underline the stressed word in each sentence. The first
one isdone for you.
1 The main issue is that most retailers don’t want to do business here.
2 Themain issue is that most retailers don’t want to do business here.
3 The main issue is that most retailers don’t want to do business here.
4 Themain issue is that most retailers don’t want to do business here.

2 Match the explanations with the sentences from Exercise 1.

a There are other types of business that will be happy to
do business here, but retailers don’t want to
b There are other issues, but this is the most important one--------
c Retailers are happy to put up advertising here, but they
don’t want to open shops in this area
d There are aspects of the project that aren’t issues, but
this particular fact is a problem

118 units
IDENTIFYING PROBLEMS AND SUGGESTING
SOLUTIONS

Presenting a problem
When presenting a problem, speakers often use phrases that signal there is an issue,
such as The problem is ..., The main issue is ..., and We need to find a way around....
Speakers use these phrases to let the audience know what they are going to focus on
and emphasize that they have considered it and have a possible solution in mind.

3 Put the words in order to make sentences.

1 of / prices / We / a / high / need / problem / to / the / find /
around / way / .

2 time / The / is / problem / enough / we / that / have / don’t / .

3 issue / main / The / is / people / that / our / don’t / design / tike / .

4 a / around / way / find / need / We / to / problem / the / attracting /

business / of / .

5 the / is / building / The / issue / main / that / is / collapsing / .

6 problem / that / The / is / no one / to / wants / area / in / live / the / .

 Making polite suggestions
Making a suggestion in the form of a question can be more polite than using a
direct statement such as I think... or We have to ... . This approach to making
suggestions is more common when people are brainstorming and exploring a
variety of ideas. Using it means the speaker is less likely to offend anyone. It is
also a more formal and professional way of speaking.
PLUS

4 Write six suggestions using the structures in the box.

1 Could we...
2 Can I suggest we ... increase
3 Why don’t we ...
the budget?
4 Should we consider...
5 How about... increasing
6 Have you thought about...

5 Work with a partner. Take turns making suggestions for each of the
problems. Use the structures from Exercise 4 to help you.
1 There is very little space for parking in the local area, (build car park)
CouLcl no buLLcL a. car park?
2 The planned building is too high, (reduce height)

3 There isn’t enough outdoor space, (turn the waste ground into a park)

4 There isn’t any space for gardens around the block of flats, (build a
rooftop garden)

5 The shop units are too small to attract large retailers, (have more,
larger units)

6 We won’t be able to attract businesses to this area, (offer lower rents)

6 Work with a partner. Make suggestions for each topic.

1 plans for the weekend

2 ways to improve the school or class

3 helping the environment

120 units
RESPONDING TO SUGGESTED SOLUTIONS
7 Read the responses. Does the speaker accept or reject the solution?
Tick (✓) the correct box.

accept reject

1 That’s a great idea, but Γm not sure it

addresses the problem.

2 I like your thinking. I agree completely.

3 I think that’s a great idea.

4 We thought that might be an option at

first, but now we realize it won’t work.

5 That seems like an obvious solution, but it

doesn’t address the issue of cost.

6 Let’s do it.

8 Work with a partner. Practise saying the sentences below. Take turns
making the suggestion and accepting or rejecting it, using phrases from
Exercises 4 and 7.
1 How about building four smaller blocks of flats rather than one large one?
2 Should we include a community garden in the new development?
3 Can I suggest we reduce the size and scale of this development?

SPEAKING TASK

г An oil company owns a block of flats where 200 single workers and
50 families who work for the company live. The flats are cramped,
uncomfortable and too far away from international schools and the
workers’ main offices. The company needs the workers to move out
of the current block one year from now. It has £3.8 million to spend.
Discuss the problem and possible solutions.

PREPARE
1 Work in groups of four. Look at the list of project requirements that you
wrote in Critical thinking. As a group, choose one solution to focus on.

SPEAKING TASK 121

 2 Split into two pairs. One pair are the project developers. The other pair
are the project clients.

Project developers: You will present your solution to your clients. You
need to highlight the positive aspects of your solution. Think about any
of the project requirements which the solution does not address. How
will you deal with them? How could you respond?

Project clients: You will listen to a presentation from the project

developers. You need to ask questions about any information that they
don’t mention in their solution, or anything you aren’t sure about. What
problems might you need to identify?

3 In your pairs, look again at the table in Exercise 1 and the answers to
the questions in Exercises 2 and 3 in Critical thinking. Add any new
information.
4 Refer to the Task checklist below as you prepare for your discussion.
<^ .| l l ....... 1
TASK CHECKLIST

Identify problems and suggest solutions.

Emphasize words and ideas to signal problems.

Make polite suggestions.

Respond to suggested solutions.

PRACTISE
5 Practise your presentation/questions with your partner. Use your answers
to Exercise 3 in Critical thinking to help you. Revise and make changes to
your presentation/questions as necessary.

DISCUSS
6 Discuss the problem and solution as a group.

122 units
OBJECTIVES REVIEW
1 Check your learning objectives for this unit. Write 3, 2 or / for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about skyscrapers.

understand figurative language.

understand strong and tentative suggestions.

compare and evaluate solutions.

use will and be going to for predictions and expectations.

present a problem.

make polite suggestions.

respond to suggested solutions.

discuss a housing problem and possible solutions.

2 Use the Unlock Digital Workbook for more practice with this unit’s f∖ UNLcKK
learning objectives. Vonline

WORDLIST

abandon (v) © concerned (adj) © feature (n) ©

acquire (v) Θ contemporary (adj) © maintain (v) ©
adequate (adj) Θ contribute (v) © obtain (v) ©
ambitious (adj) © controversial (adj) © potential (adj) ©
anticipate (v) convert (v) © sympathetic (adj) ©
appropriate (adj) Θ existing (adj) © transform (v) ©
collapse (v) Θ expand (v) ©

© = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 123

 LEARNING OBJECTIVES IN THIS UNIT YOU WILL ...

watch and understand a video about a South Korean

I Watch and listen
island aiming for zero emissions.

understand digressions; understand persuasive

Listening skills
techniques.

≡ Critical thinking analyze and evaluate problems and solutions.

Grammar connect ideas; use the passive voice

ask for input in a discussion; summarize and keep

Speaking skills a discussion moving; deal with interruptions and
digressions.

participate in a discussion about an energy problem

Speaking task
and possible solutions.
UNLtfCK YOUR KNOWLEDGE
Work with a partner. Discuss the questions.

1 How did people travel before cars were invented? What did people
use to generate light and heat before electricity was discovered?
2 What fuel sources do we use for heat, light and transport today?
What fuel sources do you think we will be using in 100 years?
3 Look at the photo. How does this neighbourhood produce its H
energy? What other ways are there to produce energy?
 WATCH AND LISTEN

PREPARING TO WATCH
1 Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 What fuel sources are used to make the electricity we use at home
today? What fuels do vehicles use?
2 What alternative energy sources are available today? Are they renewable?
3 What do you think will be our main sources of power in 50 years?
What will they be in 500 years?

2 Look at the pictures from the video. Discuss the questions with a partner.
PREDICTING
CONTENT USING 1 What kinds of energy sources do the pictures show?
VISUALS 2 What are the advantages and disadvantages of each type of energy?
3 In what parts of the world do you think each type of energy is used
the most?

GLOSSARY

in accordance with (phr) in the way described by a rule, law or wish

stunning (adj) extremely beautiful
sparkling (adj) shining brightly
lush (adj) filled with lots of healthy trees and plants
preserve (v) to keep something as it is
ideal (adj) perfect; the best possible

WHILE WATCHING

UNDERSTANDING
3 ɑ Watch the video. Write T (true) or F (false), or DNS (does not say) next
to the statements below. Correct the false statements.
MAIN IDEAS
1 A country that achieves carbon neutrality will have no carbon
emissions.
2 The South Korean island of Jeju wants to achieve zero emissions.
3 Jeju is famous for its natural beauty.
4 Jeju island will be the first community in Asia to be carbon-free.
5 Only electric cars are permitted on Jeju Island at the moment.
6 Jeju hopes to attract eco-tourists.

126 UNIT6
4 ɑ Watch again. Complete the summary with words from the box. SUMMARIZING

zero balance charge solar neutrality

2030 electric emissions trees wind

Countries that signed the Paris Climate Agreement are trying to

reduce their carbon 1 Many are trying to achieve carbon
2 In other words, they hope to 3 their emissions
with other actions, for example, planting4 Jeju is going
further; it is trying to achieve 5 emissions by the year
6______________ To accomplish this, the government is promoting three
types of alternative energy, all from renewable sources: (1)7--------------
power, (2)8 power, and (3)9 vehicles. Jeju is the
perfect place for electric cars because you can drive around the whole
island on only one10

5 Work with a partner. Write T next to the statements that are true
MAKING INFERENCES
according to the video.
1 Most countries will reach their carbon emission goals by 2030.
2 The continued use of fossil fuels could spoil Jeju’s natural beauty.
3 The South Korean government hopes that its action to help the
environment will promote tourism.
4 Without help from the government, people on Jeju might not
buy solar panels or electric cars.
5 Solar and wind power will provide more energy for the island
than traditional energy sources.

DISCUSSION
6 Discuss the questions with your partner. Compare your answers with
another pair.

1 Would you like to visit Jeju? Why / Why not? What would you do
there?
2 Would you like to live on a carbon-free island like Jeju? What do you
think would be the best part? What parts of life might be difficult?
3 What forms of renewable energy are used in your city or country?
Is their use increasing?

WATCH AND LISTEN 127

 LISTENING .
LISTENING 1 J
PREPARING TO LISTEN
1 You are going to listen to a radio interview about the island of El Hierro
UNDERSTANDING
in Spain. Before you listen, read the definitions. Complete the sentences
KEY VOCABULARY
with the words in bold.

capacity (n) the amount that something can produce

consistent (adj) always acting in a similar way
cycle (n) a set of events that repeat themselves regularly in the
same order
element (n) one part of something
generate (v) to produce
mainland (n) the biggest or primary part of a country, not including
the islands around it
network (n) a system of parts that work together
reservoir (n) a natural or artificial lake that stores and supplies water

1 A solar panel is one needed to make the office more

energy efficient. Another is special lightbulbs.
2 The president has a voting record; he always supports
alternative energy sources.
ʒ The stores enough water to supply the entire town
for a year.
4 The may have a lot of petrol cars, but the islands around it
have more electric cars.
5 The engineer set the batteries to recharge on a 24-hour
6 The allows all the computers in the office to communicate
with each other.
7 The temperature needs to be higher in order to enough
heat to warm the building.
8 The wind turbines are operating at full and should be able
to produce electricity for the entire city.

128 unit6
2 Before you listen to the radio interview, complete the fact file with the
USING YOUR
words from the box.
KNOWLEDGE

area government mainland population

FACT
FILE: EL HIERRO
part of Spain
11,000
268 km2
Distance to the(4)____________________
400 km
Claim to fame: energy independent

3 Work in pairs. Answer the questions.

1 What do you think life is like on El Hierro?
2 What would probably need to be imported from the mainland?
3 What sort of energy supply do you think is available there?
4 What do you think energy independent means?

WHILE LISTENING
4 θ 6.1 Listen to the radio interview about El Hierro. Choose the ending
LISTENING FOR
for each sentence.
MAIN IDEAS
1 The people of El Hierro ...
a need to buy all of their oil.
b need to buy 30% of their oil.
c don’t need to buy any oil.
2 El Hierro’s energy is provided by ...
a wind and hydroelectric power.
b solar and wind power and imported oil.
c solar and hydroelectric power.
3 The system also provides water for...
a a small lake filled with fish.
b a water park.
c drinking and agriculture.

Listeningi 129
TAKING NOTES 5 θ 6.2 Listen to the first part of the radio interview again. Complete the
ON DETAIL student’s notes about Pedro Rodriguez with the missing details.

Pedro Rodrlguez
- owns α 0>_____________________
- has Lived there pi_____________________
- Lived, In P)___________________ -for a Lot of his Life
- city life is*(4)___________________ ; island Life is
(5)

What’s great about El Hlerro

- sound of (6)____________________
- peace and (7)______________________
- in the city, everyone hurries everywhere
- you are surrounded, by (8)____________________ , can never relax
___ - career was In (9) * * * * ________________________________________
- energy 0°i____________________
- before, power came from (n)
- shipped over (,2)barrels from the
05____________________ every year_____________________
- cost (14)____________________ a year

6 θ 63 Now listen to the second part of the radio interview again.

Complete the student’s notes about wind and hydroelectric power with
the missing details.

Wind power
- wind blows.01 hours α year_________________
- И_____________________ % of the year______
- generate energy by usuτgwind.°4
- capacity of (4)megawatts
- enough to powerJ5>_____________________ homes
Hydroelectric power
- when energy of moving (6)Is converted
into electricity__________ _____________________ _ _______
- usually from a river with a (7>
___ -theirs is from a reservoir Inside a (8)
___ - reservoir holds over (9)cubic metres
___ - is 700 metres above

130 UNIT 6
 - WθteT flθW⅞ in α (11) _______________________
- pumped, up the (,2)___________________ by the wind, power
- released, when it’s needed,
- provides (l3)___________________ water
- provides water for (14)___________________
- comes from (,5)___________________
- desalination plant
- parts come from (16)_______________ _____

POST-LISTENING

Understanding digressions
Speakers sometimes digress or move away from the main topic in a conversation.
SKILLS

Sometimes they do this to add an interesting piece of information or an anecdote,

even if it is not directly related to the topic. Other times they do this because they
haven’t prepared answers to, or aren’t thinking about, the question they have been
asked. Recognizing when someone is digressing can help you move the focus back to
the main topic of a conversation.

7 Read the topics Pedro talks about during the interview. Write R (relevant)
LISTENING FORTEXT
or D (digression).
ORGANIZATION
1 Peace and quiet 4 The sound of the sea
2 TrafficinMadrid 5 Thebankingprofession
3 The fast pace of city life 6 Freedom on the island

8 Match the questions (1-3) with the relevant answers (a-с). Then check
your answers with a partner.
1 What is the most important power source on El Hierro?
2 Can life be hard on El Hierro?
3 What do you miss about living on the mainland?

a Having easy access to facilities, like cinemas and a variety of restaurants.

b Probably the wind turbines. Without them we wouldn’t be able to
power the pump system for the water.
c It can be difficult in the winter, when the sea is rough. Basic supplies
often take several days longer to arrive.

Listeningi Bl
 9 Now read the digressions. What questions from Exercise 8 do you think
the speakers heard?
a My children think it’s boring here, but I wanted them to grow up with
the freedom to explore outside
b I didn’t like living in my old city. It was too noisy and the buildings were
too tall
c We’ve thought about installing solar panels to generate extra electricity
on the island

PRONUNCIATION FOR LISTENING

Intonation related to emotion

Intonation is the rise and fall of pitch in a person’s voice. Intonation can tell
V you how a speaker feels at that moment or about the topic.

10 θ 6.4 Listen to the same question spoken with four different emotions.
Then practise saying them with a partner.
You don’t like it here, then?
1 bored 3 surprised
2 sarcastic 4 encouraging

11 θ 6.5 Listen to the sentences. Write the emotion expressed in the

sentences. Use the words from Exercise 10.
1 It’s a real challenge living here
2 El Hierro is completely energy independent
3 It must be difficult sometimes
4 You can’t drink saltwater
5 You’re a long way from everything out here, aren’t you?

12 Work with a partner. Take turns saying the sentences with different
emotions. Can your partner guess which emotion you’re expressing?

DISCUSSION
13 Work with a partner. Discuss the questions.
1 What alternatives to fossil fuels are you familiar with? What are their
advantages and disadvantages?
2 What kinds of energy would work best in your community? Explain.

132 unit 6
 LANGUAGE DEVELOPMENT

CONNECTING IDEAS

Transition words and phrases

Remember, you can connect ideas using transition words and phrases to show
different relationships between sentences, such as giving extra information,
GRAMMAR

comparing and contrasting and explaining a result.

Were- ci Long way from the mainland,, so delivery of anything takes at
least a few days, (explaining a result)
Yes, that’s right. What’s more, the system also provides oar drinking
water and water for ase in agriculture, (giving extra information)
It’s α real challenge living here. On the other hand, we all Love it.
(comparing and contrasting)

1 Complete the tables with the transition words and phrases from the box.

and as a result Moreover, Furthermore, In addition,

Even so, Nevertheless, therefore

giving extra information

Yes, that’s right. What’s more, the system also provides our
drinking water and water for
use in agriculture.

comparing and contrasting

It’s a real challenge On the other hand, we all love it.

living here.

explaining a result

We’re a long way from so delivery of anything takes a

the mainland, few days.

LANGUAGE DEVELOPMENT 133

 2 Work in pairs. Use the words and phrases from the middle columns in
Exercise 1 to connect the sentences.
1 City life is stressful. Island life is relaxing, (comparing and contrasting)

2 The houses use solar energy. They have water-recycling systems,

(giving extra information)

3 Dams can damage habitats. They have to be planned carefully,

(explaining a result)

4 The wind blows for 35% of the year. That isn’t enough to provide all of
the island’s electricity, (comparing and contrasting)

5 This electric car can go just over 99 km per hour. The battery can be
charged using solar power, (giving extra information)

6 The system requires that water moves from a high place to a lower
place. We’ve placed a water tank on a hill, (explaining a result)

Thepassive voice
Use the passive voice when the result of an action is more important than who or
what made it happen (the agent). It puts emphasis on the object of the verb instead
of the subject. Form the passive voice by using the appropriate form of the auxiliary
verb be + the past participle.
Hydroelectric power Is when the energy of moving water is converted, into
another form. (Note: It is not important to know who or what converts the energy.)
Different machines are, used, to convert the energy.
GRAMMAR

Speakers usually omit the agent when they talk about a process or to report news
events. The listener needs to focus on the action and not on who performed
the action.
However, use a by + agent phrase if the agent is important or if the meaning of the
sentence would be unclear without it.
The water is pumped, up the hilt by the wind, power.
When using modals with the passive voice, use a modal + be + past participle of the
main verb. Not comes after the modal in the negative form.
Hydroelectric power can be used, as a. cheap alternative to fossil fuels.
Nuclear power plants should not be built near communities.

134 unit6
3 θ 6.6 Listen to each statement. Write A (active) or P (passive). Then
compare your answers with a partner.
1 3 5
2 4 6

4 Complete the paragraph below, using the passive voice for the verb in
brackets.

Geothermal energy (1)------------------------------ (use) in many countries around the world

because it is one of the few truly renewable energy sources. It(2)__________ (create) by the
heat from the Earth. The main sources of this heat can range from the shallow ground to
the hot water and hot rock that(3)(find) beneath the surface of the
Earth. This energy can also (4)(extract) even deeper below the Earth’s
surface, where extremely hot temperatures <5)(cause) by magma
and molten rock. In many locations around the world, wells (6)
(drill) into underground reservoirs in order to generate electricity. At some power plants,
power (7)(supply) by steam from a water-powered generator. Hot
water near the surface of the Earth (8)___________________ - (can / use) to provide heat for
buildings, for growing plants in greenhouses, drying crops, heating water at fish farms and
pasteurizing milk.

5 Write passive sentences using the words provided. The first one has been
done for you as an example.
1 energy / generate / wind turbines
Energtj Ls generated, bιj mind, EurbLnes.________________________________
2 water / pump / up the hill

3 salt / take out of / the seawater

4 supplies / transport / from the mainland

5 in the past, all the power / produce / oil

6 wind turbines / blow / the wind

LANGUAGE DEVELOPMENT 135

 ACADEMIC VOCABULARY FOR NETWORKS
AND SYSTEMS

6 Read the article. Write the words in bold next to the definitions.

With the steady decline in supplies of coal and oil, exploring the potential of alternative
energy sources has increased in recent decades. Installing an alternative-energy generation
system to power an entire town is a huge challenge. A single energy source, such as solar
or wind power, rarely has the capacity to do this. Engineers and designers therefore need to
come up with a network of technologies to provide a consistent power supply from a variety
of sources. Each element of the system must take advantage of a natural resource when it is
available. Wind turbines need a certain amount of wind to produce electricity, so when the
wind slows or stops, another part of the system needs to be able to perform the same task.

1 (n) the production of energy in a particular form

2 (n) one part of something
3 (n) the ability to do something in particular
4 (n) the origin or place something comes from
5---------------- --------------- (n) something requiring great effort to do successfu
6 (n) a system of parts that work together
7 (n) the amount that something can produce or contain
8 (n) a decrease in something

LISTENING 2

Preparingto listen
You are going to listen to a meeting about saving energy in an office. Before
USING YOUR
you listen, look at the picture and discuss the questions with a partner.
KNOWLEDGE
1 What things in an office environment use energy?
2 How could energy be saved in an office environment?
3 What benefits could saving energy have in an office environment?

136 UNIT6
 —
UNDERSTANDING
2 Read the text. Write the words in bold next to the definitions. key VOCABULARY

Simple measures to reduce energy consumption can cut office energy bills by up to 20%,
such as reducing the volume of rubbish. Some businesses, however, are going further to be
environmentally friendly. The function of large energy-saving plans is to save a lot of money
as well as the environment, but there are limitations. One drawback of making an office
more efficient is that it is expensive in the beginning, although money is saved over time.
Large, complex energy-saving projects can also have a maintenance cost that often isn’t
factored in, which can be expensive, especially when the new technology is still experimental.

1 (n) the act of using, eating or drinking something

2 (n) the work needed to keep something in good condition
3 (adj) new and not tested
4 (adj) producing good results without waste
5 (n) a situation that restricts something
6 (n) a role or purpose
7 (n) the number or amount of something
8 (n) a disadvantage or negative part of a situation

WHILE LISTENING
3 O 6.7 Listen to a meeting about saving energy at an office. Complete
TAKING NOTES
the notes on the speakers’ proposed solutions to the office energy
ON MAIN IDEAS
problem. Tick (✓) the ideas that the speakers identify as ‘large-scale’.

speaker proposed solutions large-scale

Zara Install <1∣_____________ on the roof

Allen Change to p>_____________ lightbulbs

Clean dirty windows to get more pl_____________

Abdul
Turn °ff(4)-------------- when get up from desk

Turn off (5)-------------- when it isn’t hot

Zara Get rid of one _____________

Install a solar <7∣.-------------- heating system

LISTENING 2 137
----------------------------- 4 θ 6.7 Listen to the meeting again. Complete the sentences with the
LISTENING FOR------------ words or phrases you hear.
DETAIL---- --------------- ,ɪ Q∏e alternative energy source is to install------------------- on the roof.
2 Energy-efficient lightbulbs pay for themselves--------------
3 the windows will let more natural light in.
4 They don’t really need photocopiers.
5 They could also turn off computer screens and
6 is a problem, and they would need to pay an engineer to
do repairs.
7 They could market themselves as a business.
8 They want to immediately start making changes and look
into more complex changes later.

5 Choose the correct answer.

1 Energy-efficient bulbs are / aren’t hugely expensive to install.
2 Energy-efficient bulbs are expensive / inexpensive.
3 Being a green business would be good/ bad publicity.
4 They can get rid of one / both of their photocopiers.
5 The solar energy system will have a low / high operating cost.
6 If the solar energy system doesn’t produce a lot of power, it could
cost / save money
POST-LISTENING

Understanding persuasive techniques

When giving an opinion or a suggestion in a discussion, speakers often use persuasive
language to try to convince listeners that they are right, that their suggestions are good
ideas, or that there is a problem with someone else’s idea. This can be a useful technique,
but you should not use it too much. When you are listening, make sure to focus more on
what is said, rather than how it is said. Here are examples of sentences that use different
SKILLS

persuasive techniques:
I see your point. Even 50, I think solar panels are the best idea. (challenging a point)
Don’t you think that solar panels are a good idea? (asking a question)
Trust we when I soy that solar panels are the best idea, (reassuring)
You also need to consider the cost o∙f solar panels. (adding information)
By and large, I see what you’re saying, but solar panels are Just wore efficient,
(expressing reservations)

6 Match the persuasive techniques (a-e) to the sentences from the

meeting (1-5).
1 Well, if we really want to do something to save on electricity costs
long-term, why don’t we consider an alternative energy source?
2 No, I really like that idea because once it’s installed, the system will
have a low operating cost, and it’s an environmentally friendly way to
generate electricity, which are two big positive points, but there are
other considerations. For example, we’d have to look at the generating
capacity of the system
3 The fact is, both systems Zara mentioned are technically complex and
expensive to install
4 I can’t help but feel that a solar energy project would be too
ambitious
5 I can assure you that the company wouldn’t do anything unsafe or
illegal-----

a challenging a point
b asking a question
c reassuring
d adding information
e expressing reservations

LISTENING 2 139
 7 Work with a partner. Match the sentences to the persuasive techniques
(a-e) in Exercise 6.
1 On that point, we could employ a window cleaner at a relatively low
cost_____
2 I don’t think we need to worry about the cost of installing a system
until we find one that would work for us
3 Γm not convinced that we get enough sunshine here to make a solar
power system effective
4 Have you thought more about my idea of getting rid of a
photocopier? _____
5 I see what you mean, but consider the fact that sometimes we do
need to leave our computer screens on

DISCUSSION
8 Work with a partner. Use your notes from Listening 1 and Listening 2 to
SYNTHESIZING
discuss the following questions.
1 What other reasons can you think of for using alternative energy
sources at home or in the workplace?
2 Would it be possible to make your home more energy efficient, like
«Л
ɔ El Hierro or the office you heard about in Listening 2? If so, what ideas
_I
α. would be appropriate? If not, why not?
SPEAKING^^
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

V How can we save energy in our place of work / study?

1 Work with a partner. Look back at your notes from Listening 2, Exercise 3.
REMEMBER
What solutions were proposed in the meeting? What were the
large-scale solutions?
2 With your partner, brainstorm some possible problems with energy use at
a university or workplace. Think of as many as you can. Make a list.
ANALYZE ¾J
LLqhEs Left on oct nLqhfc

3 Choose the three biggest problems and write them in the top row of
EVALUATE
the table.

problems

possible
solutions

Analyzing and evaluating problems and solutions

Try to really understand the reasons for a problem. Understanding the reasons
for the problem can help you think of effective solutions. Then you can assess
which solutions are best.

Criticalthinking 141
 4 Think of possible solutions to each problem and add them to the table.
Include at least two large-scale solutions (alternative sources of energy)
and at least two small-scale solutions (ways of reducing consumption) for
each problem. You will use this table again for the speaking task at the
end of this unit.

PREPARATION FOR SPEAKING

KEEPING A DISCUSSION MOVING

Asking for input, summarizing and keeping a discussion moving

In some discussions, such as meetings in a committee or in an office, someone usually
manages the meeting and leads the discussion points and is called the ‘chair’. The chair
usually asks participants to provide input on the discussion, summarizes main points and
keeps the discussion moving. There are certain words and phrases a chair might use to
SKILLS

ask for input, summarize or keep a discussion moving.

asking for input keeping a discussion moving
WhaL do you think ? We’d better move on to the next point.
Does anyone have anything to add? Let’s finish this point and then move on.
summarizing
To summarize the key points ... Do we alt agree that ... ?

1 Match the speaker’s sentences (1-3) to the functions (a-c).

1 Sorry, but that’s not really what we’re discussing right now.
2 Does anyone have anything to say about this idea?
3 Γd just like to recap the key points so far.

a asking for input

b keeping the discussion moving / on topic
c summarizing

2 Complete the conversation with the expressions from the box.

a Does anyone have anything to say

b Sorry, but that’s not really what we’re
c To summarize the key points

A: : we agree that we want to reduce energy consumption, and

we want to consider an alternative energy source.(2) 1 about
* ___
a solar energy system?
B: Γm more concerned about our water usage.
A: (3)discussing right now.

3 θ 6.8 Listen and check your answers.

142 unit 6
 Dealing with interruptions and digressions
During a discussion, participants sometimes need to deal with interruptions or
digressions from the topic. When speaking firmly to someone, you can still be
SKILLS

polite by beginning phrases with Sorry, but... or Excuse me, but... and using
expressions such as Could you possibly... and Would you mind.... For example:
Excuse, me, but I’d Just Like to -finish this point.
Sorry, but if you give me one more minute, I’m about to -finish.
Could you possibly give me one more minute?
Would you mind if I -finish this last point?

4 Work with a partner and practise making the sentences more polite.
1 Wait. I haven’t finished speaking.
2 I don’t understand. Explain.
3 That’s off the topic.
4 Stop talking. We can’t hear what Tom is saying.

PRONUNCIATION FOR SPEAKING

Using a neutral tone of voice

I
When you feel excited, upset or angry, your tone of voice can sound
argumentative. Maintaining a neutral, relaxed tone of voice can help stop a
request for clarification on a point from sounding like a challenge or argument.

5 θ 6.9 Listen to the sentences. How does the speaker sound? Write
A (argumentative ) or N (neutral).
1 Sorry, but could you hold that thought until Abdul has
finished, please?__ ʌ__
2 Sorry, but could you hold that thought until Abdul has
finished, please?__ У_
3 So are you saying you’re against using solar power?
4 Could I just clarify something here? Are we talking
about solar power or wind power?
5 Do you mean this is completely new technology?
6 Could I just clarify something here? Could we even use
a solar power system on the roof of the building?

6 Work with a partner. Take turns saying the sentences in Exercise 5. Use
either a neutral or an argumentative tone. Can your partner guess which
tone you’re using?

PREPARATION FOR SPEAKING 143

 SPEAKING TASK

F How can we save energy in our place of work / study?

Work in groups of three or four. Have a meeting using the agenda below.
Each student should lead the discussion for one item on the agenda.

ge
Current problems with energy consumption
Possible alternative sources of energy (large-scale ideas)
Other ways of reducing consumption (small-scale ideas)
Summary and conclusions

PREPARE
1 Discuss the main problems with energy consumption in your place of work /
study. Review the table of problems and possible solutions you created in
Exercise 3 in Critical thinking. Add any new ideas.
2 Each member of the group picks two or three ideas to raise for each agenda
point in the discussion. Work on your own and make notes on the language
you might use to raise your point.
3 Make notes on language that you might use to keep the discussion on topic.
4 Refer to the Task checklist below as you prepare for your discussion.
................ —1
TASK CHECKLIST

Ask for opinions on the topic.

Use a neutral tone of voice.

Clarify information.

Deal with interruptions and digressions from the topic.

Summarize what’s already been discussed.

DISCUSS
5 Have the discussion. Take turns leading the discussion. Try to agree on a
ranking for your solutions and choose the three best ones to implement.
6 Did you come to any conclusions at the end? Why / Why
144 unit 6
OBJECTIVES REVIEW

1 Check yo∪r learning objectives for this unit. Write 3,2 or ? for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about a South Korean island

aiming for zero emissions.

understand digressions.

understand persuasive techniques.

analyze and evaluate problems and solutions.

connect ideas.

use the passive voice.

ask for input in a discussion, summarize and keep a

discussion moving

deal with interruptions and digressions.

participate in a discussion about an energy problem and

possible solutions.

2 Use the Unlock Digital Workbook for more practice with this unit’s Λ UNLcXK
VrONLINE
learning objectives.

WORDLIST

capacity (n) Θ efficient (adj) © mainland (n) ©

challenge (n) Θ element (n) © maintenance (n) ©
consistent (adj) Θ experimental (adj) © network (n) ©
consumption (n) © function (n) © potential (n) ©
cycle (n) Θ generate (v) © reservoir (n)
decline (n) © generation (n) © source (n) ©
drawback (n) limitation (n) © volume (n) ©

Θ = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 145

 LEARNING OBJECTIVES IN THIS UNIT YOU WILL ...

watch and understand a video about the African

I Watch and listen
contemporary art market.

I Listening skills infer opinions; distinguish fact from opinion.

use debate statements and responses; prepare for a

: Critical thinking
debate.
I
Grammar use relative clauses.

express contrasting opinions; restate somebody’s point;

Speaking skills
use language for hedging.

Speaking task participate in an informal debate.

∪NIT7
 ART AND DESIGN UNIT 7

ЙМІМ

Work with a partner. Discuss the questions.

1 Do you think the sculpture in this photo is art? Why / Why not?
2 What do you think makes something art?
3 What kind of art is popular in your country? What kind of art f
do you like?
 WATCH AND LISTEN

PREPARING TO WATCH
Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 Who are some famous artists that you are familiar with?
2 What kind of art do they create?
3 What are their most famous works of art?
4 How do you define art?
PREDICTING
Look at the art in the pictures from the video. Write two adjectives in
CONTENT USING
the table to describe the art.
VISUALS

picture adjectives

GLOSSARY

heat up (phr v) become more active

auction house (π) a company that sells art and other items to the person who will pay
the highest price
young market (n) the buying or selling of something which people started buying and
selling recently
discarded objects (n phr) things that have been thrown away

3 ɑ Watch the video. Circle the correct answer.

UNDERSTANDING
MAIN IDEAS 1 Which statement best describes the contemporary African art market?
a It covers a wide range of media types.
b It has been very popular for over ten years.
c It is expensive compared to other art markets.
2 Why did Sotheby’s decide to have a contemporary African art auction?
a African art is more profitable than art from other countries.
b There is no place for these works of art in their other auctions.
c There is a growing interest among museums and private buyers.
148 UNIT 7
 3 What is the best description of Ei Anatsui’s work?
a a mix Oftraditional and modern themes
b the most popular of the African art works
c a continuation of his father’s work

4 ɑ Watch again. Use the words in the box to complete the summary.
SUMMARIZING

demand an auction collectors

discarded contemporary media

Sotheby’s has great confidence in the,African Art market.

More and more museums and private 2 want to buy these
works. In response to this 3, Sotheby’s held 4
of 80 works by 60 different African artists. These works of art cover a
wide range of5, including painting, sculpture, photography
and textiles. The sale was a great success. The most expensive piece, a
painting by Irma Stein, sold for £728,750. A textile work by the Ghanaian
artist, El Anastui, made from 6 bottle caps and cans, sold for
almost half a million pounds.

5 Work with a partner. Discuss the questions and give reasons for your
MAKING INFERENCES
answers.
1 Why do you think there is increasing interest in contemporary African art?
2 Do you think that interest will continue to grow?
3 Irma Stein’s painting, Sunflowers, looks very different from many
of the other pieces in the auction. What might be a reason for that
difference?
4 Do you think there is anything specifically African about these works?

DISCUSSION
6 Discuss the questions with your partner. Compare your answers with
another pair.
1 Would you go to an exhibition of these works? Why / Why not?
2 Which of the works did you like the best? Why?
3 Do you prefer traditional works of art or more contemporary work?
Why?

WATCH AND LISTEN 149

 LISTENING
LISTENING 1

PREPARING TO LISTEN
1 You are going to listen to a radio report about the work of a graffiti artist.
UNDERSTANDING
Before you listen, read the sentences and write the words in bold next to
KEY VOCABULARY
the definitions.

1 Vandalism is a common crime in this city. A lot of the buildings have

been spray-painted, and several cars have broken windows.
2 The artist sees her paintings as a form of self-expression. She shows a
different part of her personality in every painting.
3 Many artists carefully consider the composition of their paintings,
especially where people are placed in relation to other objects.
4 The newspaper review contained a lot of criticism about the
artist’s work.
5 Police officers discovered the identity of the graffiti artist when he
was caught on camera painting on an office building.
6 The journalist will comment on the new paintings in the gallery when
he writes about them in his next article.
7 Some people believe that all artists have the right to paint wherever
they want, without being punished.
8 The unusual colours and shapes in the painting showed the
artist’s creativity.

a(n) who someone is; the qualities that make a person

different from others
b(n) a person’s opportunity to act and be treated in particular
ways that the law promises to protect for the benefit of
society
c (n) the crime of intentionally damaging property belonging
to other people
d ._____________ (n) how someone expresses their personality, emotions or
ideas, especially through art, music or acting
e -__________ (v) to express an opinion
f (n) the way that people or things are arranged in a painting
or photograph
g (n) the ability to produce original and unusual ideas, or to
make something new or imaginative
h (n) the act of saying that something or someone is bad

150 UNIT7
2 Look at the photo. Discuss the
PREDICTING
questions in pairs.
CONTENT USING
1 Describe the image. Where do you VISUALS
think it might be found?
2 Whodoyouthinkmighthave
painted it? Why?

WHILE LISTENING
3 θ 7.1 Listen to the radio report. Then answer the questions.
LISTENING FOR
1 Where is this piece of graffiti? MAIN IDEAS
a at an art gallery
b on a person’s house
c on an office building
2 What is the reporter trying to learn?
a people’s opinion about the graffiti
b if graffiti is art or a crime
c what the laws are regarding graffiti
3 Do these people who are interviewed like the graffiti? Circleyes or no.
a Alex yes no
b office worker yes no
c police officer yes no
d Simone yes no
e Joseph yes no

4 θ 7.1 Listen again. Complete the table with the different opinions of
TAKING NOTES
each person interviewed. ON OPINION

person opinions
Alex

office worker

police officer

Slmone

Joseph

Usteningi 151
 POST-LISTENING
. j л ∣z∣κ.ікіі-гпғкіл-ғғ 5 ∪se Уоиг notes from Exercise 4 to match the speakers (1-5) to their
MAKING INFERENCES , , , ∣
statements (a-j). Then compare answers with a partner.
1 Alex 3 police officer 5 Joseph
2 office worker 4 Simone

a We remove all graffiti because it’s the law

b I don’t really like it. It’s just graffiti, isn’t it?
c I just think it’s cool - it has a distinctive style
d The people who own this building didn’t ask for this, did they?
e I think he or she could make a lot of money
f It’s something interesting to look at, and it looks good, doesn’t it?
g I think this type of art is a really good way of expressing your ideas
h The artist is communicating a message about how young
people feel
i The colour scheme and the composition work very well together.
j I actually really like it, despite the fact that it’s illegal

6 Work with a partner. Tell your partner which of the people in Exercise
5 you agree with. Who do you disagree with? Do you have the same
opinion as your partner?

Inferring opinions
Sometimes when people speak, they try to sound neutral or conceal their
opinion about a topic, usually to appear fair and professional. However, the
words and phrases used can often reveal different, more personal opinions.

7 Look at the words each person used to describe the graffiti painter and
the graffiti. Answer the questions.

police officer this artist, very creative, a piece of art, artistic, expressive, artwork, vandalism

reporter the area’s mystery graffiti artist, our illegal painter, this piece of vandalism

1 Which words and phrases in the table have positive connotations?

2 Which words and phrases have negative connotations?
3 Which person do you think likes the painting more? Does this surprise
you? Explain.

152 UNIT7
PRONUNCIATION FOR LISTENING

Stress in word families

Changing the form of a word sometimes changes the stress, too.
Say the stressed syllable in a longer, louder way than the other syllables.
The stressed syllables in these words are underlined,
ap-ply (v) ap-pli-ca-tion (n)

8 θ 7.2 Listen and underline the stressed syllable in each word. The first
two are underlined for you.
verb noun
1 de-co-rate de-co-ra-tion
2 com-pose eom-po-sɪ-tion
3 com-mu-ni-cate com-mu-ni-ca-tion
4 cre-ate cre-a-tion
5 ex-hib-it ex-hi-bi-tion
6 re-com-mend re-com-men-da-tion

noun adjective
7 ac-tiv-i-ty ac-tive
8 ar-tist ar-tis-tic

9 Work with a partner. Practise reading the word pairs from Exercise 8 with
the correct stress.

DISCUSSION
10 Work with a partner. Discuss the questions.
1 Is there street art where you live? If so, what do you think of it?
PLUS
2 Would you like to have street art outside your home? Why / Why not?
3 Do you think street art and graffiti should be illegal? Why / Why not? @
 LANGUAGE DEVELOPMENT

RELATIVE CLAUSES

Relative clauses can define, describe or add extra information about nouns. Most relative
clauses begin with a relative pronoun (who, that, which, whose) or a relative adverb
(where or when). In the example, the relative pronoun who introduces more information
about the subject.
(^e, persor^who painted the graffiti is very creative.

Use who or that for people.

Tbe artist who/that painted, the wail is unknown.
Use which or that for things or ideas.
The sculpture which/that was Just placed, in the park was created by my cousin.
GRAMMAR

Use when for time.

I went to the gallery on Thursday when the new exhibition opened.
Use where for places.
The artist is speaking at the university where she got her degree in Fine Art.
Use whose for possession.
The graffiti artist whose name I have forgotten Just painted on my wait!

A relative clause must include a verb. When the relative pronoun is the object of the
verb, you can omit it from the clause.
She points in α style which is modern and colourful, (which is the subject of
the verb be in the relative clause. It can’t be omitted.)
The work (which) he is most famous for is hanging in our new gallery, (which
is the object of the verb be in the relative clause. It can be omitted.)

Complete the sentences with the correct relative pronoun or adverb in

brackets. Underline the noun that each relative clause refers to.
1 Ray Noland is better known as ‘CRO’, is a well-known
street artist in Chicago, (who / whose / which)
2 The people houses are covered in graffiti are worried
about their property values, (who / whose / where)
3 The museum the Mona Lisa is displayed is in Paris,
(that / which / where)
4 It is sometimes better to visit museums on Mondays
fewer tourists are there, (that / where / when)

154 UNIT7
 Defining and non-defining relative clauses
Defining relative clauses give essential information about the nouns they
describe. This information often identifies or distinguishes the noun.
Art that Is painted illegally on city buildings Ls called graffiti.
(The information identifies a particular type of art - not all types of art.)
My sister who lives in Bristol loves street art. (The information distinguishes
this sister from others; it implies there is more than one sister.)
GRAMMAR

Non-defining relative clauses add extra, non-essential information about

the nouns they describe. In writing, use commas before and after the clause.
In speaking, use a short pause before and after the clause.
Graffiti, which is often painted, on city buildings without permission,
Ls a big topic of debate right now. (The information does not identify the
type of graffiti; it gives more information about it.)
My sister, who lives in Bristol, loves street art. (The information is extra,
non-essential; it also implies the speaker has only one sister.)
You cannot omit the relative pronoun in a non-defining clause.

2 Underline the relative clauses and write D (defining) or ND (non-defining).

Discuss why the clauses are defining or non-defining with a partner.
1 The painting Liberty Leading the People, which hangs in the Louvre,
was painted by Eugene Delacroix__ HP___
2 The painting includes the figure of Marianne, who represents the
victory of the French Republic over the monarchy
3 The painting that Botticelli painted on the walls of the Tuscan Villa Lemmi
is located in the same room as Luini’s Adoration of the Magi
4 Marianne, whose image appears on small stamps and euro coins, is also
depicted as a statue at the Place de la Republique in Paris
5 People who visit the Louvre can use cameras and video recorders, but
not flash photography
6 The Louvre is the museum where The Da Vinci Code was filmed

3 Complete these sentences using the words or phrases and type of clause
in brackets. The first one has been done for you as an example.
1 Art (wall, mural) (D)
Art LhaL Ls painbed on a wall Ls called a mural.
2 The Prado museum (in Madrid, a collection of paintings by El Greco) (ND)

3 I like art (bright, colourful) (D)

4 The Mona Lisa (Da Vinci painted it around 1503, the Louvre) (ND)

5 Pieces of art (famous, expensive) (D)

LANGUAGE DEVELOPMENT 155

 4 Answer these questions with a partner. Use relative clauses in your
discussions, using the examples as a model.
1 What does a painting need to include for you to consider it beautiful?
A pcLLntfng whi-ch Is considered beciutiduL must be...
2 Do you like contemporary art or do you prefer classical or more
traditional art?
Art which Is ...
3 What is a famous piece of art you know? Do you know where it is
displayed? What is special about that place?
4 How much money should an artist receive for a piece of work? Do you
think artists can earn enough money to make a living from their work?

LISTENING 2

Preparingto listen
1 Read the definitions. Complete the sentences with the words in bold.
UNDERSTANDING
KEY VOCABULARY
analyze (v) to study something in a systematic and careful way
appreciate (v) to recognize how good or useful something is
display (v) to show something in a public place
focus on (phr v) to give a lot of attention to one particular person,
subject or thing
interpret (v) to describe the meaning of something, often after
having examined it in order to do so
reject (v) to refuse to accept or believe something
restore (v) to return something to an earlier condition
reveal (v) to show something that was previously hidden or secret

1 I don’t think you fully the talent of the artist. He is much

more innovative than you think.
2 We should scientifically the painting to determine its age.
ʒ I hope the artist’s speech will the inspiration for
his work.
4 I would proudly the artwork in my gallery.
5 It would be difficult to correctly the symbolism in
the painting.
6 I firmly the idea that the graffiti artist is a criminal. That is
simply not the case.
7 Some artists work to old or damaged art to its original
condition.
HUI
8 The artist’s name is secret; the gallery owner will the
identity at the grand opening.

156 UNIT7
2 You are going to listen to an informal debate about public art. Before you
USING YOUR
listen, discuss the questions with a partner.
KNOWLEDGE
1 Is it right for local government to spend money on sports and leisure?
2 Should they spend any money on public art?
3 If you were in charge of the budget, which of these areas would you
prioritize or make most important? Which do you think are more
important for a community? Why?

WHILE LISTENING
3 θ 7.3 Listen to the informal debate. Take notes on the participants and
TAKING NOTES
their opinions.
ON OPINION

opinions

Robert

Bilal

Ahmad

Azra

Sandra

Claudia

4 Tick (✓) the opinions mentioned in the discussion. Use your notes from
LISTENING FOR
Exercise 3 to help you.
MAIN IDEAS
1 Maintaining the sculpture costs too much money. [
2 Publicbuildingscouldbesoldinsteadofthesculpture. [
3 Art is an important part of any culture. [
4 Removing public art could cause big problems in the city. [
5 The sculpture is a safety concern. [
6 Public art could become a tourist attraction. [
7 A private donation has been made that will pay for a leisure centre. [
8 A balance needs to exist between leisure activities and public art. [

LISTENING 2 157
 5 θ 7.3 Listen to the debate again and complete the notes. Then compare
LISTENING FOR
notes in pairs.
DETAIL
Statement 1: Public art is a waste of money.
Response 1.1: Art is an important part of any culture.
Response 1.2: Art can have a very positive effect on people.
Response 1.3: We don’t know if we can sell the sculpture.
Decision 1: We need to find out(1)and get an art
expert to p>.____________________________
Statement 2: If we don’t commission public art, we need to put
something in its place.
Response 2.1: Build the leisure centre instead.
Response 2.2: We’d need to p)__________________________________________________
Decision 2: Let’s put together(4)________________________________________________
Statement 3: The public art causes a public safety issue.
Kids (5)_______________________
Response 3.1:1 wonder if it’s (6)that’s the problem.
Response 3.2: Moving it might solve the problem. It is just costing us
money for repairs.
Decision 3: We should consider moving the sculpture to
(7)_________________________________

Statement 4: What if the city does not commission more art or build the
leisure centre?
Response 4.1: The money would be put back into the budget, and we'd
have to (8)____________________________
Response 4.2: Our children need to (9)We need
to balance art and leisure in the lives of our children.
Decision 4: We need to (10)in more detail.
POST-LISTENING

Distinguishing fact from opinion

A fact is a piece of information that is known to be true. An opinion is an
individual’s ideas or beliefs about a subject. Ideally, in a debate everyone
agrees on the facts so that the debate can focus on opinions.
The identify of world-famous graffiti artist Banksy is a mystery, (fact)
Grccffiti ruins the city Landscape, (opinion)

6 Are these sentences facts or opinions? Write F (fact) or O (opinion).

1 The total bill for cleaning and repairs has come to more than £7,000
2 Constantly cleaning and restoring a piece of art is not an appropriate way
to spend public money
3 We had 400,000 visitors to our city art gallery and museum last year.

4 We don’t know exactly how much the art is worth

5 We can replace the art with something that will be popular.
6 I don’t think we’ll be able to find anything that everyone likes
7 Kids have been damaging the sculpture almost every night
8 The shopping centre will be a great place to display public art

7 Work with a partner. Write one opinion about each fact.

1 There is graffiti on the sculpture.

2 Kids climb on the existing sculpture.

3 The town is building a leisure centre.

4 Repairing and restoring the sculpture costs thousands of pounds.

DISCUSSION
8 Work with a partner. Use your notes from Listening 1 and Listening 2 to
SYNTHESIZING
discuss the following questions.
1 Which places near where you live display public art? What do you think
of this artwork? Do you think most people have the same view as you?
2 Why do you think these places have put art on display?
PLUS

3 Some cities pay artists to paint graffiti on their buildings. What makes
this different from the graffiti mentioned in Listening 1? ©3
LISTENING 2 159
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

г Have an informal debate about whether or not public money should be

spent on public art.

Debate statements and responses

In a debate, a statement is an expression of a position, opinion or suggestion on the topic.
A response is a reaction to the statement that has been made. Participants in a debate respond
to an initial statement and any further responses before a decision can be reached.

Look back at Exercise 5 from Listening 2. Notice how the debate is

UNDERSTAND
structured. Then match the parts of a debate (1-4) to the sentences from
the debate (a-d).
1 Statement a Public money should be used to buy public art.
2 Response 1 b I don’t think public money should buy art because
3 Response 2 not everyone likes it.
4 Decision c Let’s put together a proposal.
d You could say that, but I think we could probably
find some piece of art that would be popular.

Preparing for a debate

In a debate, you need to be prepared to give reasons and evidence for your position. You
will also need to think about how you can prove that the opposing side’s reasons are weak or
illogical. When you prepare for a debate, be sure to do some research beforehand and take notes
on the following:

1. Your stαtemgn⅜.
SKILLS

α. FfocL reasons to support your statement.

b. FfocL facts or examples to support your reasons.
2.. The opposing statement _
a. Thfok of reasons that the opposing slcLe may use to support their statement.
b. FfocL weaknesses In the opposing sleLe’s reasons - facts or examples that
weaken or disprove them.____________

Coming to a debate with well-researched notes will help you remember the information you
need to support your statement and weaken the opposing side’s position.

160 UNIT7
2 Work with a partner. Think of four more reasons to support each
ANALYZE
statement in the table. Write the reasons next to the numbers.

Statement 1: Public money should be spent Statement 2: Public money should not be
on public art. spent on public art.

1 Public art can attract tourists and 1 There ore more Important things to
boost the local economy. spend public money on, Uke the police
and other emergency services.

2 2

3 3

4 4

5 5

3 Evaluate your reasons from Exercise 2. Decide which statement and

EVALUATE
reasons you agree with the most. Write the statement as an opinion:
Public money should / should not be- spent on public art because

This will be the opinion you defend in the speaking task at the end
of this unit.

4 With your partner, think of facts and examples to use as evidence

ANALYZE
to support the reasons you wrote for your statement. Write them in
the table.
5 Look back at the reasons you wrote for the opposing statement in
Exercise 2. With your partner, think of some facts or examples you
could use to weaken or disprove these reasons. Write them in the table.

Criticalthinking 161
 PREPARATION FOR SPEAKING

LANGUAGE FOR DEBATES

Expressing contrasting opinions

In a debate or discussion, people may state opinions that you disagree with.
If you want to persuade people that your opinion is correct or that what the
other person said is untrue, you can introduce the opposing opinion and then
express your own contrasting opinion using the expressions below.
Opinion the speaker disagrees with
At first glance, it looks/seems as if... It looks like...
Many people think (that)... We take it for granted that...
People tend to believe (that)... Some people say...
We assume (that)... It seems like...
People tend to believe that graffiti Is a crime.
SKILLS

V√e assume that photography Is Just an everyday hobby.

It seems Uke art Ls only -for the rich and educated.
Speaker’s opinion
But in fact,... / The fact is ... In reality,...
However,... The truth/ fact of the matter is ...
Actually,... Nevertheless,...
But actually,... Even so,...
However, gra,f-fy⅛ Ls a Legitimate form of artistic expression.
In reality, photography Ls a form of fine art Like painting or sculpture.
The truth of the matter Is anyone can erjoy art, regardless of their
financial or educational backgrounds.
At first glance, It Looks as If graffiti Ls on the rise Ln our city, but
actually, Lt Is on the decline.

1 Read the example sentence and answer the questions.

This looks Uke spray painting but, in fact, it’s a very artistic
piece of work.
1 What does the speaker think of the work?
2 Which expression in bold signals the opinion that the speaker
disagrees with?
3 Which expression in bold signals the speaker’s opinion?

2 Work in pairs. Take turns saying the example sentence in the explanation
box, replacing the bold phrases with other phrases from the box.

162 UNIT 7
3 Work in pairs. Take turns giving contrasting opinions. Use the words in
brackets to help you.
1 Statement 1: A lot of money is spent on public art.
Statement 2: Only 0.5% of public money is spent on art. (We assume
that...; but in fact)
We- assume that a- Lot of money Ls spent on public art, but Ln
fact only O.5⅞ of public money Ls spent on art.
2 Statement 1: Public art has no long-term cost.
Statement 2: Cleaning and maintenance need to be considered. (Many
people think that...; However)
3 Statement 1: The new sculpture is very popular.
Statement 2: A thousand people have signed a petition to have it
removed. (It seems like ...; but actually)
4 Statement 1: The government wasted a lot of money on the sculpture.
Statement 2: It was donated to the city. (It looks like ...; The fact of the
matter is)

Restating somebody’s point

In an informal debate or discussion, speakers sometimes restate another person’s
point, either because they aren’t sure they’ve understood it and they want to
clarify it or because they want to call attention to it and argue against it.

4 Read the conversations. Does speaker A feel speaker B is asking

for clarification? Write Y (Yes) or N (No).
1 A: I think we should start over again.
B: Start over again? Do you mean reject all three of the applications?
A: No, I think we should consider them all, but let’s take a break first.

2 A: It’s clear to me that we shouldn’t invest in art right now. We don’t

have the money.
B: We don’t have the money? So what you’re saying is that public art
isn’t important.
A: That’s not exactly what I meant; art is important, but there just isn’t
any money in the budget right now
3 A: That painting is nothing but graffiti.
B: Nothing but graffiti? In other words, you don’t think it’s art.
A: Exactly. Art is in museums, not in public spaces
4 A: We can spend £10,000 a year on art for the next three years.
B: £10,000 a year? So, if I understand you correctly, our total artwork
budget is £30,000, then?
A: Yes, that’s right

PREPARATION FOR SPEAKING 163

 5 Work in pairs. Take turns reading the statements below and restating
them, either to clarify the statement or argue against it. Use the
expressions in Exercise 4 to help you.
1 Pablo Picasso is the greatest artist the world has ever seen.
2 Fashion designers are artists and clothes are works of art.
3 I don’t think the government should spend any money on public art.

Language for hedging

Hedging makes speakers sound less direct and more polite when responding to
a statement that they do not agree with. Hedging reduces the risk of someone
arguing with you because you are weakening your statements. You can add modals
like may, might, can and could for hedging.
A: Public art Is a waste of time and money.
B: Welt, Γm not an expert, but I have heard that some professional
SKILLS

psychologists say that art might benefit your health.

Speaker B hedges by clearly stating that he or she is not an expert before giving an
opinion, and uses the modal might to weaken the statement.
Here are some other hedging phrases you can use to make a statement or respond.
Hedges for making a statement Hedges for responding
Personally, Γm not really sure... You could say that; however,...
I’m not an expert, but... That's true in part, but I think...
All I know is,... You may be right, but I wonder if...
For me,... I see what you’re saying, but maybe...

6 Work with a partner. Look at the opinions and responses in the table.
Take turns giving opinions and responding. Use hedging language to make
the opinions and responses more polite.

Student A: opinions Student B: responses

I don’t think this picture represents I disagree. It gives us something to

anything important. think about.
Making art isn’t as important as making I disagree. Making art is an important
2
money. form of human expression.
We shouldn’t install this sculpture. I disagree. It would be very popular
3
with the students.
4 Painting graffiti is a crime. Not all graffiti-style painting is a crime.

164 UNIT7
PRONUNCIATION FOR SPEAKING

Stress in hedging language

When using hedging language, the speaker usually stresses two elements in
a sentence. One is the expression that acknowledges the other speaker’s
statement. When a modal is used to acknowledge the other speaker’s original
opinion, it is usually stressed. The other statement is the speaker’s opinion,
where often the pronoun I or me is stressed.
Thob might be true in port, but ɪ think ...

7 07.4 Listentothehedginglanguage-Underlinethestressedwordsor
phrases. The first one is done for you.
1 Personally, Γm not really sure ...
2 Γm not an expert, but...
3 All I know is,...
4 For me,...
5 You could say that; however, actually ...
6 That’s true in part, but I think ...
7 You may be right, but I wonder if ...
8 I see what you’re saying, but maybe ...

8 Work with a partner. Using the phrases from Exercise 7, take turns giving
opinions about art (1-4) and responding with hedging language (5-8). Be
sure to stress the underlined words.

SPEAKING TASK

г Have an informal debate about whether public money should be spent

on public art.

PREPARE
1 Look back at the table in Critical thinking. Add any new reasons or
evidence. Highlight your three strongest reasons - you will use them
during the debate.
2 Look at the reasons and evidence you wrote for the opposing side in
Critical thinking. Think of ways to show that you disagree with those
ideas. Write sentences using language for expressing contrasting opinions
or hedging.

SPEAKING TASK 165

 3 Refer to the Task checklist below as you prepare for your debate.

r-----
TASK CHECKLIST

Express contrasting opinions.

Use hedging language while giving opinions and when responding

to other people’s opinions.

Restate other speakers’ points if relevant.

K________________________ ________________________________________ ___ _______ 4

PRACTISE
4 Work with a partner who chose the same side as you. Practise giving your
statements and reasons.

DISCUSS
5 Work with two people who chose the opposite side. Have the debate.
Take notes in the table to help you address other people’s points.
Could you come to any decisions or identify any next steps in your
debate? Why / Why not?

Public money should be spent on Public money should not be spent on

public art. public art.

El I >∣

166 UNIT?
OBJECTIVES REVIEW J

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about the African contemporary

art market.

infer opinions.

distinguish fact from opinion.

use debate statements and responses.

prepare for a debate.

use relative clauses.

express contrasting opinions,

restate somebody's point,

use language for hedging,

participate in an informal debate.

2 Use the Unlock Digital Workbook for more practice with this unit’s Λ UNLcXK
V ONLINE
learning objectives.

WORDLIST

analyze (v) © display (v) © reveal (v) ©

appreciate (v) Θ focus on (phr v) right (n) ©
comment (v) © identity (n) © self-expression (n)
composition (n) Θ interpret (v) © vandalism (n)
creativity (n) © reject (v) ©
criticism (n) © restore (v) ©

© = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 167

 LEARNING OBJECTIVES IN THIS UNIT YOU WILL...

watch and understand a video about a Japanese woman !

• Watch and listen
who designed a mobile app at the age of 82.

Listening skill understand specific observations and generalizations.

Critical thinking analyze and use data from a line graph.

Grammar use verbs with infinitives or gerunds.

reference data in a presentation; explain details and

Speaking skills
trends in a graph; explain causes and effects.

Speaking task give a presentation using graphical data.

168 UNITS
 AGEING UNIT 8

UNLOCK YOUR KNOWLEDGE

Work with a partner. Discuss the questions.

What do you think you will be able to do when you reach old age
that you cannot do now?
What can you do now that you will no longer be able to do when
you reach old age?
Do you think older people should be allowed to continue
working for as long as they like? Why / Why not?

AGEING 169
 WATCH AND LISTEN J

PREPARING TO WATCH
1 Work with a partner and answer the questions.
ACTIVATING YOUR
KNOWLEDGE 1 What kinds of things do older people do after they retire?
2 Do you think it’s good for people to keep working after they retire?
Why / Why not?
3 How do the older people you know use new technology? How easy is
it for them?
4 Do you like playing computer games or game apps on your
smartphone? Why / Why not? Do you think they can be useful? How?

2 Look at the pictures from the video. Answer the questions.

PREDICTING
CONTENT USING 1 Do you think this woman is retired? Why / Why not?
VISUALS 2 Does she seem comfortable with technology? Give reasons for
your answer.
3 What kind of app is shown in the second and third pictures?

GLOSSARY

begin a new chapter (phr) start to do something differently from what you did before
with something in mind (phr) thinking about it
coding language (n) a set of rules, words, etc. that are used for writing computer programs
impressed (adj) feeling admiration or respect
a sense of achievement (phr) a feeling that you have done something difficult
or important

170 units
WHILE WATCHING
3 ɑ Watch the video. Write T (true) or F (false) next to the statements.
UNDERSTANDING
Correct the false statements.
MAIN IDEAS
1 Wakamiya worked in technology before she retired.
2 She always enjoyed working with computers.
3 Designers were not interested in creating games and apps for
the elderly.
4 She taught herself Apple’s coding language.
5 Wakamiya’s app uses figures from science fiction.

4 ɑ Watch again. Complete the notes.

UNDERSTANDING
Masako Wakamiya worked as a banker until she was1 years DETAIL
old. After she retired, she took care of2 In order
to keep her mind active, she 3 She tried different
apps for her smartphone, but one thing that disappointed her was that
they were 4 The app designers she contacted
5, so she decided to6
She designed an app that used figures from 7___________________________ in
a game. When he saw Wakamiya’s app, Tim Cook, the head of Apple,
invited her to8 conference.

5 Work with a partner. Which statements can you infer from the video?
MAKING INFERENCES
Find quotes from the video that support your inferences.
1 Masako Wakamiya has not led a traditional life.
2 App designers don’t think that the elderly would be a very successful
market for their products.
3 Wakamiya earned a lot of money from selling her app.
4 Tim Cook was very impressed with Wakamiya’s work.
5 Wakamiya has inspired other older people to create their own apps.

DISCUSSION
6 Discuss the questions with your partner. Compare your answers with
another pair.
1 What do you think is most difficult about new technology for elderly
people?
2 Do you think elderly people will become more comfortable with
technology in the future? Why / Why not?
3 What do you think you will do when you retire?
4 What do you think is the best way to stay active in retirement?

WATCH AND LISTEN 171

 PREPARING TO LISTEN
1 You are going to listen to a finance podcast. Before you listen, discuss the
USING YOUR
questions in a group.
KNOWLEDGE
1 At what age do older people usually stop working in your country?
Do you think that is too old, too young or just right? Why?
2 Do people in your country save money for when they stop working?
How do they usually do it?

2 Read the definitions. Complete the sentences with the correct form of
UNDERSTANDING
the words in bold.
KEY VOCABULARY

asset (n) something valuable that is owned by a person, a business or

an organization
dependent (n) a person who is financially supported by another person
ensure (v) to make something certain to happen
generation (n) all of the people of about the same age within a
society or within a particular family
pension (n) a sum of money paid regularly to a person who has
stopped working because of old age
permit (v) to allow something; to make something possible
property (n) land and buildings owned by someone
retirement (n) the point at which someone stops working, usually
because of having reached a particular age

1 Many people look forward to, when they stop working

permanently and have more leisure time.
2 There were three of my family at the party: my
grandparents, my parents and me.
3 The management company for the retirement housing complex does not
people under the age of 55 to live there.
4 My brother has two- his young son and his baby daughter.
5 One part of a nurse’s job at a care home is to that the
residents get the medications they need.
6 My father will start receiving his when he becomes 68 years
old. The money will help him live comfortably without having to work.
7 Many people decide to buy a home rather than rent because they want
to own ___________
8 My grandparents have considerable in Scotland. Their house
is huge, they have an expensive car and they have a lot of sheep.

172 units
WHILE LISTENING
3 0 8.1 Listen to the podcast about retirement and the elderly.
Tick (✓) the topics discussed. Then compare with a partner. LISTENING FOR
MAIN IDEAS
1 a comparison of past and present retirement O
2 the financial and social problems of care for the elderly O
3 an example of an enjoyable retirement O
4 problems experienced travelling abroad lɪ
5 the effects of increased health and fitness O
6 the role of pensioners in their grandchildren’s lives O
7 a prediction about retirement [_
8 advice on how to save money _

4 0 8.1 Listen to the podcast again. Complete the notes with the numbers TAKING NOTES

you hear. ON DETAIL

Spending power of th& Over-GOs in the UK:

Assets as α group - overJ'>t----------------------------------
Ldst year - p>____________________ % of all consumer spending
Average married person aged G5-74 spends p>---------------------------------- 7» of
Income on food and entertainment
Rick and Nadia. Jones:
Retirement age - (4)____________________
Value of home - aboutɪt.______ _____________
Outlook for the next generation:
(6)0f parents plan to Leave their home, but no money,
to their children_
(?)⅞ of Europeans G5 and over are still working
 POST-LISTENING

Understanding specific observations and generalizations

Specific observations are statements about particular people, things or facts.
Generalizations are broad statements about the way things usually are.
A generalization is much easier to challenge because the evidence that
SKILLS

supports it is likely to be less strong. Listening for whether something is a

specific observation or a generalization can tell you if it is true only in the case
the speaker is referring to, or in a large number of cases.
Pensioners ore- e-vyoglπg their retirement gears, (generalization)
Pensioners Interviewed, at Willow House Retirement Home sold, theg are
eηjogιng their retirement gears. (Specihcobservation)

5 Read the sentences and write S (specihc observation) or G (generalization).

1 We both retired at 65. S
2 People nowadays don’t usually think of their sixties as old__ ɑ__
3 According to one survey, 20 years ago most of today’s older people
believed they would work in the garden, read and babysit their
grandchildren
4 We’ve managed to save enough money to permit us to live the life
we’ve always wanted
5 Retired people now want to do more exciting things!
6 Since we retired, we’ve travelled a lot and have had years of fun and
excitement
7 Today’s working generation is probably facing a more difficult
retirement than their parents
8 Pensions are getting smaller, many companies are no longer providing
pensions at all and the average age of retirement is increasing-----

PRONUNCIATION FOR LISTENING

Elision and intrusion

When speaking naturally, native speakers do not always pronounce each
sound. They connect words, which may cause consonant sounds such as /t/ or
/d/ to be dropped. This is called elision.
worst job → ‘worsjob’ and then → ‘anthen’
Native speakers may also join vowels, especially when one word ends with a
vowel sound and the next word begins with a vowel sound. This joined vowel
sound often sounds like /j/ or /w/. This is called intrusion.
go out → go/w/_put she arrived → she_/j(/arrived

174 units
6 θ 8.2 Listen and tick (✓) the correct category for the words in bold.

vowels vowels dropped dropped

joined joined with /d/ /t/
with /j/ /w/

1 ... and because they worked hard and

saved hard for their retirement, they
have plenty of money to spend.

2 According to one survey, 20 years ago

most of today’s older people believed
they would work in the garden, read
and babysit their grandchildren.

3 They understand that the money is

ours to spend.

4 They also understand that as long as

we’re in shape and healthy, we might
as well enjoy life.

5 We are not planning on selling it, so

they’ll get that eventually.

6 I think our parents’ generation

thought it was really important to
save for the next generation.

7 People who have exercised and eaten

a good diet throughout their lives
have plenty of energy to enjoy life, no
matter what age they retire at.

7 Work in pairs. Practise saying the sentences in Exercise 6 using elision

and intrusion.

DISCUSSION
8 Work with a partner. Discuss the questions.
1 At what age should children be able to support themselves financially?
2 To what extent should grown children listen to their parents?
3 How can children help their parents as their parents get older?

Listeningi 175
 LANGUAGE DEVELOPMENT

VERBS WITH INFINITIVES OR GERUNDS

Some verbs can be followed by to + infinitive, some verbs can be followed

by gerunds (verb + -ing) and some verbs can be followed by either.

Verbs followed by Verbs followed by Verbs followed by

to + infinitive gerunds to + infinitive or gerunds

advise avoid begin

agree consider continue

arrange enjoy like

force finish prefer

manage practise hate

need recommend love

offer suggest start

GRAMMAR

promise

refuse

threaten

want

Example of a verb followed by to + infinitive:

We Ifve close to our daughter and offer to babysit our grandchildren
regularly.
After some verbs in active sentences, the object goes before the infinitive.
The government advised people to pay into a private pension.
Other verbs which follow this pattern are allow, cause, enable, entitle
and persuade.
Example of a verb followed by a gerund:
Well consider travelling after retirement, as well have more time.
Example of a verb which can be followed by either an infinitive or a gerund:
ALan began to think about when he would retire.
Alan began thinking about when he would retire.

176 UNITS
 PLUS
1 Choose the correct verb forms to complete the sentences.
1 Juliana agreed to visit / visiting her grandchildren once a week after
she retired.
2 James and Haley recommend to go / going to Bangkok to celebrate our
retirement.
3 We arranged to meet / meeting a financial adviser to make sure we had
enough money saved before retirement.
4 We were persuaded to babysit / babysitting our grandchildren after
we stopped full-time work.
5 When Eric finishes to work / working, he is moving to Spain because
the weather is warmer.
6 My grandmother enjoys to garden / gardening and can spend more
time now in the garden than she could before she stopped working.
7 Tomas manages to save / saving an extra 100 euros a month; he wants
to use the money to buy a house when he retires.
8 Annalise practises to play / playing the piano more, now that she
is retired.

2 Correct the sentences.

1 We always advise our daughters enjoy life.

2 We want encourage to other people to retire early.

3 We managed for save enough money when we were working.

4 Our friends recommended to spend our savings on a holiday.

5 We refuse for spend our retirement at home.

6 I won’t force to my children take care of me.

7 We do not need to delay to retire, because we saved a lot of money

when we were working.

8 The financial adviser wants that you work until you are 65 years old.

LANGUAGE DEVELOPMENT 177

 3 Rewrite the sentences using the verbs in brackets. In some items, more
than one answer is possible.
1 My children said they would support me when Γm old. (promise)
Mtj GhLLclron promised to support me mhe-n Im old.
2 Trina wanted to move to a new city, (consider)

3 Her financial consultant said that she should change her pension plan,
so she could retire comfortably, (advise)

4 We would never leave our children without any inheritance, (threaten)

ACADEMIC VERBS FOR SUPPORT AND ASSISTANCE

4 Match the less formal words (1-8) to the academic words (a-h).

Less formal Academic

1 give 5 help a permit e assist
2 allow 6 make sure b devote f cooperate
3 work together 7 show (oneself) to g indicate
4 give (oneself) 8 take part c contribute h participate
to d ensure

5 Complete each sentence below with an academic word from Exercise 4.

Sometimes more than one answer is possible.
1 Local care services need to-------------- with each other to ensure
government standards are met.
2 We should elderly people to choose where they live.
3 The government should------------- that care for the elderly is high
quality.
4 Retired people often want to------------- money to their
grandchildren’s education.
5 Families often older members of the family so they can
continue to live independently.
6 Recent statistics that more elderly people now live in
retirement homes.
7 People themselves to their children and expect care
in return.
8 Elderly people need to be able to------------- in local community
activities.

178 units
LISTENING 2

Preparingto listen
1 You are going to listen to two students give presentations about ageing in
UNDERSTANDING
their countries. Before you listen, read the sentences (1-8) and choose the
KEY VOCABULARY
correct definition (a-с) for the words in bold.
1 Some children assume responsibility for their elderly parents.
a the urge to reject someone you have known for a long time
b the duty to take care of someone or something
c the role of a young child of elderly parents
2 I want to visit Turkey because that is where my ancestors are from.
a people related to you who lived a long time ago
b your grandchildren
c people who are not related to you, but who have a common interest
3 Juan’s father is a good provider; he works hard to make sure his family has
everything they need.
a someone who takes money for personal use
b someone who brings money and resources to a family
c someone who teaches academic subjects
4 My brothers contribute half of their monthly salary to the household bills,
a earn
b take money away from someone
c help by providing money or support
5 Residents of the retirement home can participate in a variety of activities
and social events.
a avoid taking part in something
b think about doing something
c become involved in an activity
6 Many adults devote their free time to helping their elderly parents.
a avoid doing something because it is difficult, time-consuming, etc.
b use time, energy, etc. for a particular purpose
c forget to do something important
7 The institution where my grandfather lives has excellent nursing care,
a a place where an organization looks after people for a period of time
b a block of flats or other large building for accommodation
c a government building used to help the elderly with specific medical
requirements
8 Surveys indicate that more and more elderly people are moving into
retirement homes.
a make a false claim
b keep information a secret from the public
c show, point or make clear in another way

LISTENING 2 179
 2 Work with a partner. Discuss the questions.
USING YOUR
KNOWLEDGE 1 What challenges do the elderly face in modern society?
2 What are the advantages of care homes for the elderly?
The disadvantages?
3 What are the advantages of caring for elderly relatives at home?
The disadvantages?

3 Compare your answers with another pair.

WHILE LISTENING
"TΞΓΞ7ΞΓ7ΞΞΞΞ 4 O 8.3 Listen to two students, Mika and Ahmet, give presentations on
TAKING NOTES , r . . , , l or
. .4 * .κ. .r>r * the situation for elderly people in their countries. Create a Т-chart to take
ON MAIN IDEAS . r / r r
------------------------------ notes on the information each student presents.
5 Use your notes from Exercise 4 to answer the questions. Then compare
answers with a partner.
1 Where is each speaker from?
Mika:__________
Ahmet:__________
2 Who focuses on the changing situation of the elderly?
3 Who focuses on how the elderly are cared for?-------------
4 What are their main points?
Mika:___________________________________________________________________________

Ahmet:_______________________________________________________________

180 units
 6 θ 83 Use your notes from Exercise 4 to complete the details in the
LISTENING FOR
table. Then listen again to check your answers.
DETAIL

Mika Ahmet

country

population today

% 65 or older today

% of households no information
with older people

expected
population in 2050

expected % age 65
or older in 2050

POST-LISTENING
7 Work in pairs. Are the situations following the bold words and phrases
causes or effects? Write C (cause) or E (effect).
1 This increase will result in more elderly people that need care--------
2 My grandparents live with us because they need more help than when
they were younger
3 When older relatives move in, it leads to a child's role changing from
dependent to caregiver
4 The population increase stems from the fact that people are
living longer
5 Living closely together can raise tensions
6 Moving elderly people into care homes allows the younger generation
to continue their lives unchanged

DISCUSSION
8 Work with a partner. Use your notes from Listening 1 and 2 to discuss the
SYNTHESIZING
following questions.
1 How are the elderly cared for in your country?
2 Has the way the elderly are cared for in your country changed in the
past 20 years? If so, how? Do you think it will change in the next 20
years? Why / Why not?
3 What will you do after you retire? Who do you think you will live with?
What will your lifestyle be like?
LISTENING 2 181
 SPEAKING
Criticalthinking
At the end of this unit, you are going to do the speaking task below.

г Give a presentation on how ageing has changed a country’s population

over time and the impact this is likely to have on its society in the future.

Analyzing and using data from a line graph

When giving a presentation, it is not enough to simply describe data. You must also
explain why it is important. For example, when using a line graph, you might talk
about changes over time, significant or unusual features or the main data trends.

≡1analyze Look at the line graph. Answer the questions.

1 What was Japan’s population over the age of 65 in the year 2010?

2 What was Japan’s population under the age of 14 in 2010?

3 What will Japan’s population over the age of 65 be in 2050?

4 Which population group will be the largest in 2050?

5 As of 2010, which population group was the lowest and will continue to
decrease over time?

182 UNIT 8
2 Look at the graph in Exercise 1 again. What might happen to the
populations after 2060? Make three predictions.
Prediction 1:______________________________________________________________________

Prediction 2:_____________________________________________________________________

Prediction 3:______________________________________________________________________

3 Ifyour predictions are correct, what implications are there for the
government of Japan?
EVALUATE (Ц
4 Split into three groups. Each group will look at one country: A, B or C. In
your group, look at the graph for your country. Answer the questions and
ANALYZE КШ
take notes.

1 What are the main points or trends that your graph shows?

2 Is there a relationship between any of the data in your graph

(e.g. cause and effect)?

CRlTlCALTHlNKfNG 183
 5 Look at the additional information about your country below. Answer the
questions in your group and take notes.
1 How does this information correspond with the data on the graph?

2 Is it supported by the main points that you found?

3 Is it supported by any significant or unusual features in the graph?

Country A j
• In country A, many young people have recently begun moving
to the city, so rural populations are becoming more elderly.
• At 2%, the percentage of the population aged over 65 is relatively
small and almost all elderly people are cared for by their families.
• The government has no plans to provide institutions for
elderly people.

Country B j
• For people in country B, it is normal for adult children to leave home
and live away from their parents.
• Most elderly people are cared for by institutions. This enables younger
generations to continue working, knowing they are well-cared for.
• The government provides institutions for elderly people in order to
help families who cannot afford to pay for their care.

• For people in country C, adult children usually settle near their parents
so they can take care of them in old age.
• About 30% of elderly people are cared for by institutions.
• Because of a predicted increase in the population aged over 65 in
the next 50 years, the government has started a programme to build
institutions for elderly people.

6 With your group, make predictions about what might happen to the
country’s population after 2100.

184 units
PREPARATION FOR SPEAKING

REFERENCING DATA IN A PRESENTATION

Explaining details and trends in a graph

You can use specific language to explain the types of details and trends shown
и in a graph. Using these phrases will help the listener understand the data better.
increases decreases other movements
■ skyrocket / spike decrease / fall fluctuate
peak at drop stabilize
a steady increase a steady decrease remain steady

1 Look at the line graphs. Match the descriptions to the correct country
(Y or Z).

1 As you can see in the graph, between 2010 and 2085, the population of
over-65s will skyrocket from 100,000 to 700,000 people
2 Ifyou look at the graph, you can see the population peaks at 1.78
million people in 2050
3 Between 2055 and 2070, the population of over-65s is probably going
to drop from 500,000 to 300,000
4 Ifyou look at the data provided, you can see that the growth in
population remains steady from 1950 to 2050
5 After peaking in 2055, the population of over-65s will fluctuate and
then stabilize at about 450,000 people
6 After a steady increase in population between 2010 and 2050, the
population is predicted to fall slowly

Preparationforspeaking 185
 2 Work with a partner. Look at the phrases in bold in Exercise 1. These are
different ways to describe details and trends in a graph. Use these phrases
to describe other details and trends you may notice in the graphs.
After on Increase. In the population over G5, ...

Explaining causes and effects

Explaining causes and effects to your audience helps them understand why
information is important. Using cause and effect language shows the audience
how different pieces of information are connected. Some common cause and
effect language is:
was the result of was brought about by
SKILLS

can be traced back to was due to

When you use these words, the listener knows that one thing caused, or was
the result of, the other.
The higher cost of healthcare was the result of Less government funding.
The crisis was brought about by a lack of understanding.
The older population in our country can be traced back to the fact that
younger people are not starting families.
The decrease in pension plans was due to the financial crisis.

3 Match the sentence halves. Use information from the graphs on page 185.
1 The steady increase in population between 1950 and 2000 was
the result of
2 The sharp rise in population between 2005 and 2010 was brought
about by
3 The predicted decrease in population from 2050 onwards can be
traced back to
4 The number of over-65s will increase steeply after 2020 because
of______
5 Immigration and improvements in healthcare between 1950 and
the present account for

a families deciding to have fewer children today.

b huge improvements in healthcare today.
c a high level of immigration during that period.
d a steady population increase from 22 thousand to over 80 thousand.
e a large number of young people deciding to have children.

186 UNITS
4 For each expression (1-4), use phrases from the table below to write cause
and effect sentences. More than one answer may be possible.

effect cause

People living longer 1 was the result of improvements in medical care,

A population 2 was brought about by an increase in people over 65.
decrease 3 can be traced back to people moving out of
A population 4 was due to the country.
increase the high number of people
The steady over 65.
population

1 People- LLvLng Longer Nas the result of Lmρroveme-nfcs Fn___________

medleɑl care.
2 _________________________________________________________________________________

PLUS
PRONUNCIATION FOR SPEAKING

Contrastive stress in numbers and comparisons

A speaker comparing numbers usually stresses the numbers and the
comparison words to emphasize the importance of the numbers.
By 2-100, the youth population will make up 12.% of the country’s total
population. This figure Is significantly higher than the figure of 3%
predicted for 2.050.

5 φ 8.4 Listen to the sentence pairs. Underline the stressed words and
numbers. The first one is done for you.
1 Today, the over-65s make up 2.5⅞ of Country D’s total population.
This figure is smaller than the figure of 7% for Country E.
2 The population of Country E will be 77 million in 2050. This number is
much larger than the figure of 1.4 million for Country D in 2050.
3 By 2050, Country D’s population will rise to 1.78 million people. The
population for Country E also peaks in 2050 with 9.2 million people.

6 Work with a partner. Practise saying the sentences in Exercise 5 with the
underlined words and numbers stressed.

PREPARATION FOR SPEAKING 187

 SPEAKING TASK

Give a presentation on how ageing has changed a country’s population

over time and the impact this is likely to have on its society in the future.

PREPARE
1 Look back at your notes about the country you chose (A, B or C) in
Critical thinking. Add any new information.
2 Write notes on the following areas for your talk. Use language from
Preparation for speaking to help you.
1 Presenting your data
2 Talking about the causes and effects of your data
3 Making predictions for the future of the country you chose

3 Refer to the Task checklist below as you prepare your presentation.

TASK CHECKLIST

Reference data in your presentation.

Make predictions based on data.

Explain causes and effects.

Use contrastive stress when making comparisons.

PRACTISE
4 Practise your presentation in your group.

PRESENT
5 Form a new group with people who chose the other two countries. Give
your presentation to your new group. Were your presentations similar?
Why / Why not?

188 units
OBJECTIVES REVIEW

1 Check your learning objectives for this unit. Write 3, 2 or 1 for each
objective.

3 = very well 2 = well 1 = not so well

I can...

watch and understand a video about a Japanese woman who

designed a mobile app at the age of 82.

understand specific observations and generalizations.

analyze and use data from a line graph.

use verbs with infinitives or gerunds.

reference data in a presentation.

explain details and trends in a graph.

explain causes and effects.

give a presentation using graphical data.

2 Use the Unlock Digital Workbook for more practice with this unit’s ) UNLC5CK
ONLINE
learning objectives.

WORDLIST

ancestor(n) Θ devote (v) pension (n) Θ

asset (n) Θ ensure (v) Θ permit (v) &
assist (v) Θ generation (n) Θ property (n) Θ
contribute (v) Θ indicate (v) Θ provider (n)
cooperate (v) institution (n) Θ responsibility (n) Θ
dependent (n) Θ participate (v) Θ retirement (n) Θ

Θ = high-frequency words in the Cambridge Academic Corpus

OBJECTIVES REVIEW 189