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Robyn Brinks Lockwood
Jaimie Scanlon

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CONTENTS
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BM, INTRODUCTIONTOTHECOURSE page
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___RAGAN STRUCTURES: AMIRACLE OF ACTIVE ENGAGEMENT page xviii

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WORKBOOK ANSWER KEY = 8 ed page T178 © —

INTRODUCTION TO THE COURSE
Welcome to the masterMind Teacher's Book!

Course philosophy Methodology and unit

The philosophy that underlies the Mind series is that structure
language is a life skill—a skill for communicating and
The creation of masterMind has been a rigorous and
connecting with others in our everyday lives. As with
carefully researched process. Starting with the overall
other life skills, competence in a foreign language opens
concept and then underpinning it with specific decisions
up possibilities and enables us constantly to expand our
has ensured that we are presenting you with a course
potential and our ability to function effectively within the
that is meticulously thought-through, market-informed,
wider social, cultural, and economic worlds.
and theoretically solid, and that it works pedagogically to
This course is designed to enable students to interact achieve high learning outcomes in a demanding classroom
effectively with others in English in a wide variety of environment.
communicative situations: in their learning environment,
Each unit in masterMind is written and designed in
at work, when traveling, online, and so on. The authors
sections. The sections reinforce each other, but are not
recognize that the majority of students studying English
interdependent. This adds unrivaled flexibility and allows
in their countries will never live or work in an English-
for variety in the lesson structure. The unit sections can
speaking country. Instead, they will be using English in the
be taught sequentially, or they can be arranged to meet
context of their jobs or studies in their own country. For
program requirements, e.g. number of hours per term.
example, they will probably not need to speak English to a
Of course, you can decide to use any other parameters
doctor; however, they may have to help a foreign visitor to
you deem relevant.
their country talk to a doctor. The activities in masterMind
are designed to reflect the reality of how the majority of
students will actually use English in their everyday lives. Approaches to teaching
The authors are fully aware that students do not come to language
the classroom as blank slates. Instead, they bring ideas,
opinions, feelings, and experiences, all of which enrich A Grammar
the learning process. The course is designed in such a Most students embarking on a language course expect to
way that the students are given as many opportunities as find grammar; they see it as the basis of the language they
possible to share these ideas and experiences through pair are learning. The teaching of grammar has traditionally
and group work, and in their writing and communicative involved a deductive approach in which a grammar rule is
work. All this ensures that the students relate to the presented first (either by the teacher or by the textbook)
material and make it their own. They are no longer mere and then practice exercises are given that allow students
users, but active participants, expressing their own points to apply the rule. In contrast, throughout masterMind an
of view. The progression of tasks in each unit allows the inductive approach is applied, in which the target grammar
students to relate what they have learned to their own is first presented in context, thus raising awareness of the
experiences and to express their ideas and opinions in structure in use. Students are then encouraged to observe,
English confidently. Specifically devised unit features compare, and analyze in order to identify the principles or
ensure this smooth transition. rules of the new structure. Finally, students are presented
with exercises that ensure comprehension of the grammar
The course title at Upper Intermediate and Advanced
form in contexts that elicit the target language. To this
level, masterMind, is a direct reflection of this underlying
end, each Grammar section in masterMind follows a
philosophy. It refers to the way in which mastering a new
dynamic five-step structure approach that activates the
language enables learners to become acutely aware of the
students’ learning potential, as shown opposite.
social, cultural, and economic activities that take place in
In each unit, there are two Grammar sections. The
that new language. At lower levels, it also reflects the way
grammar has been selected to 1) reflect the needs of the
in which acquiring communicative competence enables
students at their present level of English and 2) be relevant
learners to engage with those activities, opening doors,
to the topic of the unit, ensuring that the practice is natural
both personal and professional, that may otherwise have
and meaningful. After completing a Grammar section, the
remained closed. Finally, the title resonates with the fact
students will encounter that grammar again as they work
that learning a new language opens a new channel for
through the remainder of the unit, which reinforces the
meaningful communication, allowing the students to
point and aids retention.
express themselves accurately, creatively, and effectively,
while maintaining an open mind toward other people’s
opinions and ideas.
 Step 1—Language in context
This stage introduces students to the target
noun clauses as objects grammar in a realistic reading or listening
A 1.18 LANGUAGE IN CONTEXT Read the notice. Then listen to the context. A simple comprehension activity
conversation below. According to Michelle, how does laughter therapy work?
ensures that the students have understood
Rita: Look at this! Laughter therapy!
Michelle: Yeah, |'ve read about that. Apparently, the main idea of the text/audio material.
laughing can help people feel happier and Usually, this takes the form of a general
less stressed, so now they're using it as a
therapy! comprehension question or questions. At
Rita: That sounds really interesting. Do you this stage, students are not expected to
know what it involves?
Michelle: I'm not sure exactly, but | think they produce the target language, but they are
explain how laughter could help you made aware of the structure in a real-life
deal with a problem. | think you learn
techniques to see the positive side of a context.
situation.
Rita: That sounds useful! | wonder when they're
holding the workshop. Does it say where LAUGHTER CAN CHANGE YOUR LIFE!
we can get more information? Venue: Main Hall
Michelle: I'm sure there's more information on the Time:
ae 9-5 Pe Step 2—Notice!
website. | think we need to register online,
. ‘
STASI ADRS
http://laughtertherapy.campusworkshops.net
This feature consists of one or two simple
and we might need to explain why we want
to attend the course.
questions to help the students notice
Rita: So, do you want to try it? something simple about the form or
B ANALYZE Read the conversation in. function of the new structure as it appears
Exercise A again. in the text.
Form Complete the table with examples from the text.
: Noun clause

Do you know
They explain Step 3—Analyze
| wonder This stage focuses on a guided inductive
Does it say presentation that uses examples from the
We might need to explain : (= the reason) (5) = we want to attend the course. text in the previous step. It usually consists
C PRACTICE Complete the sentences with what, where, when, why,
of two subsections: Form and Function.
o@ how. More than one answer may be possible. WATCH OUT! Tasks elicit from the students the rules
1] | think you'll be interested in they have to say about happiness. Vv | agree with what
you said.
about the new structure. Having done the
| don't understand laughter therapy works.
The presenters will demonstrate laughter can help you be positive. X | agree with what tasks, the students are left with a complete
did you say.
| sometimes wonder people at work are so stressed. grammar presentation on the page.
They told us the workshop will take place, but I've forgotten which
office exactly.
6 Do you know the next workshop will be held? Is it next month?

D NOW YOU DO IT Work in pairs. Complete the sentences in your

own words. Then compare with your partner. How similar or different
are your ideas?
I'd like to learn about what ... I'm happier if | Kyqw why ... | often wonder how ...
Watch out!
A feature that draws the
students’ attention to
common learner errors in the
Ups and downs UNIT4 47 use of the new structure.

Step 4—Practice
This stage is a written exercise that enables
Step 5—Now you do it
the students to apply and confirm their The final step of each Grammar section
inferences from the Analyze stage and gives
is a one-step communicative activity that
them controlled practice in the use of the allows the students to practice the new
target grammar. grammar in a personalized context. The
aim of this stage is to give the students the
opportunity to employ the new structure in
ways meaningful to them, thereby making it
both more relevant and more memorable

Introduction to the course [aaRa

B Vocabulary to the words and phrases that are most frequent and useful
in general standard English. To this end, each Vocabulary
Language students can make rapid progress in a foreign
section focuses on lexical terms that the students can use
language if they are able to assimilate and use items of
actively in everyday oral and written communication.
vocabulary quickly and effectively. Traditional methods
of teaching vocabulary relied heavily on memorization There are no independent vocabulary sections in
of items, which were frequently presented in lists with an masterMind. Instead, vocabulary is integrated into existing
accompanying translation. While generations of students skills sections. The rationale behind this is that vocabulary
learned vocabulary with some degree of success in useful to higher levels is more likely to relate to a specific
this way, more recent approaches have focused on the text (such as a listening or reading text) or a productive
communicative function of vocabulary, and particularly need and function (such as a Speaking or Writing section).
on the way words combine with other words to form Each unit contains two integrated Vocabulary sections,
chunks of meaningful language, as described in the each consisting of six to eight words which stem from the
Lexical Approach. The question of how people store and relevant reading, listening, speaking or writing text. Within
recall items of vocabulary has also become relevant, and each of these sections, there are two vocabulary activities—
the importance of associating words with a context, an one to present the language, and a communicative task to
experience, an image, or indeed with other words, is seen put it into practice. The aim is to teach students the words
by practitioners as central to this process. When creating a that are most frequent and useful within a given topic and
course, there is the inevitable question of what vocabulary also to highlight collocations wherever possible or relevant.
to present and in what order. The seemingly random Words are recycled throughout the rest of each unit.
approach adopted in the past has been quantified with the
Students at this level often have a good store of words
latest corpus linguistics tools, which in turn has enabled us
already. To help them boost their vocabulary, you can
to identify words that are used most frequently and words
encourage them to: look at words and phrases that go
that are therefore most useful to students.
together (make a mistake, a decision, a mess); look at how
In masterMind, the authors have adopted a corpus- words and phrases are used in context; make word webs for
based approach to selecting and presenting vocabulary. different word families; look at the connotations of a word
Information on frequency and collocation patterns has (helpful—positive; poorly made—negative).
been sourced from the corpus work created for the
Macmillan English Dictionary. The underlying philosophy
Suggest to the students that they keep a vocabulary
to teaching vocabulary is that we should introduce students
notebook to record new items of vocabulary and examples
of their use in context.

inferring opinion Step 1 The skills task presents the

meansorusing
connections,
theinformation wearegiventoguessfurher details,
opinions. By thinking carefully about what you're told, you can
target vocabulary in context. At this
“read between the lines.” x estan stage, the students are not expected
A What's the most you've ever paid for a glass or bottle of water? to use the items actively. There are
Where was it?
tasks to check students’ comprehension
B Read the text about a brand of bottled water. Would you want to
buy Bling H20? Why or why not?
before they focus on the language.

Would you pay $55 for bottled water?

by John Fuller
' Believe it or not, there is such a thing as a bottle of water that costs $55. Kevin Boyd, a writer
and producer from Hollywood, has developed a “luxury” bottled water called Bling H2O that
costs an average of $55. Depending on the size, prices can range anywhere from $25 to as much as
$75. So what makes Bling H2O worth the money? Is the water treated differently from the bottled
water you buy at the gas station? Does it at least come with vitamins? Step 2 This step gives the students the
* Unfortunately, you won't find any vitamins in Bling H2O, The water inside, however, does
receive more treatment than what's inside an average $2 plastic bottle. According to Bling H20's opportunity to use the new vocabulary
website, the water is bottled from natural springs in Dandridge, Tennessee. The company claims to
use a “nine-step purification process that includes ozone, ultraviolet, and microfiltration.”
items in a controlled practice activity.
» And don’t forget the bottles themselves, which are available in limited-edition frosted glasses and They are often asked to compare
covered with Swarovski crystals. Even Bling H20’s website admits that the product is as much about
image as it is taste, The company originally handed out the water only to actors and athletes—celebrities such as Jamie options, categorize, complete phrases
Foxx and Ben Stiller have been spotted showing off shiny bottles, and Paris Hilton allegedly feeds the water to her dog
Now, the water is available to the public and showing up in faney New York restaurants. The makers of Bling H2O also. and sentences, and so on.
market the bottle as reusable and refillable—you can flaunt it around town and show how trendy and environmentally
friendly you are.
* Blind taste tests in New York City put Bling H2O up against regular bottled water and Manhattan tap water,
The reactions proved to be inconsistent and unpredictable—most people proclaimed Manhattan tap water as the
best-tasting, while Bling H2O was believed to be simple tap water.

Work in pairs. Discuss the questions.

Overall, do you think the writer has a positive or negative opinion of Bling H20? How can you tell?
What can you infer from how the following words or phrases are used?
a) believe it or not (para 1) b) luxury (para 1) claims (para 2) Step 3 With this last step, the students
D VOCABULARY: MARKETING Complete the statements with the are encouraged to use the vocabulary
correct forms of the words and phrases from the box.
items actively in a speaking activity, such
to be as much about...as to make ...worth
to put ... up against ranging from . to
to market...as
as a discussion or role-play.
Companies shouldn't ____ _ water ____ something special
Companies should be required their products
= other products for people to compare.
We sell a number of products —___ _ high-end items
absolute bargains.
A fancy package doesn’t * bottled water
the money you pay for it
My decision to buy a product —__. image
the product itself

E @ VOCABULARY: MARKETING Work in groups. Discuss whether you

agree or disagree with the statements in Exercise D.,

Something in the water

C Pronunciation Approaches to teaching the
Accurate pronunciation is a key element of successful
communication. Mastering pronunciation requires
four skills
awareness and practice at three key prosodic levels: sound, The four language skills—listening, reading, speaking,
word, and sentence—all of which are focused on over the and writing—are informed by the two modes of
course of the Mind series. communication: spoken and written language. Each of
these has a receptive and a productive aspect. To ensure
First of all, there are the individual sounds (phonemes) of fluency, it is essential that learners of a language get
English. Here it is important to focus on those sounds that practice in all four skills. However, mere practice alone
are different from those in the students’ mother tongues is not enough. The four skills need to be developed in a
and that therefore cause the greatest difficulty, both in planned, coherent way, something that many textbooks
terms of recognition (listening and understanding) and in have neglected up to now.
terms of production (speaking and being understood).
Second, there is the area of word stress, where English, Each skill consists of a number of different abilities, or
with its numerous word stress patterns, may differ “subskills.” For example, the skill of reading consists of the
considerably from the students’ mother tongues. Finally, meaningful use of subskills such as scanning, skimming,
there is the question of rhythm and intonation, where recognizing the main idea, etc. In actual use, we employ a
English is characterized by a relatively high number of variety of skills and subskills simultaneously. Consequently,
falling tone patterns in comparison with many other in order to develop the students’ reading and listening
languages. Level-appropriate aspects of these three areas skills, it is important to identify and focus on subskills in
of pronunciation are carefully developed and presented. turn. In masterMind, we have devised a skills syllabus
that is methodically researched, carefully planned and
Each Pronunciation section in masterMind typically consists balanced, and which focuses on subskills that are most
of two or three steps. The Pronunciation sections are likely to be of use to learners at their respective levels.
supported by audio for the presentation and sometimes
additionally for the practice steps. All four skills are present in every unit in the Mind series.
However, in order to ensure a balanced development
of the four main language skills, we have deployed an
alternate pattern of “on” and “off” skills: “on” skills are
Step 1 Students are given a task which the ones that are developed through subskills, and “off”
draws their attention to a specific sound skills are the ones that are practiced. So every unit includes
or stress pattern. They are always asked to two types of skills sections:
repeat the words or phrases to practice.
1) skills development sections for the “on” skills, and
2) skills practice sections for the “off” skills. Their pattern
is alternate; for example, the two “on” skills that are
developed in Unit 1 are then practiced in Unit 2 as "off"
voiced and voiceless consonant sounds skills, while the two “off” skills that are practiced in Unit 1
A 1.08 Listen to each pair of words, Put your hand on your throat and are developed in Unit 2 as “on” skills, and so on.
say the first word of each pair. You should feel a vibration. Put the palm of
yourhand a few inches in front of your mouth and say the second word in
each pair. You should feel a puff of air after the first letter.
This alternate pattern of “on” and “off” skills sections is
1 vast fast 4 drain train clear in the layout of the contents pages, with the two
2
3
do
base
too
pace
5 goal coal
“on" skills sections in every unit highlighted.
B 1.09 Listen to five sentences. Choose the word you hear in
Exercise A.

c Work in pairs. Take turns saying one word ftgm each pair. Your
partner will identify the word.

“On” skills.

Step 2 This step provides the students with

an opportunity to practice the pattern and Contents
© Grommar review pages6
to compare and check their grasp of the READING LISTENING SPEAKING
pronunciation point. READING FOR DIFFERENT Listening 10 o podcast interview | AGREEING AND
PURPOSES: 0 TV reviow FUNCTION talking about DISAGREEING: 0 semina
personal identity |
||
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} WRITING WORKSHOP
}
/ 1. writing on article

Step 3 This step contextualizes the

pronunciation point, offering students the 4
Reading « magazine orticle | UNDERSTANDING | Talking about social medio | WRITING A FORMAL
opportunity to practice it in real-life speech.
|
FUNCTION talking about | DISCOURSE MARKERS: SPEAKING WORKSHOP | EMANL: «sranging
«globol
+o déscassion about globalization izeaship necting
where you prefer 10 go shopping } FUNCTION describing 0
| picture
1
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|
j

Introduction to the course MURR TM

1 Teaching subskills (skills development Speaking
sections—”on” skills) In masterMind 1, training is given in the Speaking sections
Each skills development section starts with a skills panel, in the development of the following key skills:
which informs the students in clear, direct terms what the ¢ agreeing and disagreeing (Unit 1)
subskill is, why it is important, and how to apply it. The ¢ clarifying misunderstandings (Unit 3)
subskill section builds on the information provided in this * suggesting alternatives (Unit 5)
feature. The students are always given the opportunity to ¢ using distancing language (Unit 7)
apply the subskill at the end of the section. ¢ paraphrasing (Unit 9)
¢ making comparisons (Unit 11)
"On" skill indicated by cog. Apart from the skills development sections, which cover
speaking, there are constant opportunities for speaking
clarifying misunderstandings throughout each unit of masterMind: the students are
© When you feel you haven't explained something clearly enough, encouraged to give their own opinions, to discuss their
there are phrases you can use to clarify what you mean. own experiences, and to communicate with one another
on a variety of topics. A specific speaking stage can always
In each level of master Mind, three subskills are covered be found in the Grammar section (Now you do it), in the
for reading and listening. Each of these is covered twice, Vocabulary section, and in the lifeSkills section.
the second time in further detail or in a more challenging Speaking sections in even units contain an Independent
context. There are six subskills for speaking and writing per Speaking task, which is similar to the extended Speaking task
level. Further practice of the subskills is provided in the required of students taking the TOEFL exam, as well as being
Workbook. an important part of production as outlined in the Common
European Framework. In this task, students take turns to
Recycled “on” skill indicated by cog and page reference. participate in an extended speaking turn for about one and a
half minutes.

for different purposes mei O Writing

_ When you've identified why you're reading something, the next step is to identify In masterMind 1, training is given in the Writing sections in
how to read it. Different texts require different ways of reading.
the development of the following key skills:
* writing a formal email (Unit 2)
Reading ¢ writing a thank-you note (Unit 4)
In masterMind 1, training is given in the Reading sections * avoiding run-on sentences (Unit 6)
in the development of the following key subskills: ¢ sentence variety (Unit 8)
¢ reading for different purposes (Units 1 and 3) ¢ writing a letter requesting action (Unit 10)
¢ inferring opinion/information (Units 5 and 7) *¢ writing a letter of complaint (Unit 12)
* understanding text organization (Units 9 and 11) Four of the six writing sections in masterMind 1 deal with
One feature of the masterMind reading texts is that wherever a genre of writing rather than with smaller writing subskills
possible they are taken or adapted from authentic sources, such as using connectors or writing a topic sentence. It is
to make the reading experience as realistic as possible. considered that Upper Intermediate level students are ready
Reading texts are tagged with the source from which they to tackle the broader challenge of genre writing.
are taken or adapted using one of three labels: From (where
the text is taken word for word from the source), Adapted 2 Integrating and practicing skills (skills
from (where the text has been adapted from a particular practice sections—"off" skills)
source), or Information source (where the text has been These sections (two per unit) provide the students
written using information from a particular source.) with opportunities to practice skills with a focus on the
Listening communicative outcome (e.g, listening to an interview in
Unit 5; writing a memo in Unit 11). Each section comprises
In masterMind 1, training is given in the Listening sections
two to three steps and integrates two or more language
in the development of the following key subskills:
skills, with a primary skill as the focus. The sections allow
¢ understanding discourse markers (Units 2 and 4)
students to focus more on the end product, with fluency in
¢ listening for main ideas (Units 6 and 8)
mind, and less on the process they go through in order to
* rapid speech (Units 10 and 12)
achieve it. In the activities here, there is a strong emphasis
Effective L2 listening is the ability to understand an aural on personalization—relating the material to students’ own
message in another language and respond appropriately. experiences.
Without the ability to listen effectively, the students
will be unable to communicate successfully in the
target language. Listening is an essential component
of masterMind. For many students, listening can be the
most difficult of the four skills, and in the classroom it can
often seem the most intimidating. Help your students
to become better listeners by training them in effective
listening strategies.
 The lifeSkills panel at the bottom introduces the life skill of
the unit and here again a question helps the students start
thinking about the nature of the life skill.
The first two pages of every masterMind unit are the unit
opener. It is an exciting visual opportunity for students to The second page of the unit opener features pictures and
provides a quick warm-up to the unit, or can be extended
engage with the unit. The first page sets the overall scene
visually by means of a striking combination of two photos to a much longer and enriching speaking activity. This
and also by providing a comprehensive list of language activity never expects the students to use any vocabulary
objectives for the unit. This page always features two cogs or grammar in the unit to come. Its key purpose is to
which indicate the two “on” skills being developed in the create excitement and boost motivation.
unit and which, through simple questions or tasks, aim to
help the students familiarize themselves with the unit.

CEF-oriented unit objectives.

RISKY BUSINESS
o learn language to talk about safety
and risk A Work in pairs. What different types of risks
os to a conversation about a do you think people in each of these professions take? Which do you
dangerous stunt think are the most risky and which are the least risky?
write a letter about a public
danger
oa read an article about taking risks
Why is it more difficult to
o talk about an unusual event understand what someone
oO Jearn about managing stress ts saying when they speak
quickly in English?
> watch a video about different
types of personal risk

In what circumstances
might you write a letter
requesting action? Would
you use a formal or informal elt 6
style? Why? ea itici a stock trader

B Work in pairs. Discuss the questions.

1 How much of a,risk-taker are you? What risks, if any, do you regularly take?
2 Complete this questionnaire and add up your points. Is the result what you
expected? Why or why not? Campare your result with your partner.

Domain Would you . . Yes |Maybe | No : Score

a) take part in a sport like caving or horseback riding?
Physical Nios go bunaes
bungee jumpingsae
health and
safety <) ride a bicycle in traffic without a helmet?
eat food from a sidewalk stand?

argue for something everyone else in your group is against

Lifestyle
social b) move to another country?
statusiand «) run fora public office?
relationships
wear something uncool or out of style?
g stress Which of these 2) quit your jok inding a new one

statements describes how you feel about Livelihood: 4) "start your

stress at work/school/college? finance @)_ work freelance?
d) invest money in the stock market?
SELF acer ‘ ; = Scoring: Yes = 2, Maybe
2 SOCIETY 5 a ? : Score by Domain: 0-2 Nota er 3-5 Moderate risketaker 6-8-High risk-take
a S a c Total score; O-7 Nota risk-taker 8-16 Modclerate risk-taker 17-24 High risk-taker

Risky business

Introduction to the course [Era

 The structure of both the Speaking and Writing workshops
Speaking andnnd is based on a common concept: the students are first

workshops—
presented with a model, next they analyze it, then they
work on their own production, and finally they self-assess.

The Speaking and Writing workshops are each a page long For more independent writing consolidation practice,
and come at the end of alternate units. These are intended encourage the students to complete the optional final
to provide extra practice and support in the productive activity on the skillsStudio spread in each unit of the
skills, as well as expose students to the kinds of writing and Workbook. For more extended speaking practice, use the
speaking they might need to do in exams like IELTS, TOEFL, Independent Speaking feature at the end of Speaking
etc. (Note that extra practice and exam-style questions for sections in even units.
reading and listening are provided in the Workbook).

Step 1
Students are presented with a
model conversation or model
paragraph, email, etc. anda
task based on the model. The
task focuses on comprehension
but it is also an opportunity for
the students to start working
with the language or structure
that will be focused on later.

Comparing Writing a review

Step 2
A 4.35 Listen to someone comparing these two pictures and answering This is a task to A Look at the pictures and read the review. Which place is being reviewed?
the question. Make a note of the main points the speaker makes. Work in pairs and focus students
compare your notes.
on the useful
Why might these traditions be important to these people?
language or
structure from
the model.
This is what
they will need
to employ in
the production
task later.

Step 3
| stayed at the da Vinci Hotel in London for three days last April because | wanted to visit some
Here students popular art exhibitions in the city. The hotel's exterior has the appearance of an old-fashioned
18" century town house, but inside it is full of surprises. Each room is designed in the style of a
start thinking different artist so that whatever room you choose to stay in, you will have a unique experience.
| chose the van Gogh Room, which was decorated to look like one of van Gogh's most
about their own famous paintings, Bedroom in Arles. This was done so effectively that | felt as if | had traveled
B Listen again for phrases the speaker uses to compare the pictures. Write a word or back in time to when he painted it in 1888. The room was simply furnished and the dominant
short phrase in each blank. production. colours were yellow and bright blue, reminding me of the sunflowers and the sky of the south
of France. It was delightful to be surrounded by furnishings of such unique character and
1 _ picture The task helps atmosphere.
2 —a — the f s of a traditional meal them repare | also enjoyed eating in the hotel's restaurant, which offered an innovative combination of Italian
3a One thing the pictures have p p and Japanese cuisine. It was disappointing to find that breakfast was not included in the price;
4 In the first one it's a family, in the second in terms of however, the service was friendly. The hotel is conveniently located near art museums and
s The pictures are : because galleries. The main drawback was the traffic noise because my room overlooked a busy street,
"i : the first picture, the second picture shows information but this is difficult to avoid in central London

c You are going to compare the pictures and answer the question from Exercise A. to include,
First, complete the table with your own ideas. Work in pairs and compare your ideas. language to B Complete the phrases with words from the text in Exercise A.
Expressing approval Expressing disapproval
What do the pictures have in common? How do the pictures differ from each other? use, ways of You will have a ___ experience Itwas__ __ to find that
They both show traditional activitie A is a family meal, B is a traditional dance z It was ae to be surrounded by The main ___ —. was
elles ; serail structuring and falar ean
pe juse organizing their C Either choose a hotel from the picture on page 87 or a hotel that
ideas. etc. you have stayed at in the past. Make some notes under the following
. i headings before you start to write: room, location, food, service.
D Work in groups and
discuss the question in Exercise A. HOW ARE YOU DOING? D Write your review. Remember
to include some positive and some HOW ARE YOU DOING?
CO [used good phrases to say what the pictures have in common.
negative points. Write about 200 CO)|used phrases toexpress my opinion.
Cl used good phrases to say how the pictures differ.
words. CO)! described several aspects of the hotel, including the ~—
OO} answered the additional question after comparing the pictures,
CO! balanced positive and negative comments.

Living traditions FROST Designed to please

a)
Step 5 Step 4—Writing
Step 4—Speaking
This is a self- Having prepared for the writing
Having prepared for the speaking task,
assessment feature task, students undertake a piece of
students engage in a conversation,
to get students to writing.
either in groups, or with a partner.
analyze and reflect
on their production.
 At the end of each Communicative wrap-up, there is an
Communicative wrap-up evaluation table for the students to complete. Alternatively,
you can ask them to score themselves as they complete the
For every two units, the course offers a Communicative corresponding task, rather than waiting till the end of the
wrap-up. The Communicative wrap-ups can be found at Wrap-up. Ask the students to circle 5 is something is easy,
the end of the Student's Book, beginning on p. 152. With and 1 if something is difficult. Tell any students who have
a clear focus on fluency, the tasks require the students to scored 1 or 2 for any of the statements to look again at the
employ a range of communication strategies, using target relevant material in the previous two units.
language items and skills acquired in the two units under
review.
The activities are student-centered and require
reciprocity—the students are not only encouraged to
produce language, they are also expected to be attentive
listeners. The activities are also designed to boost the
students’ confidence and include a wide variety of activity
types, such as games, role-plays, and information gaps.
Having completed a communicative task that closely
mirrors a real-life task, the students should feel more
confident that they can deal with real-life situations in
English. They will also realize that the language they have
learned is applicable in practice and, equally important,
that they have mastered it.

Communicative wrap-up
es. QT

A 2.31 Work in pairs. Listen to a conversation about a college

1
A Work in small groups. You work for an advertising agency, and a
company has approached you to promote a new brand of eco-friendly
TEAM SPIRIT PEP RALLY | WEAR THE
bottled water. Decide on a name for the product and complete the SATURDAY, AUGUST 29 E
marketing strategy. 00s

Marketing Strategy
Project description “Rituals like the one that's being described in the
The company wants to take into account environmental issues when conversation don’t really get people to identify more
marketing the product and has requested that it have an “eco-friendly” with their college, They just encourage people to place x f
look and marketing strategies. Think of which water-related environmental importance on the wrong things, like whether the football “studen
issues you would like to deal with in your marketing strategy. team wins or loses. These things are unimportant, and 1 relcol
they're just a way to avoid taking your education seriously!” a tiv
Bottled water

A Work in small groups. Look at this traditional office and

discuss what it might be like to work there. Make a short list of
three or four advantages and disadvantages of working like this.
Disadve
can easily see Empl
yone is doing observed whi

B You are going to design a nontraditional working

environment. Read these comments from employees to help
prompt ideas. Make notes on what your dream office looks like
and what the office rules and regulations might be.
"| get easily distracted at work, | think it’s because | get bored working alone.”
"We're so used to working in a particular way that it stops us from being creative. Things need
to change all the time.”
"Our office seems to be designed around the work, not around the people. It's not somewhere
| look forward to going on Monday morning.”

c With your group, work with another group. Explain your ideas to them and
comment on their ideas. Use the questions below as a guideline.
What would the advantages of each suggestion be?
B With your group, prepare to present your ideas to the rest of the Are there any potential disadvantages?
class, Practice your presentation to make sure you know what each person How would managers/employees feel about working in such a nontraditional environment?
is going to say. Each member of your group should participate equally.
Our product is called ,. , and it’s being marketed to
In order to interest our market, we have to describe our water as
We think consumers are tired of . ., so we have to persuade them to . in reasons behind choices

c Give your presentation to the rest of the class. When all the
jontraditional ways.
groups have finished, vote on the best marketing strategy. the statements, look at Units 5 and 6 again.

Communicative wrap-up

Introduction to the course

 The life skills in masterMind feature as parts of three
domains: Self& Society, Study & Learning, and Work &
Career. It is important to understand that the use of these
One of the unique features of the Mind series is its focus three domains is not meant to function as an organizing
on life skills. Each unit ends with an inspiring lifeSkills principle, but rather as a reflection of one of the many
section. This is based on the notion that in today’s highly ways in which that particular skill can be applied. Life skills
competitive global environment, students of English need are essential in every aspect of our lives and are therefore
other, higher-order skills besides language skills. Life skills transferable. In every lifeSkills spread in masterMind,
include information and research skills, critical thinking the particular life skill to be applied in one of the three
and problem-solving skills, self-direction and learning domains was carefully chosen.
skills, organization and planning skills, and collaboration
Each lifeSkills section is introduced by a three-step
skills. These skills are highly valued by employers and
summary of the approach that will be applied through
are essential to the students’ continued success, and yet
the different activities in the section. These steps are
rarely form a part of the students’ formal education. The
applicable to the skill in general and can be applied in
authors firmly believe that it is our responsibility to help
other situations, beyond the English classroom.
the students develop these life skills and, in particular, to
prepare them to employ those life skills in English-speaking Each lifeSkills section is linked to the general unit topic in
situations. All the life skills covered in the Mind series which it appears, and the language and skills presented
require a certain amount of collaboration, so pair and in the previous pages of the unit help to prepare the
group work is an essential component of this section. students for this section.

A three-step summary of the approach The chosen domain for the spread is highlighted,
that will be applied through the different but all three domains are mentioned as a
activities in the section. reminder of the transferability of the skill.

; intSTEREOTYPES
kinds of stereotypes.
c Work in groups. Make a list of stereotypes you've
heard about your region, country, or culture. Then look at your list and
pes you hold and what they are based on discuss the questions.
1 Are most of the things on your list positive or negative? Are they true? How do they
Negative impact of certain stereotypes
make you feel?
2. Which of the following do you think cause stereotypes about your culture?
A Read the joke in the first paragraph of the article below. What positive and negative people from your country living in other countries
impressions tourists get when they visit your country
stereotypes does the joke imply about each of the nationalities?
the media
jokes and other forms of oral stereotyping f
HOWTO SAYIT
A
B In your opinion, are national stereotypes based on real characteristics? Read the article People are
to find out if the study supports your opinion or not. 3 How can people avoid believing stereotypes about other countries? ie always saying: ...
The media is always showing
D Work in pairs. Look at the groups of people in the Le
diagram. For each group of people, write as many stereotypes Hacplaassumne tists
as you can. Then compare your list with another pair. Teenagers are'sen0iaei)
People
tend to think that
People say that teenagers are lazy and sleep too much.
teenagers.,,

“HEAVEN IS WHERE THE POLICE ARE ENGLISH, the cooks

_ STEREOTYPES __
are French, the meehanics are German, the romantic poets are Italian,
and everything is organized by the Swiss. Hell is where the police
4re German, the cooks are English, the mechanics are French, the TEENAGERS
Tomantic padts are Swiss, and everything is organized by the Italians.”
Obviously, the national stereotypes in this old joke are
generalizations, but such stereotypes are often said “to exist for a
reason.” Is there actually a sliver of truth in them? Not likely, an
international research team now says.
The study, which compares “typical” personalities in many
cultures with the personalities of real indivic those
cultures, appears in Friday's issue of the jou: ¥, published
by AAAS, the nonprofit science society.
‘Generalizations about cultures or nationalitic ELDERLY
ot Kentity, pride, ... and bad jokes. But they car PEOPLE
great dealofharm. Both history and current ev e full of
amples in which unfavorable stereotypes to prejudice
discrimination, persecution, or ewen genocid
“National and cultural stereotypes «to play an important ro!
in) how people perceive themselves and others, anc ware
that these ere not trustworthy is a useful thing.” said study author
Robert McCrue of the National Institute on Aging, E Work in pairs. For each set of people in
The new findings also call into question other stereotypes, such Exercise D, decide what the consequences of REFLECT ... How can the skill of
as age stereotypes, according to McCrve. the negative stereotypes you have identified understanding stereotypes be useful to you
‘The researchers tested the possibility that cultural stereotypes might be. in Work & Career and Study & Learning?
might be based, at beast partly, on real experiences that people
have interacting with each other. If this were true, then such meor ot give a hard-working t a
stereotypes would reflect the average personality of real members reotype that teenag »
of that culture
But McCrae and his colleagues studied real and perceived F , groups. Discuss
§§ work in taeQuestions. _+ © RESEAR
‘SEARCH ...
Personalities in roughly 50 countries, and found this wasn't 1 feel you now have aje@fter understanding a. Find out about a person who has been
the cane. ¢ 5? In whapywBys? stereotyped and the negative impact this has
*Theve are, in fact, unfounded stereotypes. They don’t come be more gfe to recognize stereotypes in had on them. In your next class, tell the class
from looking around you and doing your own averaging of about the person you read about
they refer to you?
people's personality traits.” McCrae said.

16S qoesot Who do you think you ore? MUST WIE

The Reflect question gets students to think The Research task encourages students to apply
about how the featured skill can be applied to the skill they have learned, or find out more
the other two domains. about it, via a short research project.
Language wrap-up Teaching students at Upper
Each unit has a Language wrap-up that enables the Intermediate level
students to assess their grasp of the new vocabulary and
grammar items presented in the unit. Teaching students at Upper Intermediate level presents
the language teacher with certain challenges, often related
The Language wrap-up exercises can be done in class to gaps in their previous grammatical knowledge and the
or assigned as homework. If given as homework, tell the existence of different levels within a particular group.
students not to look at the sections of the unit that are At this level it is especially important for the students to
being tested in the wrap-up tasks before they do the be independent learners and to expand their vocabulary,
exercises. in particular, both inside and outside the classroom—by
If you use the Language wrap-up in class, you might wish using the internet to research items, through independent
to set a time limit of 10-15 minutes for each task. Again, reading and listening, and so on.
encourage the students to do the tasks without looking back As at previous levels, it is essential that you use English
at the relevant sections of the unit. Motivate them to focus as the language of the classroom, although there may
on the tasks individually, as pair or group work could lead to be instances (where possible and appropriate) when you
stronger students dominating and would not give accurate might encourage learners to compare and contrast a
feedback on what individual students have learned. particular structure, item of vocabulary or idiom with the
It is a good idea to go over the answers with the whole equivalent in their mother tongues. The concept of false
class. This can lead to some discussion of the answers that cognates (words that look or sound similar to words in
might be useful for students. the students’ mother tongues but that have a different
meaning in English) can be discussed at this level if
Make sure the students read the can-do statements in applicable and examples highlighted.
the score boxes and write their score out of 10 or 12 for
both the Vocabulary and Grammar sections. If they have a Emphasize the advantages of maximizing the amount of
score lower than 8 (out of 10) or 10 (out of 12), encourage active use of English during class time in pair and group
them to read the appropriate sections of the unit again for work activities. The authors have provided the students
homework, and then do the exercise or exercises again with model conversations, prompts, and phrases in the
at home. How to say it feature to ensure that the students have a
range of functional language at hand to carry out a task
id optional back-shifting. confidently. Moreover, the course teaches a variety of
4 and 38. SCORE: /10
useful skills to overcome any obstacles and to promote
ses and repeated and double
interaction. When checking answers to exercises, you
may at times want to let the students first compare
es 23 and 25. SCORE: /12
their answers in pairs. This is particularly appropriate in
exercises that are more open-ended, or where more than
To aid retention and ensure a long-lasting learning
one answer is possible for some of the items. The practice
outcome, it is crucial to recycle language points from
of pair checking helps to foment a cooperative learning
previous sections and units regularly. For example, to
atmosphere and provides extra speaking opportunities.
recycle grammar, you can ask the students a few questions
at the beginning of each class, focusing on the grammar When presenting new vocabulary, ensure that the students
content of the previous class (e.g. for simple past, begin feel comfortable with the pronunciation and stress of any
the class by asking What did you do last weekend? Where new words and phrases. Encourage the students to keep
did you go after class yesterday?). Integrated recycling a vocabulary notebook and focus on establishing good
is also emphasized in the way vocabulary is used—the learning practices. In particular, encourage them to make
target vocabulary from each section occurs again over the use of monolingual dictionaries (both hard copies and
remainder of each unit, reinforcing use of the items and online versions) and highlight the importance of using
aiding retention. these as a means of enhancing independent learning
through checking meaning, collocations, pronunciation,
In addition, to help you plan subskills recycling, the
and word stress.
cog symbol is used in the unit plan and again in the
appropriate heading within the teaching notes, along with
a reference in the Student's Book to where that subskill
was previously practiced.

Introduction to the course [time

 Comprehension questions follow each text, and the spread
PWorkbook ends with an optional free-writing task that requires the
student to select and synthesize relevant information from
The masterMind Workbook is an ideal source of additional the reading or listening.
activities to engage the students in further practice of the
The Workbook is accompanied by its own audio CD with
Student's Book material. The Workbook follows a format
the tracks for the listening tasks. The listening activities are
similar to that of the Student's Book and reflects its section
signposted by an audio icon, and the audio scripts appear
organization. The dynamic and modern design makes the
at the end of the Workbook. The answer key for the
book appealing and easy to navigate through.
Workbook activities (including possible answers) can be
Each Workbook unit can be viewed as consisting of two found on pp. T178-1187 of this Teacher's Book or within
parts: the first four pages help students practice and the Workbook itself if students have purchased the “with
consolidate the unit's grammar, vocabulary, and the two key” version.
target skills; the last two pages of each Workbook unit
contain the skillsStudio. This spread provides students with
an extended reading or a listening text as well as tasks
similar to the ones they might find on an exam.

COMPETITIVE EDGE
1 GRAMMAR: gerunds after prepositions WATCH OUT!
Choose the correct options to complete
the sentences.
1 People who worry about / of losing generally do not look forward
competing with others
However, those whofeelthey aregood st / on doing something
areoften
‘excited wth / about demonstrating their abilities in competitions
If you are bored for/ by exercising alone, you might enjoy 3 competitive
sport like soccer or tennis.
4 I's not healthy for children to care about / on winning too much: they should
only be interested io / ofhaving fun and doing their best
3 It’s natural not to be happy (o / 4bout losing a game, but too many athletes
today complain about / for lesing because of decisions made by the referee
8 Complete the text with the correct form of the verb or adjective
fromthe box.
bored capable excited happy insist interested look object responsible

Mark Lewis one * Ue

(Choe thisout!Fr realy (1 formard toseries thisi “Trenictname tespreple wih haGEME TE etemrancn inwars Dat noone Ow CNS
Septemdee Anyene whe? womens’ Meryman eqpiaing "nperiods ofsexs ; from WGSH 5 “tarswaticn Hub"
ae 5 Look at the underlined phrases in the article. Write the number of the phrase
Yeoh,fimvery(2) leseeeg thin.Mark,yousilRavexix =
months before thecompection. MayOe pouCanGrow4 beardandenter that answersthe questions.
the contest? What is methionine
and what does it do?
ack Lewis & How does dopamine affect some people instressful situations?
Mishalfrmnecp ofrowing » engbeardinsuch» © According
tothearticle, what aresome examples ofstressiul situations?
Aner ome. Aisa,| trunkenygeifriend Lisamighe(4: 2 How can the brain adjust
tostress?
seeng
Revery cay
Use Green Look at the underlined phrases in the article. Which phrase or phrases ...
Mark, # you13) (26growing a beard.I won'tmind.es
‘ve thatfimnotafanofbeards and|would’be(si
about hooking otMewery Gay.but.|thinkthatster4 fewrwees you'sbe
7 mth naven
Mark Lewis
Lisa,meaty?OXthenfmgoingtogrow ane.Yom fonprety
» about doing this 3 VOCABULARY: expressions of emotion
Janey Vega Complete the comments on the article in Section 2 with the words from the box.
By Ub-oh Sorry,Lisa,| questFin(¥) forstarting os!
a desireto afeelingof theagenyof thefunct thewillto

Woes He Gefiewtely havethemcerier geneAs»kid |abeayshad seatety ac

Sead before mysoccer games andnew, betbe 2 Bigpresereston, | aheays
feetcz
2 READING: understanding text organization nena
A Read the text about the science ofcompetition.
What two things does Marisot: (itefstoo hor m wory* Instead ofworrying about feeling ay
it say about people who feel very worried in stressful situations? tase, panttryTeracy 4 paying andcompeting
21 Scientists are developing a chemical that will help them
) They may have a gene that makes them worry.
They always score lower on important exams. (Eaters forint a morris but| hatecontests andcompettions
|quess|hastCort have
© With the right atutude, they can perform very wall

Competitive
edge

A [25 Guess the answers tothese questions, Then Complete the sentences with a word or a short phrase.
listen to a talk by Joe Scott and check your answers. 1 Joe startsbyasking theaudience to
oshagheest mountain

2 It was frst climbed in Mount Everest and K2areboth

thonks that Mount Everest5
& Choose the best summary
of Joe's talk. Joe went upthe
Joe's talk is about Joe thinks that themost dangerous things forclimbers ofKangchengiunga
1 climbing Mount Kangchengyunga and what Nis neat expedition are
wil be ofthemountaineers who have triedtoclimb Kangchengjunga have
2 his most recent expedition and his motivation for dimbing Sued intheatenpt
mountains 7 toe that exvreme sportipeopie mustbemsk-takers
3 how dangerous itis to chimb Mount Kangchengjunga Joe Gescribes hs most recent climb as one of the most of bislife.

© Listen again and write the topics in the order you

hear them talked about.
©C Joe'’s clim> up Mount Kengchengjunge
DD ects and figures about Mount Kangchengiungs
1 Joe's plans for the fut r
() The dangers sssocisted with Mount Kangchengiunge
(C) The reasons why Joe loves to climb
© Listen and match the words that you heard (1-6)
with their correct definitions (a-f),
1 a summit(n) 2 fallof snow down mountain
2 sacred (acl) without caring about danger
2 anavalanche (n)
4 a thnll-seeker (od)
3 cackless (ocd)
+ cementing (ach)

F Read the quote below. In your notebook write an opinion essay of

about 300 words. Explain what you think Mark Zuckerberg means. Do
masterMind Teacher's Book requirements. Along with the procedural notes and audio
scripts for the listening tasks in the Student's Book, the
The Teacher's Book offers carefully planned, well-paced, Teacher's Book also contains interleaved Student's Book
and insightful procedural notes to help you prepare, pages with answers to each exercise clearly marked for
present, and follow up on the unit material in an appropriate ease of reference. Answer keys for the Grammar review
way for the students, teaching circumstances, and program and Grammar reference sections can be found on
pp. T6-7 and pp. 1176-177 respectively.

The course features exciting and authentic phrases

as unit titles. The unit title feature offers an insight
into the meaning of the phrases and serves as a
mini culture note to explain the collocation.

Unit opener The information in the unit plan outlines the target
Unit opener (p. 33) 20 min, Lead-in
language and objectives by section. It also offers
1 Grammar: reported speech— Ask the students to look at the unit title and the picture; suggested timings.
modal verbs and past perfect —(p. 34) 40 min. and to predict what the unit will be about. Elicuueetfie
2 Listening: to a gossip columnist (p. 35) 30 min. reasons why a person might becomg Bus (they have a
* Vocabulary: ways to special talent or do sometbiserfreat). Direct the students’
become famous 15 min, attention to the pp Mm the unit objectives box and go
3 Reading: for different purposes© (p. 36) 30 min. throughs formation with them. To get your students
* Vocabulary: guessing
ethink about the skills being developed in this unit, ask
them to look at the questions in the cogs.
The Common European Framework of Reference
meaning from context 15 min.
4 Writing: a website post (p. 37) 30 min.
Reading: for different purposes
* Remind the students that they focused on some of the
for Languages (CEFR) is an influential document
S Pronunciation: silent
letters—consonant sounds (p. 37) 15 min.
different purposes for reading in Unit 1. Review the
idea that we read different types of texts in different
produced by the Council of Europe. Since its
o Grammar: reported speech— ways, and ask them why they think this is. Explain publication, it has had a major impact on the work
optional back-shifting {p. 38) 40 min. that in this unit, they will learn more about specific
N Speaking: clarifying
reading strategies they can apply when they are of teachers, teacher trainers, examiners, and course
reading different types of texts, for example, skimming,
misunderstandings (p. 39) 30 min.
scanning, and reading for details. designers, both within Europe and in other parts of
lifeSkills: evaluating arguments Speaking: clarifying misunderstandings
(Work & Career) (p. 40) 50 min. * Ask the students to think about phrases they can use in : the world. It describes the linguistic competences
* Optional downloadable /ifeSkills English when someone misunderstands them. Explain
lesson (Self & Society) 50 min. that knowing these kinds of phrases can help them language learners possess at different levels of
* Optional downloadable lifeSkills
lesson (Study & Learning) 50 min.
communicate better and avoid frustration
lifeSkills: evaluating arguments achievement. It does this by describing the things
Language wrap-up (p. 42) 20 min.
* Ask individual students to tell you about a situation when
they tried to convince someone to agree with them, or
a person with a given language level can do. It
Writing workshop: writing
a short essay (p. 43) 30 min.
persuade someone to do something, for example, asking a
parent to buy them a new cell phone. Ask what arguments
covers six main levels of ability: A1, A2, B1, B2, C1,
Video and downloadable video worksheet 45 min. they used to convince the person. Explain that in this unit,
they will learn the elements of a strong argument
and C2. Students completing masterMind 1 should
reach the level of ability of B2, as described by the
CEFR performance descriptors.
The CEFR unit map lists the sections in the unit and,
Unit 3 Competence developed
for each section, a can-do statement is provided.
1 Grammar can use and understand modals “Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1;5.2.1.2;
and past perfect in reported speech 6.4.7.7; 647.8 : These are based on the type of can-do statements
2 Listening can understand a gossip columnist ~ Table 1; Table2;Sections 4.4.2.1; 4.4.3.1; 4.4.3.5; found in the CEFR and describe the ability the
talking about celebrities 45.22
3 Reading can read for different purposes Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4;4.5.2.2 _ students should acquire on successfully completing
4 Writing canwrite a website post. Table 1; Table 2; Sections 4.4.1.2; 4.4.3.4; 4.5.2.1;
_S241;5.2.1.2;5.21,6 the section. In the map, reference is provided to
5 Pronunciation can correctly pronounce words Section 5.2.1.4 the relevant sections of the CEFR. These are either
6 Grammar
containing silent consonants
can correctly choose between past Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 5.2.1.2;
the sections where the CEFR specifically mentions
: and present tenses inreported speech 6.4.7.7; 6.4.7.8 the competence being developed in the Student's
7 Speaking can clarify misunderstandings Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 4.4.3.5;
45.21 Book, or sections where the CEFR mentions
competences that rely on the competence being
developed in the Student's Book. The complete
text of the CEFR is available for download from the
Council of Europe website (http://www.coe.int/t/
dg4/linguistic/source/framework_en.pdf).

Features of the Teacher's Book Culture note Here you can find background information that
The Teacher's Book authors have developed an array of may be of interest to your students and that will help you with
teacher-friendly features that support, build on and/or the presentation of the section material. It may provide more
extend the material in the Student's Book. information about a person, event, or place mentioned in
the Student's Book. It may also focus on what people in the
Lead-in This feature provides you with optional activities English-speaking world do or say in a particular situation.
that help you start your lesson or introduce a particular
section of the Student's Book. Typically, the Lead-in does Extra The optional Extra activities equip you with ideas
not require any additional preparation. for additional classroom practice and homework. The
activities always focus on and extend the language point
Alternative This instruction presents you with alternative of the section in which they appear. They are ideal for fast
approaches to the Student's Book material. It addresses finishers. Extra reading comprehension or grammar items
different learning styles, provides challenging alternatives are often provided in case you want to exploit a reading
for high achievers, and facilitates the presentation of text or grammar point further with your class.
activities for students who may need more support.

Introduction to the course [UGAam

 Extra lifeSkills support
The Teacher's Resource Center includes twenty-four lifeSkills
lesson plans—two for every lifeSkills double-page
Flexible digital resources are a central part of the
spread in the Student's Book. Each lifeSkills section in the
masterMind approach to language teaching. The range of
Student's Book presents a skill (for example, Understanding
online and downloadable components and resources can
internet search terms) through one domain (for example,
be tailored to each class's needs and facilities, allowing
Study & Learning), while the extra lifeSkills lesson plans will
for flipped and blended approaches as well as more
present this same skill through the two other domains (for
traditional teaching styles.
example, Self& Society and Work & Career).
For students, the Online Workbook and self-study video
Besides offering alternatives to the Student's Book
worksheets and video on the Student's Resource Center
material, the aim of these extra lifeSkills lessons is to
consolidate classroom learning and promote autonomy
show learners how they can apply the same life skill from
and awareness.
the Student's Book to other contexts, thereby further
For teachers, masterMind'’s digital components provide developing these competencies and empowering the
tools to save you time and add to the class experience, students.
together with a variety of testing options that range from
Tests
a placement test to customizable unit and mid-course tests
and an end-of-course test. All the tests you need for placement, progress, and
achievement purposes are on the Teacher's Resource
Teacher’s and Student's Resource Centers Center. These are available both in ready-to-print PDF
The online Resource Centers for teachers and students versions and customizable Word versions, and comprise:
are bursting with materials to support the course, as well e Mind series course placement test, with instructions on
as audio and video. Some features are available to both delivering this
students and teachers, while others can only be accessed e Unit tests: these test the grammar, vocabulary, and skills
through the Teacher's Resource Center. See the lists at the covered in each unit of the Student's Book
end of this page for a complete overview. e Mid-course tests: a ready-made review combining items
from the unit tests for the first half of the Student's Book
Video
e End-of-course test: a ready-made end-of-course
Each Student's Book unit is accompanied by a new video test with completely new test items covering the full
(see screenshot below) which provides students with masterMind 1 language syllabus
engaging material and further language input. Videos
feature authentic footage and a range of genres, including Student’s Resource Center—the complete
reportage, animated presentations, and interviews with package
real people, to provide fascinating lead-ins or jumping-off The following features are all accessible to your
points for each unit of the course. masterMind students:
¢ Student's Book and Workbook audio files
e masterMind video files
¢ masterMind video self-study worksheets and answer keys
e CEFR checklists
¢ Word lists and translated word lists
Teacher's Resource Center—the complete
package
The Teacher's Resource Center includes everything on the
Student's Resource Center, as well as:
¢ masterMind video class worksheets, with teacher's notes
and answer keys
e Extra lifeSkills lessons
e Tests
e Placement test
All videos are accompanied by downloadable worksheets,
some of which can be done in class and some of which
are designed for self-study. These worksheets offer a
variety of tasks and activities that build on the students’
prior knowledge, generate interest in the topic, check the
students’ comprehension, and practice grammar and/or
vocabulary. Each worksheet presents tasks to be done
before, during, and after watching, and comes with
teacher's notes and answer keys, where appropriate.
Online Workbook
The Online Workbook provides extra skills, grammar,
and vocabulary practice to support the Student's Book.
It contains interactive activities, audio for listening practice,
video and supporting activities, and automatic marking—
so students can instantly check answers and try again as
many times as they want.
The Online Workbook is also linked to an LMS (learning
management system) gradebook, which means you
can see students’ marks for each activity, as well as the
amount of time (and number of times) it has taken them
to complete each task. The Online Workbook is ideal
for self-study, but you may wish to consider using it for
reviewing students’ work in open class via a projector or an
interactive whiteboard.
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Example from openMind

Online Workbook 1

Presentation kit
The Presentation kit is a digital version of the Student's Access is easy. The Presentation kit can be downloaded
Book designed for enhanced classroom presentation. It onto your interactive whiteboard or laptop for use with a
features all the content of the print Student's Book with projector—no disks are required. It’s ideal for work in open
embedded video, class audio, full answer keys, and simple class as an alternative to “eyes down” work, as well as for
interactive whiteboard tools. checking and reviewing students’ work.

WHO DO YOU THINK YOU ARE?

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Level 1 Presentation kit

Introduction to the course Cuimam

MMP
KAGAN STRUCTURES: A MIRACLE OF
ACTIVE ENGAGEMENT™
Dr. Spencer Kagan and Miguel Kagan Cooperative learning offers a powerful alternative for
Kagan Publishing & Professional Development language teaching—interaction! Many teachers believe
www.KaganOnline.com they are doing cooperative learning by introducing pair
and group work. However, unstructured pair and group
Kagan Structures are instructional strategies designed
work lacks the basic principles of effective cooperative
to promote cooperation and communication in the
learning and therefore does not produce the gains of true
classroom, boost students’ confidence, and retain their
cooperative learning. There is a vast difference between
interest in classroom interaction. The Structures work in
Kagan Structures and conventional pair or group work.
all teaching contexts—regardless of subject, age group,
Kagan Structures carefully engineer student interaction
and number of students in class—and are a particularly
to maximize cooperation, communication, and active
powerful tool for teaching a foreign language.
engagement by all.
In this article, we contrast a conventional classroom
The teacher who is fluent with a number of Kagan
lesson and its environment with a classroom where Kagan
Structures would teach the same lesson quite differently.
Structures are brought in. We discuss the benefits of the
She would likely still provide some direct instruction, but
Structures and explain why this alternative approach to
skip the whole-class question-and-answer session and not
classroom organization works much better and has a
do the individual exercise. Instead, she would choose a
long-term learning effect. Then, we present three of our
Kagan Structure that will involve everyone, and encourage
favorite Kagan Structures that are particularly suitable for
sharing and cooperation.
the language-learning context, and we offer you an Kagan Structures carefully
On the subject of
overview and the support to apply them in your daily engineer student interaction
listening for the main
teaching routines. to maximize cooperation,
idea, the teacher might
For an in-depth presentation of the Structures and our have the students do communication, and active
approach to cooperative learning, you can read Kagan RallyRead—students engagement by all.
Cooperative Learning (2009). work in pairs and take
turns to read part of a reading text, switching after an
assigned amount of text or time. Partner A reads for a
specified period while Partner B listens actively. Partner A
Traditional instructional asks questions to check Partner B's general comprehension
strategies vs. Kagan’s of the passage. Or Timed Pair Share could be used to
practice listening for the main idea. Pairs take turns to talk
cooperative structures about a topic for a specified period of time. Their partner
must listen attentively.
Let's compare a typical, traditional English lesson to an Choosing a cooperative learning structure over traditional
English lesson using Kagan Structures. For example, we methods creates a dramatic positive difference in English
might want to teach listening for the main idea, or general language learning. We now know that there are many
comprehension. styles of learning and multiple intelligences. What works for
In a traditional classroom, the teacher may have the some may not work well for everyone. Therefore, we need
class listen to a listening text, then do a whole-class a variety of strategies to reach and teach our students with
question-and-answer session. During the question-and- different learning styles and intelligences. If we always use
answer session, the teacher usually asks questions, then lectures and independent exercises, we may inadvertently
has students raise their hands to volunteer answers. create barriers to English learning for many students.
Alternatively, the teacher may ask a question and nominate If, instead, we use a variety of structures as we teach, we
a student to respond. Finally, the teacher may assign a engage the different learning styles and students’ multiple
comprehension activity for individual work and have the intelligences. The variety creates greater novelty, increases
students complete it individually. Sound familiar? motivation, and maintains attention. Kagan Structures also
create greater engagement, lower anxiety, and promote
Traditional learning is either whole-class, with the teacher natural language acquisition. Let's see how.
leading the class, or independent practice work. As
we'll see below, traditional learning lacks a high level of
active engagement, creates a more intimidating learning
environment, and often fails to establish an effective
communicative context for natural language acquisition.

*The Publishers would like to thank Dr. Spencer Kagan and Miguel Kagan of Kagan Publishing & Professional Development for
developing this article for the masterMind series. Ownership of the copyright remains with the authors.
Cooperative learning Cooperative learning lowers
increases engagement for anxiety
everyone Learning and using a foreign language can be stressful.
In the traditional English classroom, the teacher quizzes
One attribute that sets cooperative structures apart from students in front of the entire class. Students may not know
traditional instruction is that structures don't call for the correct answer, may be apprehensive about speaking
voluntary participation. In the traditional classroom, the in public, or may be self-conscious about their accent. In
teacher asks students a question, and only those who global surveys, public speaking ranks as people’s greatest
know the answer, or who are daring enough to respond, fear, beating fear of death, spiders, flying, and confined
raise their hands. The rest of the class can opt out. spaces. Whole-class settings for language learning are
often perceived as threatening situations. We know from
When students have the option of nonparticipation, many
both language learning theory and brain research that
don't participate. This is especially true for shy students,
stress negatively impacts on attitudes, learning, and
lower achievers, and early language learners. The result:
memory.
they don’t learn as much or as quickly.
With RallyRead and Timed Pair Share, students are
With Kagan Structures, participation is not voluntary.
working with just one other student. Most Structures
Participation is required by the Structure. In RallyRead,
encourage pair work or work in teams of four.
students take turns to
There is a direct connection read a text. With Timed Students who would experience anxiety in a whole-class
between student Pair Share, students setting feel more comfortable speaking English in a more
participation, engagement, must talk for equal intimate setting. Cooperative groups are less intimidating
communication, and amounts of time. In the than whole-class settings. This is especially true in
subsequent language traditional classroom, cooperative classrooms in which the teacher uses team
learning. the structure does not building to establish trust and encourage support among
require participation teammates.
from every student. It is the same when RallyRead is used
for pair work. If pair work is not structured properly, one

Cooperative learning
student can simply do the work, while the other student
watches, or even tunes out. If pair or group work is not
structured properly, one student can simply do the work,
while the others watch or even tune out. In contrast, the
promotes natural language
Structures hold every student individually accountable acquisition
for participating. There is a direct connection between
student participation, engagement, communication, and There's a big difference between learning about a
subsequent language learning. language and actually acquiring the language. Too many
In the traditional classroom, when one student answers at language courses teach students about the language.
a time, the ratio of active engagement is quite low. What's Not enough courses allow students to actually use the
more, the rest of the class sits quietly and there is very little language in a functional way. In our example of the
involvement. During our cooperative learning practice, traditional classroom, students learn about listening
the class is divided into pairs, and at least half of the class for the main idea. They learn to correctly complete a
is generating language at any time and the other half is comprehension exercise. But are they really learning
directly receiving comprehensible input and practicing effective language use? Results say no.
active listening. This radically increases the opportunity to In the real world, we don't complete exercises on our
decode and produce language. comprehension of something. But we often do need to
understand the main idea of what's being said in many
situations.
When the situation of language acquisition (exercise work)
is too different from the situation of performance (listening
for the main idea), a transference gap is created. RallyRead
sidesteps the transference gap: the situation of acquisition
(listening for the main idea) matches the future situation
of performance (listening for the main idea). Many Kagan
Structures naturally develop fluency by sidestepping the
transference gap.

Kagan structures | xix

Too often, language courses fail to build functional
fluency. Students learn how to conjugate verbs, memorize Three Structures for the
vocabulary, and learn grammar rules, but too often miss
out on the opportunity to use language frequently in a
English language classroom
functional way. With the Structures, students not only
1 Timed Pair Share
learn about language, but they actually implement it to
accomplish a goal. Natural language acquisition among Language functions:
infants is based on frequent social interaction. Cooperative Fluency, Elaboration, Oral comprehension
structures provide the social setting for language use Advantages:
and offer students many more opportunities to receive ¢ Half the class is actively producing language at any
input, interact in the target language, and practice oral time, while the other half is actively listening.
production of the language. ¢ All students must participate.
¢ Students listen attentively so they can respond
appropriately.
Many Structures for many ¢ Students regularly practice producing language on
various topics.
language-teaching objectives Structure summary:
Partners take timed turns listening and sharing.
Developing English fluency consists of four major
interrelated language objectives: we want to build oral Description:
comprehension skills, so students can understand what Timed Pair Share is one of the simplest cooperative
they hear; we want to build oral fluency skills, so students learning Structures—and one of the most powerful. The
can communicate with others; we want to build writing teacher states a discussion topic, how students are to pair,
skills, so students can express themselves clearly and how long students will have to share, and selects who will
correctly; we want to build reading skills, so students can go first. It is perhaps the easiest way to infuse cooperative
read with comprehension and accuracy. interaction into just about any point of the lesson. For
example, What do you predict this text will be about?
To accomplish these four language goals—reading,
Work in pairs and share for thirty seconds each. Partners
writing, speaking, and listening—we need an array of
with the darkest clothes begin.
teaching tools. That's exactly what Kagan Structures
are. Each Structure is a different language-teaching tool When you compare Timed Pair Share to its traditional
designed to develop different skills. Some Structures are counterpart—selecting one student to share with the
more suitable to build listening skills (e.g., RallyRead). class—its true power is revealed. With Timed Pair Share,
Others are ideal for practicing language skills such half the class is active at any one time, while the other half
as comprehension and fluency (e.g., Talking Chips). listens attentively.
Many Structures
A wonderful feature of the In the traditional class, only a single student in the whole
simultaneously address
Kagan Structures is that they class is active at any time; the rest of the class may easily
multiple objectives that
are instructional strategies tune out. With Timed Pair Share, no students get left
go beyond the four
that can be used repeatedly. behind. Everyone must participate.
language objectives
outlined above. Students practice speaking and sharing their thinking and
opinions in English. They practice listening attentively. A
We have developed over 200 Kagan Structures for
single Timed Pair Share vs. selecting one student in the
promoting interaction in the classroom. Because
class probably doesn’t add up to much, but when you
cooperation and communication are two hallmarks of
consider how often teachers ask questions every day,
the Kagan Structures, they are particularly well adapted
then multiply that by the number of days the course lasts,
to English learning. A wonderful feature of the Kagan
this simple little Structure has the power to dramatically
Structures is that they are instructional strategies that
improve language skills.
can be used repeatedly. They are not limited to one
particular exercise, but are designed as shells so you can Variation:
slot in any activities and target language. Once you learn Progressive Timed Pair Share. In Progressive Timed Pair
some basic Structures, you can integrate them easily into Share, students take turns sharing with different partners
your daily English lessons. For example, you may use on the same topic. Each time they share on the topic, the
RallyRead today for reading for the main idea, but you time limit is increased. This gives students the opportunity
can use it again tomorrow for general reading fluency and to start small and work their way up to more elaborate
comprehension work. sentences, phrases, and ideas. As they hear ideas and
language from their partners, they can incorporate what
Here are three sample Kagan Structures we encourage you
to experiment with. they've heard into their own turn to speak.
2 RallyRead places his or her chip in the center of the team table and
Language functions: is free to add to the discussion. When a student uses
Reading, Fluency, Comprehension, Listening his or her “talking chip,” he or she cannot speak until all
teammates have added to the discussion and placed their
Advantages: chip in the center of the table. When everyone has had
¢ Students develop language fluency. a chance to speak, each student collects his or her chips
¢ Promotes active engagement as half the class is either and continues with the discussion, using “talking chips,” or
actively reading or actively listening. they can start again with a new topic.
¢ Develops reading comprehension because students
must respond to frequent comprehension questions. Talking Chips regulates discussion, ensuring that everyone
participates and everyone contributes. Shy students, low
Structure summary: achievers, and less fluent students are encouraged by
Partners (Student A and Student B) take turns reading and the social norms of the structure to fully participate and
checking for comprehension. develop their language skills, too.
Description:
RallyRead is an effective structure for building reading
fluency and comprehension. The teacher assigns the
reading text. It can be a story, a blog entry, an email, a
About the authors
newspaper article—anything at the appropriate level Dr. Spencer Kagan is an internationally acclaimed
of difficulty. The teacher informs students how often researcher, public speaker, and author of over 100
they need to switch readers. Partners can switch every books, chapters, and journal articles. He is a former
sentence, every paragraph, or every page, depending on clinical psychologist and full professor of psychology
the students’ ability levels. Partners can also switch roles and education at the University of California. He is the
at timed intervals, such as every minute. Student A reads principal author of the single most comprehensive book
for his specified reading period. When finished, he asks his for educators in each of four fields: cooperative learning,
partner a comprehension question, for example, Where multiple intelligences, classroom discipline, and classroom
did the dog go? Student B answers. If correct, Student A energizers. Dr. Kagan developed the concept of structures;
praises, Good listening! If incorrect, Student A offers help, his popular brain-based, cooperative learning and multiple
referring the partner to the appropriate reading passage intelligences structures like Numbered Heads Together
so the partner can find the correct answer. and Timed Pair Share are used in teacher-training institutes
RallyRead is often preferable to independent reading and classrooms worldwide. He has taught workshops
because students get the opportunity to practice
and given keynote speeches in over 20 countries, and his
their fluency skills and also get practice in rhythm and books are translated into many languages. Dr. Kagan has
intonation. Words often come out differently when been featured in leading educational magazines, including
pronounced than when read in one’s head. RallyRead Educational Leadership, Instructor, Learning Magazine,
also develops listening skills. Students must listen and Video Journal.
actively for comprehension to correctly respond to their Miguel Kagan is Executive Director of Kagan Publishing
partners. While the teacher reading aloud is good for & Professional Development, an educational organization
modeling correct pronunciation, it lacks the active student that offers publications and workshops on cooperative
participation that RallyRead offers. learning, language learning, and active engagement.
Miguel, together with Dr. Kagan, coauthored a radical
3 Talking Chips revision of the classic book, Kagan Cooperative Learning.
Language functions: Miguel has also written, designed, and developed a
Communication regulator, Fluency builder multitude of books, SmartCards, software programs,
Advantages: learning games, and electronic devices for Kagan
e Every student is held accountable for participating. Publishing. He is the editor of Kagan Online Magazine,
Kagan’‘s webzine that offers articles, research, and tips for
¢ Develops speaking and listening skills.
educators implementing Kagan Structures.
Structure summary:
Teammates place a “talking chip” in the center of the team References
table each time they talk. When they're out of chips, they High, Julie (1993). Second Language Learning Through
may not talk until all teammates have used their chips. Cooperative Learning. San Clemente, CA: Kagan Publishing. This
book applies Kagan Cooperative Learning Structures to language
Description: learning.
Each student receives one “talking chip.” The chips can
Kagan, Spencer & Kagan, Miguel (2009). Kagan Cooperative
be any kind of game token, or a pen, pencil, eraser, slip of Learning. San Clemente, CA: Kagan Publishing. This is a recent
paper, or any other tangible item. It is preferable if each revision of Dr Kagan’s classic book on cooperative learning. It is
student has a unique color for his/her chips. The students the most popular and comprehensive book in the field.
are given an open-ended discussion topic, such as Where
Kagan, Miguel (2009). Match Mine Language Builders. San
in the world would you most want to live, and why? |n Clemente, CA: Kagan Publishing. Based on the Structure Match
order to speak, a teammate must place his or her chip in Mine, this book contains 30 ready-made cooperative learning
the center of the team table. It is his or her turn to speak. games covering common vocabulary words and concepts.
Teammates cannot interrupt and must practice respectful
listening. When he or she has finished, another student

Kagan structures [CCH

STUDENT'S BOOK SCOPE AND SEQUENCE
UNIT 1 | READING FOR DIFFERENT |: Listening to a podcast interview » AGREEING AND Contributing to a question-and-
WHO DO YOU | PURPOSES: aIV review FUNCTION talking about DISAGREEING: aseminar answer page
THINK YOU ARE? personal identity FUNCTION writing about
| the effects of peer pressure
WRITING WORKSHOP
FUNCTION writing an article
j giving advice

UNIT 3 ' Reading a magazine article UNDERSTANDING Talking about social media _ WRITING A FORMAL
GLOBAL VIEWS — | FUNCTION talking about en pepe | SPEAKING WORKSHOP | phere a
| vihere you prefer to go shopping | @ discussion about globalization} — EN eed citizenship meeting

UNIT 3 | ‘@ READING FOR | Listening to a gossip columnist. +}CLARIFYING Writing a website post
FAME AND i DIFFERENT tach FUNCTION discussing the |ibsore atnas te FUNCTION writing about
FORTUNE pe internet arficle difference between fame and = | 'orma conversations _ someone you admire
celebrity | WRITING WORKSHOP
| | FUNCTION writing
ashort
| ) essay expressing your opinion

UNIT 4 we a magazine article |a UNDERSTANDING | Talking about having a positive | WRITING A THANK-YOU
UPS AND DOWNS FUNCTION understanding | DISCOURSE MARKERS: _| attitude _ NOTE: expressing your
/ ways to be happier ' alecture about wealth and | SPEAKING WORKSHOP _| thanks in writing
i ' happiness l i 4
i os | FUNCTION expressing
| "personal preference

|4 | |
Hee sae ated Se vy a= ;
\) }
UNIT 5 |j INFERRING OPINION: |Listening to an interview _ SUGGESTING | Contributing to an online
SOMETHING IN THE | an online article | FUNCTION. discussinga | ALTERNATIVES: | debate
WATER charity | a discussion | FUNCTION expressing an
| opinion on the consumption of
| ‘ | bottled water
| | WRITING WORKSHOP
, FUNCTION interpreting data
) | |
UNIT 6 |pare aom dicen “LISTENING FOR MAIN | Talking about personal rituals AVOIDING RUN-ON
LIVING TRADITIONS | function understanding | DEAS: interviews about SPEAKING WORKSHOP | SENTENCES: writinga
‘enifiions _ maintaining traditions comment on a blog post
FUNCTION comparing pictures
| WORDS: emphatic do/did REVIEW OF PAST TENSES PERSONAL IDENTITY | SELF & SOCIETY:
| for contrast FUNCTION talking aboutapast experience | FUNCTION talking about your family background Understanding stereotypes
| WOULD, USED TO, BE + ALWAYS / SENSE FUNCTION discussing the
+-ING consequences of negative
FUNCTION talking about learning a new language
stereotypes
FUNCTION talking about family identity i

| SOUNDS: voiced and VERBS WITH STATIVE AND DYNAMIC |GLOBALIZATION | STUDY& LEARNING:
| voiceless consonant sounds | USES | FUNCTION talking about the positive and negative Understanding internet search
FUNCTION talking about the spread of | aspects of a global market _ terms
multinationals VERBS FOR TAKING SOCIAL ACTION | FUNCTION studying the
REPEATED AND DOUBLE ' effect of globalization on your
| FUNCTION talking about ways of supporting your
COMPARATIVES ' local economy
| local economy
FUNCTION talking about the growth of
social media

| SOUNDS: silent letters— REPORTED SPEECH—MODAL VERBS WAYS TO BECOME FAMOUS | WORK & CAREER:
| consonant sounds AND PAST PERFECT | FUNCTION talking about famous people in your country | Evaluating arguments
FUNCTION talking about 15 minutes of fame GUESSING MEANING FROM CONTEXT FUNCTION discussing a
REPORTED SPEECH— OPTIONAL | proposal
|i FUNCTION talking about the effects of celebrity
BACK-SHIFTING
FUNCTION talking about lookalikes

WORDS: reduced forms of NOUN CLAUSES AS OBJECTS | LIFE SATISFACTION |WORK & CAREER: Being
would you and did you FUNCTION talking about laughter therapy | FUNCTION talking about wealth and happiness | a positive team member
REVIEW OF CONDITIONAL FORMS | MOOD | FUNCTION focusing on
solutions to problems
FUNCTION talking about taking a year off | FUNCTION talking about your state of well-being
before college

SOUNDS: word stress in THE PASSIVE | MARKETING ) SELF & SOCIETY:

adjective + compound noun FUNCTION talking about problems caused | FUNCTION talking about how packaging can affect | Developing empathy
phrases by the monsoon season | your buying decisions |1 FUNCTION discussing your
i)

EXPRESSIONS OF PURPOSE | ENVIRONMENTAL ISSUES j Water usage

FUNCTION understanding FAQs about water | FUNCTION discussing responsibility for solving
_ environmental problems

x en + - _

SOUNDS: stress in words BE USED TO / GET USED TO INSTITUTIONAL TRADITIONS / STUDY & LEARNING:
with —tion/—sion FUNCTION describing habits and customs FUNCTION discussing customs and rituals | Managing distractions
VERB + OBJECT + INFINITIVE PHRASAL VERBS FOR PERSONAL RITUALS | FUNCTION making a plan
+ to change your habits
FUNCTION comparing traditional and FUNCTION discussing why you have rituals
nontraditional jobs

Student’s Book Scope and sequence [Pe tiiam

UNIT 7 “@ INFERRING FACTUAL + Listening to a radio call-in DISTANCING Writing a biography
DESIGNED TO _ INFORMATION: anartide |) EYNcTION discussing _ LANGUAGE: 1polite FUNCTION writing about a
| conversation
PLEASE fashion styles designer
|
a

|
WRITING WORKSHOP
FUNCTION writing a hotel
review

UNIT 8 Reading biographical profiles © LISTENING FOR MAIN | Talking about social justice SENTENCE VARIETY:
A FAIR DEAL? FUNCTION understanding a IDEAS: a lecture about Fair SPEAKING WORKSHOP expressing your opinion of
summary of someone's life Trade international aid
FUNCTION proposing a solution

UNIT 9 UNDERSTANDING TEXT Listening to experts’ opinions PARAPHRASING: a scientific Writing a description
COMPETITIVE EDGE ORGANIZATION: FUNCTION understanding study FUNCTION giving an
a scientific article the main arguments opinion about reality TV
WRITING WORKSHOP
_ FUNCTION writing
business letter

UNIT 10 Reading an opinion article RAPID SPEECH: Speculating about events REQUESTING
RISKY BUSINESS FUNCTION talking about | “conversation about a TVstunt | speAKING WORKSHOP ACTION: writing clear and
| taking risks i ' concise points
pene _ FUNCTION responding to a
| question asking for a choice

UNIT 11 © UNDERSTANDING } Listening to a podcast | MAKING COMPARISONS: Writing a memo

THROUGH _ TEXT ORGANIZATION: | FUNCTION understanding | a informal conversation _ FUNCTION. summarizing key
THE LENS an online article the description of a picture points from a phone message
WRITING WORKSHOP
FUNCTION writing a report
about tourism in your area

UNIT 12 Reading a guidebook © RAPID SPEECH: Talking about cities of the future | WRITING A LETTER OF
BRIGHT LIGHTS, BIG | FUNCTION talking abouta | 9 guided tour _ SPEAKING WORKSHOP COMPLAINT: expressing
CITY description of a place FUNCTION giving a short specific details clearly
presentation
 WORDS: '‘safter names | POSSESSIVE APOSTROPHE | DESIGN | WORK & CAREER:
that end in /s/, /{/, or /z/ | FUNCTION talking about celebrities’ FUNCTION talking about revolutionizing the design Showing initiative
' clothing sale | process FUNCTION identifying
| PAST PERFECT VS. PAST PERFECT |PHRASAL VERBS | opportunities to show initiative
memes | PROGRESSIVE | FUNCTION talking about fashion design and trends
FUNCTION understanding a biography
cme

/ WORDS: the contracted | WOULD RATHER AND WOULD PREFER |SOCIAL ISSUES | SELF & SOCIETY:
\ form of would FUNCTION talking about donating to |FUNCTION talking about humanitarian causes Understanding rights and
| charities | SOCIAL JUSTICE responsibilities
NOUN CLAUSES AS SUBJECTS | FUNCTION talking about
afair society FUNCTION ‘sharing your
FUNCTION talking about unemployment ideas on the rights and
responsibilities in your country

+ WORDS: nouns and verbs GERUNDS AFTER PREPOSITIONS | SCIENTIFIC NOUNS AND VERBS STUDY & LEARNING:
with different pronunciation FUNCTION talking about personality types FUNCTION talking about psychology and the effects Synthesizing information
VERB + GERUND of competition FUNCTION preparing and
EXPRESSIONS OF EMOTION presenting a report
) FUNCTION talking about reality shows
| FUNCTION talking about feelings and desires

WORDS: reduction of have | EXPRESSING ABILITY SAFETY AND RISK SELF & SOCIETY:
FUNCTION talking about entrepreneurs FUNCTION discussing freedom and security | Managing stress
PAST MODALS OF DEDUCTION | EXPRESSIONS WITH RISK | FUNCTION creating
strategies to help you relax
FUNCTION working out how something FUNCTION talking about high-risk situations
happened

SOUNDS: stress timing VERB + GERUND/INFINITIVE WITH A _ DESCRIBING PICTURES WORK & CAREER:
CHANGE IN MEANING | FUNCTION explaining what you like and dislike | Giving and receiving feedback
i}
qd FUNCTION talking about a past memory | about pictures FUNCTION discussing
CONNECTORS OF ADDITION / CAUSE _ MAKING COMPARISONS a campaign to boost local
AND EFFECT tourism
| FUNCTION finding similarities and differences
FUNCTION talking about image _ between pictures
manipulation

| SOUNDS: connected speech CONNECTORS OF CONTRAST | FORMAL LETTERS | STUDY & LEARNING:
FUNCTION talking about a visit to a city | FUNCTION writing a letter of complaint | Recognizing and avoiding
} plagiarism
WAYS OF TALKING ABOUT THE DESCRIBING PLACES
FUNCTION discussing
FUTURE FUNCTION talking about a city that you know strategies to make your work
FUNCTION talking about cities of the future 1 original

Student’s Book Scope and sequence [ibeaae

GRAMMAR REVIEW
This Grammar review has been included to help you
siivaetncath _ es i ee
establish what your students already know before they
start masterMind 1. It is designed to be used in the 1 I've already taken all my vacation zy / | haven't
first lesson of the course and has a twofold aim: first, as taken all my vacation days yet.
an introductory activity to help you get to know your 2 He didn't use to be a troublemaker at school.
students; and second, as a way to establish the general 3 Did you use to give presentations in your old job?
level of the class. It also provides a useful recap of rubrics 4 You should help your mother, shouldn't you?
and classroom language. 5 Happiness is important in life.
6 By the time | arrived, he had left the office already. /
The Grammar review can be used in a variety of different By the time | arrived, he had already left the office.
ways. It can be done individually, as a formal diagnostic
test, to check that students have been placed at the
2 (present perfect + yet/already, present
correct level. A more interactive approach would be to
perfect progressive, used to, tag questions,
elicit the answer to the first question of each exercise as a
past perfect)
class and then have the students complete the rest of the
exercise individually. e |n item 2, the students need to read the second
sentence to work out that the missing word is yet.
You can choose to check answers after each exercise or
at the end of the review. If you wish, the exercises can be
exploited further, and ideas for some of them are given
1 been 2 yet 3 used 4 aren't 5 had 6 didn't
below and on the following pages.

3 (present perfect and present perfect

progressive)
e |f the students are struggling with item 4, tell them that
both forms are possible, but the use of the progressive
Correct the mistakes in each sentence.
I've taken all my vacation days yet You should help your mother, should not you?
would indicate that this has been an ongoing activity.
He didn’t used to be a troublemaker at school. The happiness is important in life
Did you use give presentations in your old job? By the time |arrived, he left the office already,
Complete the sentences with one word.
yw long has it ____ raining?
haven't
air when|w 1 's/has been erent
marketing st
: signed up for the 2 's/has been studying
3 've/have stepped out
You registered online, ___ you?

Complete the sentences with the verb in parentheses in the present perfect or present
erfect progressive. In one case, both are possible.
4 's/has applied / 's/has been applying
5 's/has been pushing
Complete each sentence so that it has the same meaning as the first one.
Do you give refunds without a receipt? 4 (indirect questions, causative have and get,
hope and wish)
¢ Follow up: Have the students make possible answers for
the indirect questions in items 1 and 2.

[Answers
i; Spe
:
Choose the correct create to complete the sentences.
id a halfl

1 if you give refunds minous a receipt?

; what other models you have?
3 someone create a website for me.
4 my hair cut.
5 (that) his friend wouldn't talk through movies. / (that)
his friend didn’t talk through movies.

5 (adjectives ending in -ed/-ing; so, such,

1 (present perfect + yet/already, used to, too, enough)
definite article the / zero article, tag * Both options are grammatically correct in item 1 so
questions, past perfect) the students need to think about the meaning of the
e Check that the students understand that they need to sentences.
delete, add, or change one word in each sentence.
e If the students are struggling with item 1, explain that Answers ts
there are two possible answers that have different 1 too long 3 frustrating 5 such
meanings. 2 dissatisfied 4 so

©
ee ee ee wee eS ce OE eee

6 (reported speech and reported questions) 8 (wish and if only for regrets, third
¢ Check that the students understand that pronouns, conditional)
tense, time expressions, and place expressions all ¢ Check that the students understand show up in item 4
change when we convert direct speech to reported (arrive).
speech. As a result, there are various possibilities in
each of the items. The conjunction that is often used,
but can be omitted if doing so doesn't change the
‘d/had bought 4 wouldn't have shown up
meaning of the sentence.
2 hadn't felt ‘d/had studied
* Follow up: Have the students work with a partner and
3 had advertised
practice converting each other's direct speech into
reported speech.
9 (verb + gerund/infinitive)

Sane en fsa 2s oo ¢ Follow up: Have the students complete these sentence
stems with their own words: | always avoid ... , | usually
1 (that) he Hae worked on the/that project for a long finish ... .
time.
2 (that) the bank / they would give him a loan when the
business plan was accepted.
1 using 3 to a 5 starting
3 (that) the/that song reminded her of her high school
2 sending 4 feeling 6 registering
days.
4 (me) if |had had time to chat with the students
yesterday / the day before.
10 (defining and non-defining relative
clauses)
5 where | was / we were going to take them for lunch
tomorrow / the next day. e Draw the students’ attention to the example set in
item 1, in which the non-defining relative clause is taken
7 (modals of deduction: must, can’t, might/ from the first sentence, and the object of the main
could) clause is taken from the second sentence. Encourage
the students to follow the same pattern in the items that
¢ Remind the students that might and could can have the
require non-defining relative clauses.
same meaning, and that either of them may be possible
answers.
ae == ee
a ;

Al hats Usenet ueion pmen eC 2 There iisa Ores eeu in Brooklyn es you can
1 mus 3 might/could 5 ans eat the best matzo ball soup.
2 might/could 4 might/could 3 The Burj Khalifa, which is the world’s tallest building, is
over 2,716 feet high.
4 Jennifer Lawrence, who won Best Actress at the 2013
Oscar Award Ceremony, had wanted to be a doctor.
7 Complete the sentences with a modal verb: must, might, could, or can’t.
Amy: Have you seen Joe? He was supposed to be here an hour ago
dames: | can see his car outside. This (1) be him now.
11 (infinitive clauses with impersonal it,
amy:
James:
No, Joe left his car here last night
He (2) be at soccer club. He sometimes has practice on Sundays. should/shouldn’t have)
‘Amy: —| already called Tom and he told me he didn’t go today. | guess he (3) be sick
James: No, Joe's never sick. Wait! Do you think he (4)
He 5)
be at Sara's place?
be at Sara’s—she’s on vacation. I’m really worried! ¢ Tell the students that one of the words/phrases in the
Complete the sentences with the correct form of the verb in parentheses. box will need to be used twice.
4 Ifonly! (buy) that dress when | saw it. Now it’s sold out,
2
3
ffl (not feel so tired, | would have remembered everyone's names,
| think more people would have found out about the product if the company (advertise)
¢ Follow up: Have the students discuss with a partner
it better.
1 (not show up) late if you had given me better directions, what they would say in each of these situations.
Iwish|_______ (study) Portuguese, so | could understand my colleaques in Sao Paolo.

Choose the correct options to complete the sentences.

| usually try to avoid using / use the internet late at night before | go to bed.
My colleague had to admit send/ sending an embarrassing text to the wrong person

1 advisable/good to check 4 shouldn't have sent

| refuse to read/ reading articles that have pointless arguments,
We finally persuaded Dad to go to the doctor when he admitted feel/ feeling dizzy.
The magazine has denied start/ starting the rumor and spreading gossip about the singer.
oO When you finish register/registering online, log in and check out the pictures | uploaded
eoueRUner
we 2 should have worn 5 good/advisable to see
10 Complete the sentences with a defining or non-defining relative clause.
Remember to use correct punctuation. 3 understandable to feel 6 should have told
1 The Grapes of Wrath is a famous American novel. It is set during the Great Depression
The Grapes of Wrath which is a famous American novel, is set during the Great Depression

12 (separable and non-separable phrasal

2 There is a great restaurant in Brooklyn. You can eat the best matzo ball soup there.
There is a great restaurant in Brooklyn
3 The Burj Khalifa is the world’s tallest building. It is over 2,716 feet high

4
The Burj Khalifa
Jennifer Lawrence won Best Actress at the 2013 Oscar Award Ceremony. She had wanted to be a doctor.
verbs)
Jennifer Lawrence

41 What advice or criticism would you give in these situations? Complete the sentences e |f the students are struggling, tell them that in separable
with the words from the box and the correct form of the verb in parentheses. There may
be more than one possible answer. phrasal verbs a pronoun cannot go at the end.
advisable good should have shouldn’thave understandable
Your friend is coughing and sneezing after walking all day in the country without warm clothes.
1 It's — ——a the weather before you go out. (check)
2 You a coat and scarf, (wear)

3
She hit the “reply
It's
"
eS
to all” button when sending a friend a personal email at work.
embarrassed about things like that. (fee) 1 Dan called. Did you call him back?
a You a personal email at work. (send)
| feel really lonely and depressed lately. 2v
s Its friends, (see)
@ You = me sooner. (tell) 3 What about your essay? Did you hand it in?
12 Find the four incorrect sentences and correct the mistakes.
4 Dan called, Did you call back him? a 4 Did you run into Jonas at the café this afternoon?
2 | promise to copy everyone in this time.
3 What about your essay? Did you hand in it? rit 5 v
4 Did you run Jonas into at the café this afternoon?
5 My parents like Susie, She gets along with them 6 That music is too loud. Can you turn it down?
.7 That music is too loud. Can you turn down it?

Grammar review
_ The expression Who do you think you are?
Poning about these ges us Ou

W bioiereeeh ake

Unit opener (p. 9) 20 min. Lead-in

1 Listening: to a podcast interview (p. 10) 30 min. Ask the students to look at the unit title and the pictures,
¢ Vocabulary: personal identity 15 min. and to predict what the unit will be about. Ask the students
2 Speaking: agreeing and to give some examples of factors that determine who
disagreeing (p. 10) 30 min. we think we are and our sense of identity: nationality,
3 Grammar: review of past tenses (p. 11) 40 min. hometown, gender, age, family, hobbies, school, job, etc.
4 Reading: for different purposes (p. 12) 30 min. Direct the students’ attention to the points in the unit
objectives box and go through the information with them. To
e Vocabulary: sense 15 min.
get your students to think about the skills being developed
5 Pronunciation: emphatic
in this unit, ask them to look at the questions in the cogs.
do/did for contrast (p. 13) 15 min. Reading: for different purposes
6 Grammar: would, used to, e Ask the students to tell you some of the things they
be + always + —ing (p. 14) 40 min. read today. Elicit several different types of texts and
7 Writing: contributing to a write them on the board. Tell them to think about their
question-and-answer page (p. 15) 30 min. reason for reading each one and how that affects how
lifeSkills: understanding they read (quickly vs. slowly and carefully, scanning for
specific information vs. reading for the overall gist, etc.).
stereotypes (Self & Society) (p. 16) 50 min.
Speaking: agreeing and disagreeing
¢ Optional downloadable lifeSkills e Ask the students to think about situations in which they
lesson (Work & Career) 50 min. would agree or disagree with someone. Elicit a few
¢ Optional downloadable lifeSkills phrases in English for agreeing and disagreeing. Ask
lesson (Study & Learning) 50 min. about situations in which they might need to disagree
Language wrap-up (p. 18) 20 min. with someone politely, and what they might say.
Writing workshop: writing an article
(p. 19) 30 min. lifeSkills: understanding stereotypes
Video and downloadable video worksheet 45 min.
e Ask the students what common stereotypes people
have about teenagers and elderly people. Discuss
whether or not these stereotypes are fair, and why or
why not. Extend the discussion by asking what other
groups are frequently stereotyped.

Unit 1 Competence developed CEF Reference (B2 competences)

1 Listening can understand an interview Table 1:Table 2; Sections 4.4.2.1; 4.4.3.1;4.4.3.5; 4.5.2.2
2 Speaking can agree and disagree appropriately Table1; Table2; Scions 44h ye 4.43.1; A.4.3-5;
4.5.2.1; 5.2.3.2 _
3 Grammar can use and understand a variety Table 1; Table 2: Sections 5: 1Y 677 6.4.7.8.
of past tenses
4 Reading can read for different purposes Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4;4.5.2.2
5 Pronunciation can appropriately use emphatic do/did Section 5.2.1.4
6 Grammar can use and understand would, used to, Table 1; Table2: Sectinnss 2. 1 2: 6273: 6.4.7.8.
and always + progressives for habits _
7 Writing can contribute to a question-and- “Table 1; Table 2; Sections 4.4.1.2;4.4.3.2:44.3.4,
answer page 4.5.2.1; 52.101; 5.2) he2e5, 2.116" 52.2.2 52a ee
 IN THIS UNIT YOU ,
FP ey I
-F
® } learn lan to talk about 7% Mail ul oe
lh identity, a 2 ae
° read about identity when speaking
| a second language
i
i| © talk about personal identity

listen to an immigrant talking

about how his identity has
changed
write a comment about peer
pressure
learn about stereotypes
watch a video about personal
identity

understanding stereotypes
is an idea we have about wha’
or a group of people
we don’t know them.
stereotypes do peop
“&SOCIETY
A 5 Work in pairs. Identify each type of group in the
pictures and say which similar groups you belong to.

B (9 Think about each group you

belong to and how important that group
is to your identity. Choose the two groups
you think have the biggest influence on
your identity. Then compare with your
partner and explain your choice.
A
Ask the students to think of different types of identity Culture note
groups (sports teams, workplace/company, etc.). Elicit Around the world, different cultures place different
ideas from the class and list them on the board. levels of importance on group identity vs. individual
Put the students in pairs and ask them to look at the identity. In many western cultures, for example, when
pictures and identify the groups shown. Point out that making decisions, an individual's desires and needs
one picture may represent more than one identity are considered most important, while in some other
group. Have pairs make a list of as many groups as they cultures, particularly those in Asia, it is more important
can think of for each picture. to consider the opinion of, or effects on, the whole
Combine pairs to form groups of four. Ask the students group.
to share their lists and talk about which similar identity
groups they belong to.

Extra: homework
Alternative At the beginning of the course, you may wish to have
Instead of having the students say which identity groups the students create a personalized folder, binder,
they belong to, have them say which groups they or notebook to use during the course. If you are
think their group members belong to (guessing when supplying the materials, hand out a folder or binder
necessary). For example, You are a teenage girl. You are to each student. Alternatively, show a sample of the
South Korean. I’m guessing you are a soccer fan. type the students should purchase. For homework,
have the students create a visual representation of
their identity on the cover of the folder or binder.
The design should include their name, and they may
Alternative attach pictures of friends, family members, or pets,
Instead of having the students share their lists in colorful drawings, printed images from the internet,
groups, play an elimination game with the whole class. or anything else they feel represents their personal
Pairs take turns reading their lists of identity groups identity. Have the students bring their folders to class
aloud to the class. Other students listen and cross off and present them in small groups, saying why the
any of the same items they also have on their lists. A images reflect their identity.
pair is “out” when all the items on their list are crossed
off. The winning pair is the one with the most items
remaining on their list.

Ask the students to think about which identity groups

they belong to, and how important each of those groups
is to their own identity. You may wish to share identity
groups of your own and how they influence you. This
will facilitate the students’ comfort with sharing personal
information, as well as help them get to know you.
Have the students decide which two groups have the
biggest influence on their identity, and share their ideas
in pairs. Then ask for volunteers to share something they
learned about their partner's identity.

Who do you think you are? (esieae! T9

 ¢ To wrap up, discuss the questions with the whole class.
71‘Listening: to a podcast
interview
Lead-in
Review the groups that influence identity, which the
students discussed in the last lesson. Then have the
2 Speaking: agreeing and
students brainstorm all the factors they can think of that disagreeing
influence identity, e.g., interests, and ask them which ones
are most important to their own identity. Elicit some of the
factors the students consider important. Lead-in
Write the following saying on the board and elicit or
A explain its meaning: Blood is thicker than water. (Family
¢ Ask the students to read the list of factors that can members are more important than friends.) Ask the
influence identity, and compare them to their own lists. students to say whether they agree or disagree. Elicit
Give the students time to rank the factors in order of several reactions and write any expressions the students
importance to their own identity. use for agreeing/disagreeing on the board. Ask the
¢ Take a class poll to find out the top three factors the students to read the information in the skills panel.
students selected. Ask them to identify an example of agreement, partial
agreement, and disagreement from the list on the board.
B By) 1.01
¢ See p. 1164 for the audio script. A
* Tell the students they are going to listen to a podcast e Have the students work in pairs to make a list of
interview with a man from Mexico who now lives in the expressions, beginning with the ones on the board.
U.S.A. talking about what was important to his identity
in the past. Elicit a few predictions about which factors B By) 1.03
he will mention from the list in Ex. A. ¢ See p. 1164 for the audio script.
e Play the audio, and have the students choose the factors * Tell the students they will be listening to part of a
Armando mentions. Tell them that they should also write college seminar on identity.
down any other factors he mentions that are not on the list e Play the audio, and elicit the answer to the question.
(life goals and food).
Answer ire
C By) 1.02 Sean thinks it’s important to keep a strong sense of
¢ See p. 1164 for the audio script. personal identity and respect family members as
e Ask the students to read the two questions silently. Elicit individuals. He would not take a job where he couldn't
a few predictions. be himself.
e Play the audio. As the students listen, they should take
notes on the factors that have changed in Armando’s
sense of identity.
¢ Put the students in pairs to compare answers. Then elicit ¢ Give the students time to read the partial expressions.
the answers from the class. Have them listen again and write the missing words in
the blanks.
¢ Have each pair compare answers with another pair, and
identify which phrases are used for agreement, partial
1 He is more open to new ideas.
agreement, and disagreement. Then check the answers
2 His job is less important because it is not what he wants
with the class.
to do in the future and he is now studying; His language
is more important because it identifies him as a Latin
American / Mexican in the U.S.A.; Food is less important
because he now loves different kinds of foods. 1 partial agreement
2 partial agreement
3 disagreement
4 disagreement
¢ Give the students time to match the vocabulary items 5 partial agreement
with their definitions. Have them compare answers in 6 agreement
pairs before checking the answers with the class.

¢ Direct attention to the questions, and give the students * Put the students in groups to discuss the question.
time to think about their answers and make notes in Remind them to try to use the target phrases for
preparation for the group discussion. agreement, partial agreement, and disagreement.
e Put the students in groups. Circulate and help as
needed during the discussions.
> Workbook p. 6, Section 3

@
 to a podcast interview
A The following factors can all influence our personal identity. Number them 1-8
in order of importance to your identity. Number 1 is the most important.
clothes [] oO values) [] language []
studies interest 9 CamilpQ Gob)
B 1.01 Listen to the first part of a podcast interview with a
Mexican man who has moved to the U.S.A. Choose the things in
the list in Exercise A that he says were important for his sense of
identity in the past. Does he mention anything not on the list?

Cc 1.02 Listen to the second part of the interview and answer

the questions.
1 In general, how does Armando say he has changed since moving to Miami?
2. Which specific factors in his sense of identity have changed? Why?

D VOCABULARY: PERSONAL IDENTITY Match the phrases (1-6)

with the definitions (a-f).
1 family values a) the kind of family you come from
2 sense of identity b) the things you hope to achieve in the future
3 social status c) beliefs that you learn from your family
4 family background d) position in society; class
5 life goals e) your friends
6 social group f) the feeling of who you are

E VOCABULARY: PERSONAL IDENTITY Work in groups. Ask and

answer the questions.
1 Is your family background an important part of your sense of identity? Which family values are important
to you?
2 What's the difference between family background and social status? How might they be related to each other?
3 Do you and the people in your social group share the same life goals? Is that important?

2 agreeing and disagreeing

© There is a variety of words and phrases that you can use to express agreement,
partial agreement, or disagreement. In more formal situations, we often apologize
as we disagree.
A {&% Work in pairs. What phrases do you know already for agreeing,
partially agreeing, and disagreeing? Make a list.

B 1.03 Listen to part of a seminar on identity. What does Sean think

about expressing personal identity?

C (3 Work in pairs. Listen again and complete the phrases from

the conversation. Compare your answers with another pair. Which phrases
are used to agree, partially agree, or disagree?
Welles tare ee extent ... 4 I'm afraid _| can't agree.
ee ee 600 nic, Beh ee VOMTENTIGNE, OUI au
eh ye ee Dut) just don't think 6 |___couldn’t___ agree more.
that’s true.

D & Work in small groups. Discuss the question.

Do you think it is important to “be yourself” at all times, even if sometimes it may upset people?

Who do you think you are?

 review of past tenses
A LANGUAGE IN CONTEXT Read the blog extract. What was difficult
for Akna when she moved to the city?

IDENTITY CRISIS
the blog of a woman living in two worlds HOME ABOUT ME ARCHIVE LINKS

ABOUT ME
Hi, I'm Akna! | grew up in remote northern Canada, as a member of an indigenous
community. My people are Inuit, and up to the age of 18 | spent my days in a very
traditional way: fishing and cooking, as well as attending a local school. And then
my life changed completely when | met Jordan. Jordan had arrived in my area as
an anthropologist a year before | met him, and he was studying our language and
traditions. We fell in love and eventually we got married and moved to Montreal.
| did try to fit in, but | really suffered from culture shock and felt out of place. |
was scared of losing my identity and didn’t know who | was anymore. After a long
struggle | finally realized that my family background and community had made
me who | was, but that my choices have made me who | am today.

NOTICE!
B ANALYZE Read the extract in Exercise A again. Underline all the verbs in the text in a
past tense. Which past tenses appear
Form Complete the table with examples from the text. in the text? What auxiliary verb is
sometimes used for emphasis?
Tense : Form : Example ws

simple past : -ed, irregular tial(1) gIEW up in remote northern Canada ...
simple past forms (was, had, ... my life (2) Sh2n9°¢ _ completely ...
with did for Dane, : 1¢3) __did
try___ to fit in...
emphasis : did+ base form:
past progressive : was/were +-ing : ... he (4) was studying’ our language ... WATCH OUT!
aneurin BH carr EBA, al blast sate. 8 tag la Aa ac
past perfect : had + past : ... my family background and community | went fishing
: participle : (5) _had made _ me who | was... almost every day.
: X When | was young,
Function Write the names of the correct tenses to match the explanations. | was going fishing
Past perfect . This tense describes a completed event, action, or state that took almost every day.
place before another past event, action, or state. It is used to talk about things
that happened before the main action.
Z imple past _. This tense describes a completed event, action, or state in the past.
It is usually the main tense used to talk about the past.
g Pest PIOUT*S!V This tense describes actions or states in progress at a particular time in the past.
It is often used to describe background action (e.g., the weather).

C PRACTICE Complete the entry from Akna’s blog with the correct form of the verbs
in parentheses.
appened moved was snowing
This (1) hy (happen) soon after Jordan and I (2) ____— (move) here. That day, it (3)
(snow) and the wind (4) “2SSlowing |(blow) really hard. 1 (sy) ad been ___(be) in Montreal for just two months,
Wa 7 boat
shcea sais). m r family really badly. The St. Lawrence River (7) _had frozen _ (freeze) over a
month before, and | (ay cecided/had c Gertie é)to go ice fishing. Some of the local men (9) _were fishing _(fish)
out on the ice, and they (10) Be Wes oni a bit strangely at this young Inuit woman with her traditional
equipment. Anyway, I (11) Started__ (start) catching fish, and pretty soon people (12) __7°t/ce (notice)
that I (13) 020 Cough way-ceiey
ihre than the men with their high-tech equipment! People (14) 2ep/auded/were applauding
(applaud) every time I caught a fish and soon everyone (15) “28 /2ughing_ (Iiaugh) and congratulating me! It really
(16) __elped _ (help) me feel just a little more at home!

D NOW YOU DO IT Work in groups. Think of a time when you felt out of place or like
you didn’t fit in. Describe what happened. Did you all have similar experiences?
3 Grammar: review of past Extra: pronunciation preview
‘tenses Preview the stress and intonation of the emphatic did
introduced later in the unit. Have the students repeat
several phrases or sentences stressing the word did
(I did study last night, He did call me to say he’d be
¢ Direct the students’ attention to the blog title and late).
subtitle. Ask what they think the phrases identity crisis
and living in two worlds mean. Elicit ideas from the class.
e Ask the students to scan the text for another phrase that Function
includes the word identity (losing my identity). Based Give the students time to read the explanations and
on this phrase and the title/subtitle, ask the students to write the correct tense for each one. Have them
predict what the blog entry will be about. compare answers in pairs.
¢ Give the students time to read the blog entry. Elicit the Direct the students’ attention to the Watch out! box.
answer to the question. Elicit/explain that the second sentence is incorrect
because the simple past should be used to describe
a completed action or state in the past, not the past
“Answe nt a
progressive. Point out that fishing is a gerund and not
She felt out of place (that she didn't belong) and was
the progressive tense.
scared of losing her identity.
Cc
Haye the students work individually to complete the
NOTICE! paragraph with the past tense verbs. Point out that
there is more than one possible answer for some blanks.
Direct the students’ attention to the Notice! box.
Then check answers with the class. Ask the students
e Have them find and underline all the verbs in the
to support and explain their reasons for choosing a
blog entry that are in a past tense.
particular tense, using the descriptions of the functions.
¢ Put the students in pairs to compare answers and
make a list of the past tenses used.
D
e After checking answers as a class, ask the students
what auxiliary verb is sometimes used for emphasis. Have the students read the instructions. Explain or elicit
the meaning of feel out ofplace (to feel like you don’t
belong). You may wish to provide a model for the task
by telling a story about a time when you felt out of
The past tenses in the text are simple past, past place.
progressive, and past perfect. Give the students time to make notes on the topic
The auxiliary verb did is sometimes used for before forming groups for their discussion.
emphasis.

Extra: idioms and expressions

Introduce additional phrases to describe the feeling
Form
of being out of place: to feel like a fish out of water, to
¢ Briefly review the three past tenses used in the text. stick out like a sore thumb, to feel like an oddball.
Have the students read the blog again, focusing on the Put the students in groups for their discussions.
use of the past tense verbs. Encourage them to ask follow-up questions to find out
¢ Give the students time to complete the table more about their group members’ experiences.
individually with examples from the text. Then check the To wrap up, ask for volunteers who are comfortable
answers with the class. sharing their experiences with the class to do so. Ask
¢ Highlight the phrase was scared in the text and point them to share their feelings about the experiences and
out that the verb be + feeling adjective does not exist in what helped them to feel better about the situation.
the progressive form (being) without the verb feel. Write Some students may feel sensitive about sharing this
on the board: ¥ was scared Vvwas feeling scared x was information, so only work with volunteers.
being scared.

is
Extra: thinking/feeling/perceiving verbs bs he“

Point out the phrase | finally realized ... in the text.

Explain that there are three categories of verbs—
thinking, feeling, and perceiving verbs—that are not
generally used in the progressive form. List examples
for each category on the board, and elicit more verbs
for each category from the class, e.g., feeling: love,
hate, enjoy, want, need; thinking: believe, realize,
suppose, decide; perceiving: hear, taste, smell, see, etc.

Who do you think you are?

‘A Reading: for different e Ask the students to look at the picture. Ask what they

purposes can guess about the woman and her situation.

e Ask the students to look at the text, and identify what
type of text it is. Ask them to choose the reasons why
Lead-in someone would read a text like this, and point out that
Before the lesson, collect some samples of different more than one reason is possible. Elicit the answers
types of reading texts, for example, a dictionary entry, from the class.
a newspaper article, a blog post, a bus/train schedule,
a textbook excerpt, a travel website, a novel. Ask the
students to read the information in the skills panel. Show Extra: ways of reading
them the different reading texts you have brought, and ask Preview the skill introduced in Unit 3, which introduces
them why they would read each one, for example, to get reading strategies (skimming, scanning, etc.) for
information, to study for a test, etc. Explain that the idea is
different types of texts. Ask the students to think
to think about the different purposes we have for reading about different types of texts and how, depending on
and their effects on how we read. their purpose for reading, they might approach the
text differently, i.e., whether they would read a text
more slowly to get a general understanding or quickly
Alternative for specific points of information, how much attention
Ask the students to tell you all the types of things they would pay to details, etc. Ask the students to
they might read in an average day, for example, an describe how they might read a newspaper article,
email, the weather report, an online news article, a. a reading assignment for a history class, a restaurant
reading for a homework assignment, a grocery list, menu, a train schedule, etc.
etc. List their ideas on the board, and then ask them
to determine the purpose for each one.

Culture note
Americans’ reading habits are changing: the
Alternative percentage of Americans reading e-books is on the
Put the students in small groups. Ask them to work rise. The number of e-book readers jumped from 16%
together to write a list of all the different types of to 23% between December 2011 and November
things they read in an average week. Then have the 2012. During that time, the percentage of Americans
students take turns telling their purpose for reading who read a printed book dropped from 72% to 67%.
a specific type of text. Have the groups discuss how http://www.pewresearch.org/2013/06/25/library
different people may have different purposes for -readers-book-type/
reading certain types of text. For example, you might
read a travel website to find interesting places to visit,
things to do near a place you plan to visit, or places
to stay and/or eat in a specific town or city. As a class, Extra: class discussion
have one group name a type of text and share their Ask the class how they think the internet has changed
purposes for reading it. Ask other groups to name the way people read, eliciting ideas such as shorter
additional purposes for reading that type of text. attention spans, more distractions, easier to find
information. Discuss whether their ideas are positive or
negative. Draw a two-column table on the board with
A
a plus and minus heading, and write their ideas in the
e Put the students in pairs, and ask them to read the correct place. Ask how they think the way people read
purposes for reading. Give the students time to think of in the future will change.
types of texts for each one. Ask them to think of at least
three text types for each purpose.
¢ Elicit answers from the class. Ask the students if they can
think of any other purposes we have for reading.
 4 for different purposes
O We read different texts for different purposes and in different ways. Before you
read a text, think about why you are going to read it.
A Work in pairs. Look at the purposes for reading. For each one,
think of types of texts you might read for that purpose. Write as many
as you can. Remember to include electronic texts as well as print texts.
for pleasure 2.N0vel, a story, a poem
to find out about a product you are interested in °C¥C""
27 advertisement,
abrochure, a catalog.
to find out news or opinions 2 Newspaper a review, a website
to learn information for school or work encyclopedia,
2 textbook, an awebsite
WN
uF
= to find information you need in order to do something 2£00K200k,
2set ofinstructions, a manual

B Look at the text below. Decide what kind of text it is. Then choose the
reasons why someone might read a text like this. More than one answer
is possible.
1 Text type: _V review _
2 Possible reasons for reading the text:
a) to keep up to date with current developments to compare your opinion with someone else's
b) to prepare for a meeting at work e) to decide whether to travel to a place
(©) to decide whether to watch something f) to research becoming an English teacher

New country,
new language, ... New identity?
‘Take four recent immigrants in an English-speaking SHowever, Amaal also talked about some aspects
country and place them with host families for a month. of speaking English that make her uncomfortable.
Ask the families to teach them English and film the results. She worries that as she learns more and more about the
That’s the idea behind Lost in Translation, the new show world beyond Somalia, she may lose contact with her
from ABTV, which you sense is going to be a hit. In the background. She finds herself being defensive about
first episode broadcast last night, we met a young woman, her identity as a Somali and Somali traditions as she
Amaal, 22, from Somalia, who was staying with the encounters the English-speaking world of business, travel,
Wilson family. Mr. Wilson, a businessman, decided to take and culture.
Amaal with him to work. The resulting clash of cultures, ‘The show is available on demand, so if you missed it,
though predictable, made for fascinating viewing. Back make sure you watch this fascinating
in Somalia, Amaal lived a nomadic life where she tended insight into language
goats, sheep, and cattle, and where she knew everyone and identity.
around her. Though Mr. Wilson did try, in his clumsy way,
to teach her, and though Amaal is clearly a very intelligent,
sensible young woman, she struggled to make sense of
much of what goes on in the anonymous business world.
Fortunately, her common sense and ready sense of humor
got her through.
The most interesting, and unexpected, aspect of the
show, though, was the insight we gain into learning a
foreign language. In a mix of English and Somali, Amaal
explained that she feels like a different person when she
speaks in English. It seems that using another language
makes it easier for her to talk about certain things. For
example, dating and relationships can be sensitive subjects
in her country, parts of which are very conservative. As
a result, she finds it easier to talk about relationships
between men and women in English. Also, her country
has been affected by war. Amaal, who is clearly a very
sensitive person, can talk about that more easily in English.
lt appears to give her some distance from a difficult topic.

Who do you think you are? 12

 C Read the text on page 12 and choose the correct answers.
1. Why was there a “clash of cultures”?
a) Amaal wasn’t interested in Mr. Wilson's business.
The Western workplace was new to Amaal.
<) Mr. Wilson didn’t understand anything about farming.
2 How did Amaal’s sense of humor help her?
a) It helped her learn English more quickly.
It helped her deal with a difficult situation.
c) People liked her because she made them laugh.
3. Why does Amaal find it easier to talk about relationships in English?
The subject is more sensitive in her own country and language.
b) English-speaking people know more about that kind of thing.
c) Mr. Wilson teaches her the right vocabulary to use.
4 Why does Amaal find it easier to talk about her country’s past in English?
In a foreign language, the topic is less emotional.
b) English has more ways of talking about war than Somali.
c) She doesn't like speaking Somali when she is so far from home.

D VOCABULARY: SENSE Find and underline words and phrases in the

text that include or are derived from the word sense and complete the
sentences (1-7). Use the definitions in parentheses to help.
| couldn't __make sense of__ what she was saying to me. (understand)
We can usually ___ °°" _____s when a family member has a problem. (feel)
You have to have a__Serse
Ofhum! _ to work in this crazy place!
(ability to see the funny side)
4 Mysister is very ___Sensitive __ and cares about other people’s feelings.
(understanding of others’ emotions)
5 Try to think before you act and be a little more __semsible__ next time.
(reasonable, practical)
6 Religion can be a very ___S@sitve__ topic of conversation in my country.
(needing to be dealt with carefully)
7 He's very intelligent, but he doesn’t have much __COMMoON sense _|
(ability to use good judgment)

E VOCABULARY: SENSE Work in groups. Discuss the questions.

1 Is your sense of identity connected to your language? Is your identity in your first
language the same as your identity when you speak English?
2 What topics do you think are sensitive in the classroom? Should there be classroom
discussions of sensitive issues, or is it more sensible for schools to avoid those topics?
3. Which do you think is most important in life—a sense of humor, a sense of
responsibility, common sense, or a sense of loyalty?

emphatic do/did for contrast

A 1.04 Listen to the conversations. For each “B” response, notice
that the words in italics are stressed.
A: Do you think it’s important for friends to share the same values and life goals?
B: No, but! do think it’s important to share the same sense of humor.
A: You went to Somalia last year, didn’t you?
B: No. | did go to Africa, but | didn’t go to Somalia.

By 1.05 Work in pairs. Listen and practice the conversation

below. Make sure you stress the words in italics.
A: | don’t have a big social group, but | do have a few close friends.
B: Did you meet your friends at school?
A: No. | did make some friends there, but we've lost touch now.

®
Cc
¢ Give the students time to read the article, and then work Give the students time to read the questions and make
individually to answer the questions. notes for their discussion.
¢ Have the students compare answers in pairs. Finally, ask Put the students in groups to discuss the questions.
them to point out to each other the information in the Have the groups choose a facilitator to make sure all
text that gave them the answer. members participate equally and that everyone answers
each of the questions.

Extra: vocabulary expansion

Highlight some of the challenging vocabulary from the Extra: vocabulary challenge
reading: clash of cultures (communication problems To add an element of fun and to practice words with
between people from different cultures), nomadic sense, ask each student to speak for a minute about
(moving from place to place), clumsy (said in a way each question, and use as many words with sense as
that isn’t well thought-out and might upset someone), they can. Group members should listen and keep a
anonymous (when someone's name is not known), tally of how many sense words the speaker used.
conservative (not willing to accept change), insight
(a chance to understand something or learn more
about it). Write the words on the board before the
students read, and encourage them to try to guess the
meanings from the context.

5 Pronunciaiton: emphatic
Extra: past tense review do/did tor contrast
Have the students work in pairs to find and underline
the examples of the past tense verbs they learned in A Be) 1.04
the grammar section.
See the Student's Book for the audio script.
Have the students read the two conversations. Point out
me the words in italics and ask them why they think these
@
@e oe
words are stressed.
Play the audio once, and have the students listen. Then
D play it a second time, and have the students repeat the
second line of each conversation.
e Ask the students to brainstorm words with the root
Elicit or explain the reason behind the use of emphatic
sens- or sense. Write their ideas on the board.
do/did (to emphasize specific or correct information).
e Ask the students to read the list on the board and
try to elicit a general meaning for the root. Ask what B By) 1.05
underlying meanings the words have in common
See the Student's Book for the audio script.
(related to feeling or feelings, or having a clear
Play the audio, and have the students listen and notice
meaning). If the students are unable to deduce the
the emphatic do/did.
meaning yet, do not tell them, as they should be able to
Put the students in pairs to practice the conversation.
do so after they complete the exercise.
Then have them practice the conversations in Ex. A.
e Give the students time to underline the words in the
If they are finding the word stress difficult, encourage
text and complete the exercise.
them to exaggerate, saying the do/did louder and
e Have the students compare answers in pairs. Then check
longer, until they feel more at ease.
the answers with the class.

Extra: word family table Extra: conversations

Use the conversations in Ex. A to create a template on
Introduce the concept of word families—different
the board for the students to practice with their own
word forms (and parts of speech) that are based on
information.
the same root. Draw a word family table on the board.
A: Do you think it’s important for friends to _____?
Have the students copy the table and complete it with
B: No, but | do think it’s important to ____.
as many sense words as they can.
A: You last year, didn't you?
BaNOPic Geeesaee DUEL Cicnites =.
sense sense | sensitive sensitively
sensitivity resent | insensitive | sensibly
nonsense sensory
resentment sensible

Who do you think you are?

 Cc
6 Grammar: would, used fo, ¢ Give the students time to complete the activity
be + always, + —ing individually. Point out that more than one answer is
possible in some cases.
Have the students compare answers in pairs before
A checking the answers with the class.
¢ Tell the students they are going to read an excerpt from
a magazine article about family memories. ‘
e Ask the students to read the magazine article silently, Extra: grammar practice
and then elicit responses to the questions. Have the students imagine themselves at the age of
ten. What things did they do that were annoying to
Answers ; it : others? In pairs, have students tell each other how
Sandy. Her sister used to try on her clothes without they were annoying to their brothers, sisters, etc. (|
permission would always take my sister's favorite book without
asking her. She was always yelling at me to give it
back!) Invite volunteers to share their ideas with the
class, in a lighthearted and fun way.
NOTICE!
¢ Direct the students’ attention to the Notice! box.
* Have them find and underline all the examples of ¢ Give the students time to read the instructions. Have the
always and never in the text. class brainstorm some typical habits that annoy other
e After checking answers as a class, ask the students family members, and write their ideas on the board.
to tell you the purpose of the structure with always * To help the students get started, you may wish to
and never (to describe past habits or routine provide a model by sharing a story of your own about a
activities).
family member's annoying habits.
¢ Give the students time to think about the topic and
Behan =| Sey RENE Ue ae make notes about their own experience.
—
They are used with used to, would, the past _ @ Put the students in groups for their discussion.
progressive, and the present progressive in the text. e When the groups have finished, call on individual
eee students to share their responses with the class.
B
Fiates Alternative
¢ Ask the students to read the article again, paying Instead of a group discussion, have the students
attention to the use of always and never. work individually to write a paragraph about a family
¢ Have the students work individually to complete the memory or a family member's annoying habits. This
table with examples of each form in the text. can be done in class or as homework.
¢ Call on students to write the examples on the board.
¢ Highlight the placement of always and never. Elicit that
the adverb follows would and be in the progressive;
however, it precedes the phrase used to.

Function
¢ Give the students time to read the statements and write
the correct structures.
¢ Check the answers with the class.
¢ Highlight the fact that both would and used to can be
used for repeated events in the past. However, only
used to can be used for non-repeated events in the
past.
¢ Direct the students’ attention to the information in the
Watch out! box. Point out that adverbs of frequency
(always, often, sometimes, never) come between the
auxiliary and the main verb in the progressive form.
A LANGUAGE IN CONTEXT Read the magazine excerpt. Which person
remembers an annoying habit that a family member had? What was it?

bye
Family memories are one of the things that help
a family bond as a unit and create a sense of
family identity. Even things that used to annoy us
sometimes become favorite memories!

Kyle: Sandy;
My dad always used to My little sister was always
throw a softball for me so I sneaking into my room and
could practice my batting. trying on my clothes. I used
He would never say he was to get mad at her because
too tired, even after working she would leave my nice
all day. He was sensitive and clothes all over the floor!
really understood how I felt. Now we're the same size, and
I try to remember that now we're always borrowing each
when my little boy wants me other’s clothes!
to play with him!

NOTICE!
B ANALYZE Read the excerpt in Exercise A again. Find and underline all the _
examples of always and never
Form Complete the table with examples from the text. in the text. Which structures
are they used with?

Pe ere EXPIDR/Suld never say he was too tired..../... she WOuld leavemy
a would (always/never) + base form : (nice clothes all over the floor!

: (2) My dad always used to throwa softball for me ... / | used to get
Roses ee At eee er a Cem EN EN A dec. wie jigs eccaasiaec Cis oan EN EER RT POUR TUTERTER mad
at her...
¢ be + always + -ing form (present or past (3) My little sister was always sneaking into my room ...
progressive) = (4) = we're always borrowing each other's clothes!

Function Match the structure (a—c) to the rule (1-2).

1 We use these two structures to talk about habits or customs which are only WATCH OUT!
in the past. [2][5]
Vv You are always
2 Weuse this structure to talk about present or past habits and customs. interrupting yme. STS
AESOP

C PRACTICE Complete the family story with one of the structures X You always are
interrupting me.
used to talk about habits. In some cases, more than one answer is POLST
ossible.
P ay Fe used to ask/would ask / was always asking
My brother is six years younger than me, and when he was little, he (1) ______ (ask) mee. to
read him stories. He (2) _was/would _always Naking/make (make) me read the same story about
four times, and he (3) __wovld__ never__get (get) bored! He (4) SES Fo Sey HS oe
; fj . : used to hide/would hide ae
his favorite book around with him. |(6) de) itso h couldn t find me and make
me read it to him! And then he (6) (cry) 4nd | (7) ar eels Ges eel) bad. Now I'm
always (8) —2S<'99_ (ask) him if he wants me to read him a story! It’s a family joke.

D NOW YOU DO IT Work in groups. Think of a past habit of yours or of

someone in your family. Tell your group. Ask each other questions about the
effects of the habit and report back to the whole class on what you discussed.
| remember that my cousin Laura always used to ...
| used to think it was ... but now! think ...

Who do you think you are? UNIT1. 14

 REITING: contributing to a question-and-answer page
A Read the contributions to the question-and-answer page. What do
you think “peer pressure” means?

Gina: | live in a small town, and | feel like there’s so much pressure on everyone to
fit in and have the same identity. Everyone seems to do the same things and go to the
same places. People are always criticizing what other people do. It’s hard because | feel
like an outsider, both at work and socially. | feel like my interests are different from
everyone else's, and it’s only my online life that keeps me sane! Have other people
experienced something similar or is it just me?

Maura: | feel sorry for you, Gina, but remember that it’s not true of all small towns. | live
in a small town where people are very happy to let you be yourself. Maybe it’s more to do
with your country or culture, rather than the size of the town. Here, the only place where peer
pressure is a problem is in high school.

Len: Peer pressure can certainly be a problem at work. | work in finance, and there’s so
much pressure to wear the right clothes, drive the right car, you know, keep up the high-flyer
image. People are always going on about all that stuff. It doesn’t make any sense to me.

GaryG: It’s important to remember that peer pressure can have positive effects, too.
When all my friends were doing well at school, the pressure forced me to work hard.
The same thing is true at work. | know everyone else is working hard and | don’t want to let
them down. Being yourself doesn’t mean you shouldn't think about other people!

Aran: |'m from Thailand, and I’m interested in hearing from people in other countries.
Does peer pressure exist in every culture? There is definitely peer pressure in my country,
but sometimes it can be positive, like when there’s pressure to work hard or get good
grades in school.

B Work in groups. Read Aran’s comment. Make a list

of positive and negative examples of peer pressure that you HOW TO SAY IT of
know about in your social or professional group. Decide In my social group, there's a lot
whether each item on your list usually has more positive or of pressure to ..., and |think
negative effects. piatene
People in my town/college/
office are always saying that ...
Cc With your group, use your list to write an answer
In my last school/job, people
to Aran. Include the following information. were always ... They would ...
e information about your social or professional group—country, city,
age, occupation(s)
examples of peer pressure
e whether you think peer pressure is positive or negative

D “Post” your answer in your classroom. Read the other answers to see
if other groups have similar ideas to yours.
 ¢ Direct the students’ attention to the examples in the
7 Writing: contributing to a How to say it box, and encourage them to use the

question-and-answer page expressions in their discussion.

e Put the students in groups to share their ideas. Have
groups choose a person to write down the group's
Lead-in examples of peer pressure in two columns, positive and
Ask the students if they are familiar with any question-and- negative.
answer websites. If possible, use class computers or the ¢ Ask for a volunteer from each group to present the
students’ tablets to show a few examples, like Ask.com or group's lists.
Yahoo Answers. Ask the students to share if/how they have ¢ Lead a whole-class discussion about the general
used question-and-answer sites in the past, what kinds effects of peer pressure. Invite the students who are
of questions they have asked, or what answers they have comfortable doing so to share their own experiences
submitted. with peer pressure in their lives. Decide as a class
whether peer pressure has more positive or negative
A effects.
e Write the words peer (someone who is of the same
age or social class as another person) and pressure (an
attempt to persuade or make someone do something) Extra: class discussion
on the board separately, and elicit a definition for each The topic of peer pressure can be a useful segue into
word. Then ask the students what they think the phrase the topics of bullying and “hazing” (to make someone
peer pressure means. Ask them to think about this as do difficult or dangerous things in order to become
they read the website posts. a member of a group). Ask the students to give
¢ Have the students read the website posts silently. Then examples of types of bullying or hazing, either from
elicit the answer to the question. personal experience/knowledge or from stories in the
news. Discuss the reasons why people behave in those
ways, and what the effects are.

Peer pressure is the influence that other people of your

own age or social class have on the way you behave or
dress. e Have the students stay in their groups from Ex. B. Give
them time individually to think of some ideas and make
notes for how to respond to Aran.
¢ Give the groups time to write their responses. Remind
Extra: discussion them that it’s OK to write in the casual style of a
Put the students in pairs to summarize the people's question-and-answer website.
interaction on the website. Write questions on the
board to guide their discussion. D
What problem is Gina expressing? How is she feeling? ¢ Have the students post their responses around the
What helps her feel better? classroom on the wall. Alternatively, if they have access
Does Maura share Gina’s opinion? to an online discussion board, such as Moodle or
What experience does Len have with peer pressure? Blackboard, they can post their responses there.
What opinion does GaryG give about peer pressure? e Have the groups read one another's responses. Then
What does Aran want to know? discuss the similarities and differences between the
various groups’ responses.

e Ask the students to reread Aran’s post and summarize

his comment (Peer pressure in his culture is sometimes
Extra: homework
positive, not always negative). With the whole class, Have the students go to real online question-and-
brainstorm different contexts or situations when people answer sites, and find examples of people writing
might experience peer pressure, for example, in one’s about experiences related to peer pressure and
family, with a group of friends, at school, at work, in an identity. Have them report on any interesting or
organized social group like a sports team, etc. surprising posts they read.
¢ Give the students time individually to brainstorm
examples of different types of peer pressure, both
positive and negative, that they are familiar with.

Who do you think you are?

‘lifeSkills: understanding ¢ Take a class vote to find out how many students feel that
stereotypes nationality stereotypes are based on true characteristics,
and how many do not. Tally the numbers on the board.
Ask for a few volunteers from each opinion to give
Step 1: Be aware of different kinds of stereotypes. (Ex. A, reasons to support their opinion.
Ex. B) e Have the students read the title of the article. Explain the
Step 2: Consider the stereotypes you hold and what they expression to get the last laugh (to be correct in the end).
are based on. (Ex. C) Give the students time to read the article silently. Then
Step 3: Think about the negative impact of certain put them in pairs to summarize the main points of the
stereotypes. (Ex. D, Ex. E) article.
Elicit the overall idea of the article (a study proved
Lead-in
that national stereotypes are not based on true
Read the target skill aloud and invite the students to tell characteristics). Point out the number of “winning” votes
you why understanding stereotypes is important. Then on the board.
highlight the three-step strategy to develop the skill of
understanding stereotypes.
Elicit a definition for stereotype (an idea about what
a person or group of people is like). Give or elicit
Extra: vocabulary expansion
stereotypical characteristics of a male high school / college Review some of the challenging vocabulary from
student: doesn't like to wake up in the morning, sends a the reading: generalizations (statements based on
lot of text messages, wears jeans, a T-shirt, and a sideways few facts), prejudice (an unreasonable opinion),
baseball cap, rides a skateboard, etc. If possible, draw this discrimination (unfair treatment of someone based on
stereotype on the board as you describe it, or have the their race, nationality, or other personal characteristic),
students draw as you describe it. persecution (extremely bad treatment of someone
based on race or beliefs), genocide (killing of a large
Ask the students to think about examples of stereotypes
number of people based on their race or beliefs).
they may have seen in movies, on TV, etc. Ask the class
Write the words on the board and ask volunteers to
to give you some social identity factors that are often
share word meanings. You could ask a volunteer to
stereotyped, for example, gender, age, nationality, region,
use a dictionary to look up a specific word, and share
occupation, etc.
the definition with the class.
A
¢ Give the students time to read the joke in the first
paragraph silently. Answer any questions about Extra: idioms
unfamiliar vocabulary (heaven: a wonderful place you go
Ask the students to write two or three sentences
to after you die; hell: a terrible place you go to after you
explaining what science gets the last laugh means.
die; mechanic: someone who works on cars).
Have them use facts from the text to support their
¢ Have the students think about their response to the
writing.
question. Then have them share their ideas in pairs.
¢ Finally, discuss the positive and negative nationality
stereotypes with the class. Ask what the joke implies
that each nationality is good and bad at. Ask the
students what they think about the stereotypes
mentioned in the article and where these ideas might
have come from.

_
eee. FeO: UE RE ior ar ata e
The joke implies that English people make good police
officers, that all French people are good cooks, that
all Germans are good mechanics, that all Italians are
romantic, and that Swiss people are very organized.
It also implies that English people are bad cooks, that
French people are bad mechanics, that Germans make
bad police officers, that Swiss people are not romantic at
all, and that Italian people are disorganized.
 JERSTANDING STEREOTYPES
* Be aware of different kinds of stereotypes.
Q as ‘Consider the stereotypes you hold and what they are based on.
_ ® Think about the negative impact of certain stereotypes.

A Read the joke in the first paragraph of the article below. What positive and negative
stereotypes does the joke imply about each of the nationalities?

B In your opinion, are national stereotypes based on real characteristics? Read the article
to find out if the study supports your opinion or not.

“HEAVEN IS WHERE THE POLICE ARE ENGLISH, the cooks

are French, the mechanics are German, the romantic poets are Italian,
and everything is organized by the Swiss. Hell is where the police
are German, the cooks are English, the mechanics are French, the
romantic poets are Swiss, and everything is organized by the Italians.”
Obviously, the national stereotypes in this old joke are
generalizations, but such stereotypes are often said “to exist for a
reason.” Is there actually a sliver of truth in them? Not likely, an
international research team now says.
The study, which compares “typical” personalities in many
cultures with the personalities of real individuals from those
cultures, appears in Friday’s issue of the journal Science, published
by AAAS, the nonprofit science society.
Generalizations about cultures or nationalities can be a source
of identity, pride, ... and bad jokes. But they can also cause a
great deal of harm. Both history and current events are full of
examples in which unfavorable stereotypes contribute to prejudice,
discrimination, persecution, or even genocide.
“National and cultural stereotypes do play an important role
in how people perceive themselves and others, and being aware
that these are not trustworthy is a useful thing,” said study author
Robert McCrae of the National Institute on Aging.
The new findings also call into question other stereotypes, such
as age stereotypes, according to McCrae.
The researchers tested the possibility that cultural stereotypes
might be based, at least partly, on real experiences that people
have interacting with each other. If this were true, then such
stereotypes would reflect the average personality of real members
of that culture.
But McCrae and his colleagues studied real and perceived
personalities in roughly 50 countries, and found this wasn’t
the case.
“These are, in fact, unfounded stereotypes. They don’t come
from looking around you and doing your own averaging of
people’s personality traits,” McCrae said.

Who do you think you are? Beieue 16

 Cc Work in groups. Make a list of stereotypes you’ve
heard about your region, country, or culture. Then look at your list and
discuss the questions.
1 Are most of the things on your list positive or negative? Are they true? How do they
make you feel?
2. Which of the following do you think cause stereotypes about your culture?
* people from your country living in other countries
* impressions tourists get when they visit your country ee : oh
+ the media HOWTO SAY IT Ea |
¢ jokes and other forms of oral stereotyping :
People are always saying ...
3 How can people avoid believing stereotypes about other countries?
The media is always showing
D Work in pairs. Look at the groups of people in the :
People assume that ...
diagram. For each group of people, write as many stereotypes
Teenagers are seen as ...
as you can. Then compare your list with another pair.
People tend to think that =
People say that teenagers are lazy and sleep too much. teenagers . e
PRN SATA ETN

STEREOTYPES
TEENAGERS ~~ Pr

ELDERLY
PEOPLE

E Work in pairs. For each set of people in

Exercise D, decide what the consequences of REFLECT ... How can the skill of
the negative stereotypes you have identified
might
understanding stereotypes be useful to you
be in Work & Career and Study & Learning?
Someone might not give a hard-working teenager a job
because of the stereotype that teenagers are lazy.
@y
F Work in groups. Discuss the questions. _* RESEARCH ...
1 Do you feel you now have a better understanding ext Find out about a person who has been
of stereotypes? In what ways? stereotyped and the negative impact this has
, ; ; had on them. In your next class, tell the class
2 Will you be more able to recognize stereotypes in
about the person you read about.
the future when they refer to you?

@
Cc F
* Put the students in groups to list stereotypes they have e Ask the students to discuss the questions in groups.
heard of about their culture. e Ask the students to share their ideas as a class. Then
¢ Write the following topic areas on the board to help lead a class discussion about what they have learned,
them: appearance, personality traits, occupations, and how they might feel they are better able to
behaviors. Encourage the students to think about how recognize and understand stereotypes in the domain of
members of their culture are commonly depicted on TV Self & Society.
and in movies, as these images are often stereotypical.
* Have the groups discuss items 1 and 2, and report their :
ideas to the class. Alternative
¢ Discuss item 3 with the whole class. Ask the students Have the students write a journal entry about what
why people should avoid believing in stereotypes. they have learned about stereotypes in this unit, and
= how they feel the skill might be useful to them in the
Possible answe future, including examples of situations when they
3 People can learn as much as they can about other might apply the skill.
cultures and remember to keep an open mind, and
avoid adopting ideas about people or cultures based
on what they see on TV or in movies. ee REFLECT

¢ Discuss the question with the whole class. Ask the

D students to say what they feel are the most useful
e Have the students look at the pictures in the diagram points they learned from this lesson, and how the skill
and the example sentence. of understanding stereotypes might be useful in the
e Put the students in pairs and have them write as many domains of Work & Career and Study & Learning,
stereotypes as they can for each group. either now or in the future.
e Point out the language in the How to say it box, and ¢ Elicit the following ideas: helping them understand
encourage the students to use the phrases as they work others’ (and their own) opinions and attitudes, helping
with their partner. them communicate with co-workers and classmates,
¢ Combine pairs to form groups of four and have the helping them with intercultural experiences, etc.
students share their lists. Tell them to notice whether
any traits are the same, and where they think these * RESEARCH
ideas came from. ae
, © Go through the task and check that the students are
E clear about what they have to do.
¢ Read the instructions aloud, and have the students read e Suggest that the students research celebrities or famous
the example silently. people, such as movie stars, pop singers, or sportsmen
e Put the students in pairs, and have them first identity and women. Depending on class time and availability
the negative stereotypes on their list. Then have them of computers, this could be done in class rather than
brainstorm the negative consequences. outside of class.
© Elicit ideas from the class. Ask the students whether they * Have them share their findings in class. Lead a class
feel they have encountered any consequences—positive discussion about the stereotypes they researched.
or negative—based on their nationality.

Who do you think you are? MeigeN))

 Alternatives
e With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the they start, and discussing how they should go about
Language wrap-up exercises: them. For example, if they have to fill in the blanks
e in class as a test in a text, encourage them to read through the whole
e in class as a review text first to get an idea of the general meaning of it. If
e¢ as homework they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
whole sentence first to understand the context.
e Ask the students to do the exercises in test conditions,
e You can also use the Language wrap-up to review the
and give a time limit (e.g., 20 minutes).
material in the unit with the class and work on the
¢ Check answers with the class and deal with typical errors
exercises together as a class activity. In this case, you
or problems. can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
main points to clarify any misunderstandings before they
¢ If you decide to do the exercises in class, you can
begin an exercise. Similarly, you can ask the students
approach the Language wrap-up as a two-step review.
to first work in pairs to check the meanings of words to
First, ask the students to do the Vocabulary section
be used in fill-in-the-blanks exercises in the Vocabulary
individually. When they finish, ask them to check their
section.
answers carefully, and then put them in pairs to compare
¢ Note that the more assistance you give the students, the
answers and discuss any differences.
higher the score you should expect them to get when
e You can then apply the same procedure to the Grammar
they do the exercises.
section.
e Self- and peer-correction are two excellent ways of
1 Vocabulary
developing learner independence and creating a
cooperative learning environment. A
e Ask the students to read the conversation for general
Homework
understanding and to gain an idea of the context before
e If you give the exercises for homework, you can ask filling in the blanks with the words from the box. Remind
the students to do them in test conditions, i.e., without them that each blank is worth one point.
referring to the language they covered in the unit, their e Check the answers with the class by calling on individual
notes, the Grammar reference section, dictionaries, etc. students to read the lines of the conversation aloud.
¢ Give them a time limit (e.g., 20 minutes).
¢ Check answers with the class in the next lesson and deal
with typical errors or problems. e Remind the students to use the context of each
e The scoring system has been designed to give the sentence and the whole conversation to help them
students an idea of the progress they are making. Each choose the correct words.
section has a total score of 10 or 12, depending on the ¢ Give them time to complete the task individually. Then
complexity of the language covered and the nature have them compare answers in pairs.
of the exercises. Whichever approach you take to the ¢ Check the answers by calling on pairs to read lines of
Language wrap-up, after checking the answers to each the conversation, saying the correct answers.
section, ask the students to write their score. If they
have a score lower than 8 (out of 10) or 10 (out of 12), 2 Grammar
direct them to the appropriate sections of the unit and
encourage them to read them again for homework. ¢ Check that the students understand the task: point out
After that, ask the students to complete the exercise(s) that they will choose the correct verb form to complete
again at home. the text.
e Ask the students to read the whole text through first
before completing the exercise. Encourage them to say
each sentence silently to themselves before deciding on
their answers.
A Complete the conversation with the words from the box. One of the
words can be used more than once. (6 points)
family identity life sense social

Alicia: Do you think your (1) —_!2//Y_ background has made you who you are?
Byron: Well, yes, | guess it’s given me a strong sense of (2) 2". And we all learn
values from our parents, don’t we?
Alicia: Hmm, it's not always easy to make (3) __°""°"___ of your own past. I’m not
sure how much my family made me who | am today. | have very different
(4) cece goals from my parents. | think my sense of identity is really
connected to my (5) —_52°'2!__ group.
Byron: Maybe, but |’m sure your parents influenced you, too. They taught you common
(Oye ecidn.tithey?

B Choose the correct options to complete the rest of the conversation.

(6 points)
Alicias Yes, of course! But things like social (1) level /(Status)are very important to my
parents and not so important to me. The people in my social (2) crowd /(group)
come from all kinds of backgrounds.
Byron: But your parents have influenced you in different ways. You and your dad have
exactly the same sense of (3) funny /(humor And you and your mom are both
very (4) / sensible when people are unhappy or upset.
Alicia: That's true. My mom and | can both (5) know ari the other person
is feeling.
Byron: On the other hand, she’s very (6)Gensibley thinking, but you're ...
Alicia Hey!

al identity and use words and phrases with sense.

d 4 on pages 10 and 13. SCORE: /12

Choose the correct options to complete the text. (12 points)

When | was a kid, my dad (1) had done ey things. Like sometimes, we
(2) had waited ee ron a movie line or whatever, and he (3) was used to/
(sed td)stand on his head. Stuff like that. He did it even after | co Gedasked)would ask
him to just be a normal, sensible dad. He never (5) / would listen and | (6)
was finding it very embarrassing. My uncle (my dad's brother) (n\sed totellY had told
my dad to act his age. | remember he (8)would say/ was saying, “Act your age, not your
kid's age.” My dad (9) had tried /(did try)but soon, he (10) was forgetting Cae
and do something silly. Well, now I’m all grown up, and so is my dad. Now | (11) would
always ask eee to do some of the things that (12) ised toembarrass/
were embarrassing me. But my dad is 90 years old, and he doesn’t have as much energy.
Funny how we don’t appreciate things until we don't have them anymore!

ressions describing habits in the past.

on pages 11 and 14. SCORE: /12

Who do you think you are?

 Writing an article

A Read the article. In your own words, explain what advice the writer gives.

How
te 4wwive

CULTURE SHOCK
Are you thinking of moving to another country, either to work or to
study? If you are, there’s a chance you’ll face a number of challenges.
You might find it hard to make sense of your new country or you may i mee. yy
feel that people are always stereotyping you and not seeing the real ; ‘
you. What can you do about it? nina ’¥ =
Well, first of all, lighten up and don’t be so sensitive! You may
encounter stereotypes, but now’s your chance to prove them wrong!
And no one expects you to understand your new environment right
away. People are generally happy to give you time to figure things out.
Ask questions and don’t be afraid to make mistakes. Usually, people
enjoy explaining their culture to people from other countries.”
Second, if you find that people expect certain things from you
because of their stereotypes, don’t see it as a problem. See it as
your chance to show them that you’re an individual. Try to explain, ae
in a sensitive way, why their view of people from your country is .
wrong or incomplete.
Above all, you have to be open to new experiences and not
worry about losing your identity. Instead, you need to be
ready to accept your new identity. Welcome to your new life!

B Look back at the article and choose T (true) or F (false). The writer ...
1 uses a question to engage the reader. (D/ F
2 uses a conversational, chatty style. (DY F
3 mentions a few potential problems and then solutions to those problems. (TY F

C You are going to write an article giving advice to people who are
going abroad to study or work. First, make notes below.
1 Make a note of two or three problems someone who has recently arrived in a new
country might face.

2 For each problem you have identified, make notes on what advice you could give.

D Now use your notes to write your

article. Write about 200 words. HOW ARE YOU DOING?
C) | have tried to engage the reader in the article.
e | have used a conversational, chatty style.
O | have given clear advice on the problems.
 Cc
Writing workshop: writing ¢ Have the students read the instructions. Explain that
felal relaitals they are going to write an article like the one in Ex. A,
giving advice to people who are going to study or work
overseas. But first, they will make notes.
A ¢ Elicit contexts or situations in which a newcomer to a
* Have the students read the title of the article. Elicit country might experience culture shock, for example,
the meaning of culture shock (the nervous or confused with their homestay family, at school or work, with
feeling that people sometimes get when they arrive in housing, transportation, eating, shopping, meeting
a place that has a very different culture from their own). people, etc. Encourage the students to think of their
Then ask the students to predict what kind of advice the own experiences, if applicable.
writer will give. * Give the students time to make notes. Remind them to
¢ Give the students time to read the article. Answer any provide advice for each problem.
questions about unfamiliar vocabulary.
¢ Have the students write a few sentences in their own =
words to explain what the article is about. Alternative
Elicit situations in which a newcomer to a country
we i maple Gan
might feel culture shock, and list them on the board.
The writer says that you should not take things s Put the students in pairs to discuss the different
and realize that when you come across stereotypes, it’s situations and brainstorm advice they could give for
actually your opportunity to correct those stereotypes. each problem.
The writer also says that you should be prepared to ask
questions and not be scared of making mistakes. You D
should be open and try not to worry about taking on a
; ; e Give the students time to write their article in class or for
new identity.
homework. Remind them to write about 200 words, and
to follow their notes.
Encourage the students to use new language and
Alternative structures from the unit in their writing. Give extra credit
for including the verb tenses or vocabulary from the unit.
Instead of individual writing, lead the class in a
group discussion about the article. Ask the students
questions to elicit specific information, and write their Extra: grammar practice
answers on the board. Have volunteers summarize
orally each of the suggestions that the author makes. Have the students write sentences using past tense
verbs. Encourage them to use the context of culture
shock to write four sentences, using the simple past
B tense, the past tense with did for emphasis, the past
¢ Give the students time to read the styles/devices. progressive, and the past perfect.
e Have the students complete the task individually, and
then compare answers in pairs. Encourage them to give How are you doing?
specific examples from the article to illustrate the use of
e Ask the students to read the statements and check the
the devices.
ones they believe are true.
e Lead a whole-class discussion about the possible
e Ask them to discuss their article with another student in
reasons why the writer chose to apply each of the
the class and identify things they could improve on next
devices, e.g., to appeal to a young audience (college
time.
students), to get the reader's attention and generate
interest in the article, etc.

Who do you think you are?

 ILOBAL VIEWS
The expression to have a global view of Sonn ae
meanshay you
icone allspecs
order to formulate that view. In the title of this unit, global\
views can either refer to this mea
or to more literal meanings, namely opinions ofthe world or oj : inionsfrom around the world,

Unit opener (p. 21) Lead-in

1 Listening: understanding Ask the students to look at the unit title and the pictures,
discourse markers (p. 22) 30 min and to predict what the unit will be about. Ask what the
¢ Vocabulary: globalization 15 min term globalization means (that the world is becoming
2 Grammar: verbs with more integrated since products, ideas, and cultures
stative and dynamic uses (p. 23) 40 min are being shared more easily due to improvements in
3 Speaking: talking about transportation, technology, and communication methods).
Direct the students’ attention to the points in the unit
social media (p. 24) 30 min.
objectives box and go through the information with
4 Pronunciation: voiced and
them. To get your students to think about the skills being
voiceless consonant sounds (p. 24) 15 min. developed in this unit, ask them to look at the questions in
5 Grammar: repeated and the cogs.
double comparatives (p. 25) 40 min. Listening: understanding discourse markers
6 Reading: a magazine article (p. 26) 30 min. e Ask the students the questions and give them time to
¢ Vocabulary: verbs for talk with a partner. Extend the discussion by asking the
taking social action 15 min.
students for examples that they have noticed when
listening to people speak English.
7 Writing: a formal email (p.27) 30min.
Writing: a formal email
lifeSkills: understanding internet
e Survey the class to see how many students use email
search terms (Study & Learning) (p. 28) 50 min. and how frequently. Ask the questions and give the
¢ Optional downloadable lifeSkills students time to talk with a partner. Elicit answers from
lesson (Work & Career) 50 min. the students and create a list on the board.
¢ Optional downloadable lifeSkills lifeSkills: understanding internet search terms
lesson (Self & Society) 50 min. e Ask the students if they agree that the internet provides
Language wrap-up (p. 30) 20 min.
huge amounts of information on every topic. Ask
volunteers to share topics they have searched for on the
Speaking workshop: describing
internet. Put the students in small groups to list effective
a picture (p. 31) 30 min.
ways they have found to search for information.
Video and downloadable video worksheet 45 min.

aoe 2

Unit 2 Competence developed CEF Reference (B2 competences)

1 Listening can understand informal discourse markers Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1; 4.4.3.5;
Abo eel
2 Grammar can use and understand verbs with stative Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
and dynamic uses
3 Speaking can talk about social media Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 4.4.3.5; 4.5.2.1;
S22 lee eee
4 Pronunciation can correctly pronounce voiced and Section 5.2.1.4
voiceless consonants

5 Grammar can use and understand repeated and Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
double comparatives
6 Reading can understand a magazine article Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4; 4.5.2.2
7 Writing can write a formal email Table 1; Table 2; Sections 4.4.1.2; 4.4.3.2; 4.4.3.4;
4.5.2:13 5.2.1.17°5.2:1.2; 5:2: 1.695)2,252) Sie aes

129
IN THIS UNIT YOU
learn language to talk about
globalization and taking social . 1
action : Do you sometimes hear
listen to a discussion about me ee __words or
phrases that
©} globalization BS oe don't seem to have much
5 » ee -meaning? Why do you
“} write a formal email to organize a think people use
meeting them?
read about shopping locally
talk about the advantages and
disadvantages of social media
learn about effective internet - es j
coarirenne Be When do you need to write
Ma a formal email? How is a
watch a video about the at formal email different from
advantages of eating | = an informal email?

The internet provides

SKI LLS information on almo
are some effective wa 1 have 1
STUDY search for information on the internet?
& LEARNING
Global views Meji yaar!)
 Work in pairs. Look at the pictures and discuss
the questions.
Which, if any, of these aspects of globalization affect your country? In what ways?
2. What do you think are the positive and negative features of each of these three aspects of globalization,
both in general and specifically for your country?

= 4

“1a
2 human migration

cation
B [9 Work in groups. What other aspects of globalization can you think of?
Do you think they have mostly positive or mostly negative consequences? Why?

21)
A
Put the students in pairs. Ask them to look at the Culture note
pictures and captions. Check that the students For many years now, Skype has been used to
understand the difference between migration (the communicate in a variety of ways using audio, video,
process of going to another place or country, often and instant messaging. Users spend two billion
in order to find work) and immigration (the process minutes a day connecting over the network. At peak
in which people enter a country in order to live there times, there are more than 40 million Skype users
permanently). Ask the students if they have any personal online.
experience of any of the activities pictured (stock New research shows that worldwide Skype usage is
markets, border control, online communication). Give now equivalent to over one-third of all international
them time to discuss the questions. phone traffic.
Listen to the students’ ideas as a class. Then ask them
if they are familiar with the effects of globalization on
any other countries. Accept any reasonable answers.
Remind them that everyone may have different ¢ Have the students work in groups. Ask them to list as
opinions. many aspects and consequences of globalization as
they can, and to offer reasons for their answers.
¢ Listen to their ideas as a class. Note that there is no
Alternative single answer to the questions. The aim is to encourage
If the students find it difficult to answer the questions, critical thinking and for the students to have the
write some or all of these other questions on the opportunity to express and explain their ideas.
board to help them.
What companies do you think people invest in? Are
they companies in your own country or in another Other aspects of globalization might include business
country? relocation, call centers located in other countries, waste
Are there a lot of tourists that visit your country? Are disposal (especially technology), and cheaper products
there many international people who relocate to live sold on global markets.
in your country? Where do they come from? What Positive and negative consequences might include:
country would you like to visit or live in? positive: increased employment and job opportunities in
poor countries, more opportunities to learn about other
How do you communicate with your friends who live
cultures, increased media coverage of world events,
in other cities and countries? What language do you
more rapid responses to natural disasters;
use?
negative: increased unemployment in developed
countries, exploitation of workers in developing
countries, less job security, multinational companies
Culture note taking over local industries, the spread of fast food
chains leading to increased consumption of fast food.
Many countries and cities have stock exchanges,
where stocks are listed and traded. Some of the
major stock exchanges include the New York Stock
Exchange, the London Stock Exchange, and Bursa
Malaysia. Stock exchanges are located around the
world. An African example is the Nigerian Stock
Exchange. Asian cities with stock exchanges include
Tokyo, Hong Kong, Shanghai, and Mumbai.

Culture note
Countries have border controls to help control people,
animals, and products that are entering and leaving
a country. Government agencies monitor border
controls. The government agencies are concerned
about immigration, customs, and security. Different
countries have different degrees of strictness in terms
of letting people, animals, or products in or out of the
country.

Global views
 Cc
“1 Listening: understanding ¢ Have the students read the sentences silently and notice
discourse markers the words in bold. Ask them to match each word or
phrase with the correct definition, a or b.
e Check the answers as a class.
Lead-in
Ask the students if it is ever difficult for them to think
of what words to say when they speak in their native Extra: parts of speech
language and in English. Continue the discussion by Ask the students to identify the part of speech of each
asking them what they do when they need to think before of the vocabulary words or phrases in Ex. C (economic
they speak. growth: noun; profits: noun; multinational: adjective;
Ask the students to read the information in the skills panel. regional: adjective; dominate: verb; facilitates: verb).
Mention that discourse markers, or fillers, like these are Ask them to use each word in another sentence. You
common in English. Point out that discourse markers are could also elicit other related parts of speech, e.g.,
words or phrases that do not change the meaning of the profits—profitable (adjective) and ask the students for
sentence. Ask them to list any others they can think of. example sentences using these.
Write their answers on the board. Elicit answers such as oh,
now, then, | know what you mean, but, and | mean.

A By] 1.06 e Put the students in pairs to discuss how much they
See p. 1165 for the audio script. agree or disagree with each of the statements in Ex. C.
¢ Give the students time to read the five sentences. Tell
Encourage them to explain their answers.
If time allows, ask each pair to share their answers for
them that they will hear five speakers give their opinions
about globalization. Ask them to write the missing one of the six statements in Ex. C with the class, and
discourse markers that they hear. explain why they agreed or disagreed.
e Play the audio once and check progress. If necessary,
play the audio one more time, but not more than that.
e¢ When you check the answers, you may want to remind Extra: homework
the students of the fact that although these phrases do Ask the students to choose one of the statements
not really mean very much, they are used as follows: from Ex. C and write a paragraph giving their own
kind of—to make an opinion less strong (e.g., It’s kind opinion. Explain that they should include at least two
of sad that ...); you know what | mean—to check that reasons with examples.
the listener is following; you know and like—to create
time to think; |mean—to add information or explain
something we've said. >Workbook pp.10-11,Section 2
¢ Draw attention to the illustration and make sure the
students understand that it represents globalization.
Check that the students understand the task. Play the
audio again and then ask them if they have matched all
the answers. If not, play the audio one more time.
¢ When you check the answers, ask if they can determine
which speakers are broadly positive (1, 5) and which are
negative (2, 3, 4).

Extra: agreeing and disagreeing

Extend Ex. B by asking the students if they agree or
disagree with the speakers. Ask them to support their
answers by explaining why they agree or disagree.

ection! § ¢
> Workbook p.10,S
 NING: understanding discourse markers
O Discourse markers or “fillers” such as like, you know, or well are often used in
informal speech. Such words and phrases can have several meanings, but when
used as fillers, they don’t mean very much at all. Fillers are often used to give the
speaker time to think about what they want to say.
A 1.06 Listen and write the missing discourse markers.
Speaker 1 | mean _ it's easier for countries to export goods.
Speaker 2... Companies increase their profits by, —_/ke __, setting up factories in
poorer countries.
Speaker 3 __YOUKNOW_, you see the same fast-food restaurants ... wherever you go.
Speaker 4 | ___§ kind
of _ think it's sad that regional cultures are disappearing.
Speaker5 And... well ___... that helps everyone.

B Listen again to the five people discussing globalization. Match the

speakers (1-5) with their opinions (a-e).
Speaker 1——_——————-a)_ benefits economies
Speaker 2 b) destroys local cultures
Speaker 3 c) harms local businesses
Speaker 4 d) improves communication
Speaker 5 e) creates inequality

C VOCABULARY: GLOBALIZATION Choose the definitions that match

the words or phrases in bold.
1 “There’s been huge economic growth in recent decades.”
increase in size of the economy b) decrease in size of the economy
2 “Companies increase their profits by setting up factories in poorer countries.”
financial gain b) financial loss
3 “Multinational companies are completely taking over.”
a) In one country in many countries
4 “Regional cultures are disappearing.”
local b) international
5 “The same music and movies dominate popular culture everywhere.”
a) destroy control
6 “The internet facilitates information sharing.”
makes easier b) demands

D VOCABULARY: GLOBALIZATION Work in pairs. Decide how much

you agree with each of the statements in Exercise C. Explain why.

Global views Peiiveyae 4)

 R: verbs with stative and dynamic uses _ © |
A LANGUAGE IN CONTEXT Read the text. What positive
aspects of multinational corporations are mentioned?

MULTINATIONAL SPREAD
Walk around almost any city in the world and you see signs advertising
multinational corporations. They are having a major effect on emerging
economies around the world. These companies often have branches in many
countries and can offer varied job opportunities, especially for young people. Saggy a oon sranavs
A recent study showed that more young people than ever are thinking of é
applying for jobs with such companies. However, some people think that
large companies take money out of the country. They would prefer local
companies to do well. Whatever the pros and cons are, it looks as if NOTICE!
multinational corporations are here to stay. Underline the verbs in the text
that are in the simple form. Then
circle the same verbs that are
B ANALYZE Read the text in Exercise A again. used in the progressive form.
How does the form of the verb
Form & Function Read the information and complete change the meaning?
the table with examples from the text. RATE ADOT

Some verbs are rarely used in progressive forms. They are called stative verbs
because they usually refer to states or conditions that continue over a period of time,
for example, know, prefer, or agree. However, some stative verbs commonly have
both stative and dynamic uses, with different meanings.

: Stative use Dynamic use

: (simple verb form) : (progressive verb form)

b : Multinationals are huge companies. : You're not being serious!

e : ; ;
: (permanent state, general truth) : (acting or behaving)
: (4) These « Oe anies often have branches in _ (2) [hey are having a major effect on emerging economies ...
ave : many countries . : ese =
(possession, characteristics) : (causing, experiencing)

are = (3) XS a ee : Janie has been seeing Tom for two years now.
: (notice, Bese understand) : (meet or date )
aie ie: ae people thinkibgt iiote Young Beople Wah ver are tAbie Bhacetna
think : ee aa arse
: (have an opinion) (theeiereed of thought)

C PRACTICE Choose the correct options to complete the sentences.

Explain your choice.
| think /@m thinking of applying for a job with a large company.
We don’tt have are not having an officeiin Australia. WATCH OUT!
Stop behaving like that! You are /@re beingyidiculous! X She is being an intern at
Yes, |(See)/ am seeing your point of view. a multinational company.
What@o you think are you thinking of multinational corporations? Y She's ae.
an intern ata
multinational company.
There@rey/ ar
are ‘being fewer jobs for young people these days. __
TS PRS
F&F
Ww
O09
N
WD
= | saw Jim and Davina having dinner together. Do they see (Are they
eyseeing)
each other?

D NOW YOU DO IT Work in pairs and do the role-play. Write three

sentences to convince your partner about your opinion. Use some of these
verbs: be, have, see, think. Then tell your partner.
Student A Student B
You agree with the spread of multinational corporations. You disagree with the spread of multinational corporations.

®
 understand the difference between stative and dynamic
2 Grammar: verbs with stative verbs. Elicit other examples of stative verbs, e.g.,

and dynamic uses believe, seem. Then check that the students understand
that the verbs they circled in the text and the other
verbs in the table can be both stative and dynamic, with
Lead-in different meanings, and can therefore be used in the
Ask the students if they know any of the multinational progressive form.
corporations in the picture, e.g., 7-Eleven, KFC. Ask Point out the examples for the verb be in the table and
them to work in pairs and think of examples of other make sure the students understand the difference in
multinationals. Listen to their ideas as a class (e.g., meaning (as explained in the parentheses).
McDonald's, Sony, IBM, Dell, American Express, etc.). Ask the students to read the text again and complete
the table using examples from the text.
Check the answers with the class. Explain the fact that
Culture note think as a stative verb means have an opinion (e.g., |
think that’s true), while think as a dynamic verb means
7-Eleven is part of an international chain of convenience either plan (e.g., I’m thinking about getting a haircut)
stores, with outlets all over the world. It is one of the or consider facts carefully (e.g., Be quiet! I’m thinking).
largest multinational corporations in the world, with Point out that the dynamic use of have is often in set
main markets in the U.S. and Asia. KFC is a chain of fast phrases, e.g., I’m having a good time; This is having a
food restaurants that has been operating for over 50 major effect on the economy.
years, known for its specialty of fried chicken. Its original Explain that seeing someone in the dynamic example
name was Kentucky Fried Chicken. It is the second means dating.
largest restaurant chain in the world after McDonald's.

Direct the students’ attention to the Watch out! box.

Elicit that the first sentence is incorrect because be is
e Have the students read the question first. Then ask them
used in its stative sense, and so it needs to be in the
to read the text and identify the positive aspects of
simple form, not the progressive.
multinational corporations.
Ask the students to complete the exercise individually.
e Ask them if the article mentions only positive aspects
Check the answers with the class. Ask the students to
(No, it also mentions that some people think that
explain why each verb is stative or dynamic.
multinationals take money out of developing countries,
and it implies that they hurt smaller, local companies.). gee oa
e Ask the students if they agree with the opinions iiatelades
expressed in the article. 1 am thinking (eee - sativiey)
2 don’t have (refers to state)
3 are being (refers to temporary action)
4 see (refers to state)
PRR can Te Pied 3bBE eonuniies
5 do you think (refers to state [opinion])
especially for young people.
6 are (refers to state)
7 Are they seeing (refers to activity)

pede D
Direct the students’ attention to the Notice! box. Put the students in pairs and ask them to choose one of
°
yee that there are examples of both simple the roles.
and progressive verb forms in the article. Give the Ask them to read the information from the box for their
students time to underline all the simple forms, and role. Give them two or three minutes to work individually,
circle the progressive forms of the same verbs, and thinking of some ideas and making some notes.
then answer the question. Remind them to try to use the four verbs at least once
e After checking the answers as a class, explain in their discussion. Tell them to pay attention to whether
that simple verb forms are often used to describe the verbs should be stative or dynamic.
unchanging or repeated actions; they are permanent ¢ Ask a few pairs to perform their role-plays for the class.
or general truths. Explain that progressive verb
forms often describe people’s behavior or actions;
they are continuous or ongoing. Extra: homework
Ask the students to write a short paragraph about
the advantages and disadvantages of multinational
The progressive form is aie (refers to Beicnilactiity) corporations. Ask them to use some of the verbs be
the simple form is stative (refers to state or condition). have, see, and think in their paragraph and to use the
a SESS
stative and dynamic form correctly.

Form & Function

¢ Direct the students’ attention to the language box.
After they have read the information, check that they
Global views
 Speaking: talking about A Pronunciation: voiced and
“social media voiceless consonant sounds
Lead-in A f) 1.08
Before the students open their books, survey them to see ¢ See the Student's Book for the audio script—the words
how they feel when they read or hear a word they do not in the list.
know, and what they do to try to find the definition. Ask e Ask the students to listen to the audio and repeat each
the students how they can find definitions of a word (e.g., pair of words with one hand on their throat and the
blog) on the internet. Elicit different possibilities, e.g., other a few inches in front of their mouth. Explain that
using an online dictionary; typing the question “What the vibration happens when the vocal cords move, and
does blog mean?” into a search engine; typing the words the puff of air happens when they do not. Point out that
“definition of blog” into a search engine, etc. this puff of air is called aspiration.
Elicit the difference between a voiced consonant and
A a voiceless one, e.g., vast and fast. With a voiced
Ask the students to read the definition of social media. consonant, the vocal chords vibrate and with a voiceless
Elicit different examples of social media, e.g., Facebook, consonant they do not vibrate, so the sound is heard
Twitter, LinkedIn, Flickr, YouTube, Foursquare, etc., and through aspiration only.
write them on the board. Ask the students to identify
which social media they use from the list on the board. B &) 1.09
Tally the answers. See p. T165 for the audio script.
Make sure the students understand the task (to choose
) 1 .07
the word they hear in each pair in Ex. A).
See p. 1165 for the audio script. Play the audio once. Repeat only if necessary. Check the
Tell the students they will hear three people talking answers with the class.
about their use of social media.
Make sure the students understand the task (to fill in the Cc
social media, if any, that the people use, and to write Put the students in pairs to take turns saying one word
the advantages/disadvantages they mention). from each pair of words. Ask them to pronounce it
Play the audio once. The students may find this correctly so that their partner can identify the word
challenging. If necessary, play the audio again before correctly.
checking the answers with the class. Circulate to help as needed.

Refer to the list of social media on the board and ask Extra: voiced and voiceless consonant sounds
the students to choose one to use in Ex. C. Tell the
In pairs, challenge the students to add to the list
students that if they don’t use any of them, they can
of words in Ex. A. Then have Student A say a word
talk about any media they use (email, texting, etc.). Ask
from one column and Student B say the matching
them to use the headings in the table to help them
pair (e.g., Student A: fine; Student B: vine). Have the
make notes about the type of media they use. Give
students take turns. Monitor, listening for correct
them time to make notes.
pronunciation.

Put the students in pairs. Tell them to take turns being

Student A and Student B. Explain that the students Extra: homework
should talk about the form of social media they made
For homework, ask the students to write one sentence
notes about for about one and a half minutes. While
using each of the words in Ex. A. In class the following
one student talks, the other should listen and take
day, have the students take turns reading a sentence.
notes, but should not interrupt or ask questions.
Their partner identifies the word from Ex. A and tells
Ask the students to use their notes to tell the whole class
whether it has a voiced or voiceless consonant sound.
about their partner's use of one type of social media.
 talking about social media
A Read the definition of social media. What social media do you use?

Web terms: Your questions answered

B 1.07 Listen to three people giving their opinions about social

media. Complete the table with the information.
Speaker :Social media used Advantage / Disadvantage
ee ee oo eee
eee Pe mn on Re
sates PR eeu. ope agence ate

C Think about one form of social media you use. Make brief notes to
complete the table.
Social media

Effect on communication

D si Independent Speaking Work in pairs. Student A, tell your partner

about the type of social media you have chosen. Student B, as you listen,
take notes in your notebook. Change roles. When you have finished, tell
the class what you learned about your partner.

voiced and voiceless consonant sounds

A 1.08 Listen to each pair of words. Put your hand on your throat and
say the first word of each pair. You should feel a vibration. Put the palm of
your hand a few inches in front of your mouth and say the second word in
each pair. You should feel a puff of air after the first letter.
1 fast 4 train
2 too 5 goal
3 base
B 1.09 Listen to five sentences. Choose the word you hear in
Exercise A.

Cc Work in pairs. Take turns saying one word from each pair. Your
partner will identify the word.

Global views
 5 e 4 KMMAR: repeated and double comparatives
A LANGUAGE IN CONTEXT Read the opinions.
Which person do you agree with more? “We live in a global village, and we have friends
all over the world. But the faster communication
becomes, the less interesting our messages
“Communication has gotten faster become. We send more and more messages about
and faster, and all forms of social unimportant things. Sometimes slower is better.”
media are becoming more and more Luca, Modena, Italy
popular. People around the world feel
closer to each other and understand
each other better. The more we
understand each other, the more
peaceful the world will be.” NOTICE!
Monica, San Luis Obispo, California Look at the underlined
phrase. Why do you think
faster is repeated?
B ANALYZE Read the opinions in Exercise A again.
Form & Function Complete the table with examples from the text.
Form : Function : Examples

comparative + and + comparative : Repeated comparatives : (1) Communication has

more and more + multisyllable : used to describe something that is : gotten ___faster__ and
adjective : changing astern and ie
less and less + multisyllable adjective: : (2) ... social media are
s becoming ean
: more popular _

the + more (+ noun) + verb phrase, : Double comparatives : (3)... better, __The more _
the + comparative + verb phrase : used to describe how two things are > we understand ...,
SR Ae Pena ie Pench oe te anes coee DN Ne viereti cae : changing at the same time, or how one : the more peaceful the world
the + comparative + the + noun + : thing changes as a result of a change in : will be.
verb phrase, the + comparative + verb something else : (4) But the faster
phrase : communication becomes,
the less interesting _oyr

: messages become.

More and less can be used with nouns: The more work | get, the less time | have. WATCH OUT!
We send more and more instant messages these days. :
More and less can also be used on their own: The more | see, the less | understand. ¥ Social media is getting
: i. te : more and more
lf we use a comparative adjective with a noun, we add the before the noun: powerful
The better the teacher, the quicker you learn.
X Social media is getting
Some expressions can leave out the verb: The sooner the better. (NOT: The sooner
more powerful and
it is, the better it is.)
more powerful.

C PRACTICE Complete the sentences with the words in parentheses.

Use either a repeated or a double comparative.
more and more sympathetic / less and less sympat etic
1 People are becoming — —_____________ toward people e in other countries. (sympathetic)
2 The world is becoming Smallerandsmalier with each new form of media that appears. (small)
ay ele more _| use Twitter, the interested
more __ | am in its possibilities. (more, interested)
4 The more . | read his blog, __the
funnier
/less funny __| find it. (more, funny)
5 you use social media, confusing
—the less __ it becomes. (more, confusing)
4 The faster broadband becomes, easier
—_ the __ it is to transmit information. (fast, easy)

D NOW YOU DO IT Complete the sentences with your own ideas. Work in pairs.
Compare your ideas with a partner.
OU ae a
Peo NESS Wee
3 | believe the world is becoming ——__ and

25
 e Show the students that different combinations are
5 Grammar: repeated and possible, e.g., The more exercise you do, the healthier

double comparatives you will be; The more | study, the more | learn; The less |
watch TV, the more | miss it.
Direct the students’ attention to the Watch out! box.
Lead-in Explain that it is easy to make mistakes when using
Ask the students which communication methods they comparatives, and elicit the reason why the second
consider to be fast (e.g., instant messaging) and which sentence is incorrect (the adjective cannot be used in
they think are slow (e.g., mail). Continue the discussion the first instance with more and more).
by asking which they prefer, and encourage them to give
a reason. Explain that this section is about comparing : : siege
things, such as fast methods of communication with slow Extra: comparative adjectives
methods, and that they will learn the grammatical way to Write the following sentences on the board and ask
do this. the students to find the mistake in each one.
1 People are becoming more and less powerful.
A 2 | find that | am spending more time and more time
¢ Ask the students to read the question first. Then ask on social media sites.
them to read the two opinions and decide which person 3 The most time | spend researching for my projects,
they agree with more. Ask them to support their answer the higher my grade.
with reasons.
¢ Encourage them to discuss their opinions and reasons e Sees a ie Rais
Fe 1 People are becoming more and more powerful.
/ People are becoming less and less powerful.
NOTICE! 2 | find that | am spending more and more time on
5 social media sites.
¢ Direct the students’ attention to the Notice! box. 3 The more time | spend researching for my
~e Ask the students to look at the underlined phrase projects, the higher my grade.
and think about why the word faster is repeated.
Ask them if the action is finished or if it is
continuing. } Cc
¢ Point out that the students need to decide if they need
a double comparative or a repeated comparative to
Faster and faster indicates that change is continuin g complete the sentences.
to happen. Faster is repeated for emphasis. e Ask them to work individually and then to compare their
answers in pairs. Tell them to check each other's spelling
as well as the forms of the comparative.
B e¢ When you check the answers with the class, note that
more than one answer may be possible in some cases,
Form & Function depending on your opinion.
e Ask the students to read the text in Ex. A again, paying
attention to the comparative forms. D
e Present the information in the table. Ensure that the ¢ Give the students two or three minutes to work
students understand the uses and examples. You could individually and complete the sentences. Tell them to
give them another example or two (not from Ex. A), such write their sentences about globalization and social
as This class is getting more and more exciting; The less media.
we litter, the less polluted the world will be. Then ask Put them in pairs and ask them to compare their ideas.
them to complete the table individually using examples Listen to some of their ideas with the whole class.
from the text. Correct any errors in the use of repeated and double
e Check the answers. Remind the students that short comparatives.
adjectives (usually one syllable but sometimes two, e.g.,
funny) form their comparatives by adding -er, while ;
multi-syllable adjectives use more and do not add -er. Fytra: repeated and double compargiives
Point out the form of double comparatives and, in Ask the students to use the sentence beginnings in
particular, the word order, e.g., The closer people
Ex. D to write more sentences. Tell them that this time,
become, the more peaceful the world is. Draw the they can use different topics and write about anything
students’ attention to the and explain that it comes
they choose.
before the comparative.
Ask the students to look at the language box, and point
out that more and less can be used with nouns, with
nouns + a verb phrase, or used on their own. Highlight
the use of the definite article the.

Global views
6 Reading: a magazine Extra: comprehension questions
article Have the students answer these questions about the
main ideas in Ex. A.
1 Why are farmer's markets becoming more popular?
Lead-in 2 What does the “go local” movement help
Write the phrase going local on the board. Ask the students accomplish?
if they know what this means. Elicit answers such as using Ask the students to compare their answers in pairs
products and companies that are located in the community before checking the answers with the class.
rather than from outside the local area. Ask the students Take a class vote to find out who is for “going local.”
to name any businesses or markets that are specific to the
local area. Draw a table with three columns on the board. it M

Title the columns as “Small local store,” “Large department

1 They are becoming more popular because people
store,” and “Online.” Ask the students to brainstorm a list of
want to move away from food produced and
retailers for each category. Accept any reasonable answers.
packaged by large multinational companies,
Continue the discussion by asking the students where they
which is rarely fresh and has more additives.
shop most often, and which retailers they like best.
2 The “go local” movement helps sustain the local
A economy in the face of increasing globalization of
the manufacturing and food industries.
e Put the students in pairs to share their answers about
where they prefer to go shopping, and why. If time
allows, make a list on the board of all the answers. Poll Cc
the class and tally how many students raise their hands ¢ Show the students the list of vocabulary words. Explain
for each answer. Ask the students to share the reasons
that these are all social action verbs, but they can also
for their preferences. be used in other contexts as well.
¢ Ask the students to read the article. Ask them to notice
¢ Define synonym (a word that has the same meaning
if any of their ideas are mentioned in the article. as another word). Give the students time to find the
e When the students have finished reading, ask them if
synonyms for the verbs in the article.
any of their ideas were mentioned.
e Put the students in pairs to compare their answers, and
then check the answers as a Class.

Culture note
A farmer's market is a place where farmers sell their
food directly to the buyers. There are usually many
booths or tables set up outside with the farmers’ fruits,
vegetables, or meats. The number of farmer's markets
in the United States continues to grow as they become
more popular. There are over 100 in New York City.
Some farmer's markets in the United Kingdom are over
100 years old.

¢ Remind the students that reading for information is an

important part of studying. Explain that they can scan
the text for the answers. Remind them, or point out,
that scanning is reading something in order to find
particular information. Give them time to work on the
comprehension questions individually.
e Put the students in pairs to compare their answers
before checking the answers as a class.

1 Possible answers: supports local businesses/farmers;

meet local growers/producers; feel part of the
community; farm food is fresher; make sure money
doesn’t go to people in other parts of the country
or abroad; help small businesses to compete; can
buy unique locally made products; more enjoyable
experience
2 better discounts; greater variety/choice
3 The writer is for “going local.” Most of the article is
about why you should shop locally, and very little about
the advantages of shopping in larger stores or online.
6 READING: a magazine article
A (% Work in pairs. Where do you prefer to shop: in a small local store,
in a large department store, or online? Tell your partner and explain
why. Then read the magazine article and find out if any your ideas are
mentioned.

wise)
'Tt's
se TOmenGsad therer Ssit in Seattle, ‘Large supermarkets and department store chains
Washington, is already busy with shoppers looking for often have better discounts and are able to provide a
locally-grown fresh fruit and vegetables as well as locally- greater choice, especially of larger consumer items such
produced eggs, cheese, and bread. “I’m here because | as furniture or household appliances, but most of the
want to support local farmers, and I feel that I'm buying money spent there goes to owners and suppliers in other
real food that has a connection to the place I live in,’ parts of the country or abroad. Small businesses can't
says Liz Minty. “It’s also just nice to meet the farmers and compete with their prices and still make a profit, which
producers—you get a real sense of community.’ is why the campaign to go local is so important. “We
° Markets like this are becoming increasingly popular in value the experience of going into these small stores,
towns and cities across America as consumers move away speaking with the owners, and finding a range of items
from food produced and packaged by large multinational that are unique to this local community,’ says Hal Carter
companies. “Fresh food in supermarkets is rarely fresh,” of Portland, Maine. “That's something you won't find in big
says Luisa Gonzalez, who campaigns for local farmers department stores or online.’ And for lots of people, it’s
and growers. “It's usually been packed and refrigerated this experience that makes it worth paying a little more
several days or weeks before it reaches the store. It often for certain items.
uses additives to extend shelf life and also consumes more ° Participating in the “go local” movement doesn't
energy as it is transported over long distances.” mean completely ignoring the advantages of large stores
*“Shop Small” is an initiative that helps to promote or of online shopping, but it does mean thinking about
local businesses. “Small Business Saturday” now follows ways to spend your money that can help sustain the
the Thanksgiving holiday and is intended to encourage local economy in the face of increasing globalization of
shoppers to avoid large stores, and instead do their the manufacturing and food industries.
shopping at small independent stores. “It helps to boost
our business at the start of the holiday season,” says
Anne Marshall of Newport, Rhode Island. “The Shop
Small campaign definitely generates more interest in
shopping locally.”

70 wwmany,

ScEn:.
aa
Se erates

2-. iug

B Work in pairs and answer the questions.

1 Find at least six reasons for shopping locally that are mentioned in the article.
2 Find two reasons for shopping in a large department store or supermarket.
3 Is the writer of this article for or against “going local”? How do you know?

C VOCABULARY: VERBS FOR TAKING SOCIAL ACTION Match the

words with synonyms from the article in bold. Use the infinitive form.
4 encourage =e Oma” 5 appreciate _v2/ue
2. create nae eiaie 6 take part _Palticipate
svekcepalive se 7 increase _200st
4 heliacteret S fioht sr eeig8
Global views
 iS VOCABULARY: VERBS FOR TAKING SOCIAL ACTION Work in pairs.
Choose the correct options to complete the sentences. Then discuss the
questions with your partner.
1 How do your shopping habitsGustain/ promote local businesses?
2 How do store owners in your town or city try to value /G =)business?
3. What could shoppers do to generate /Gupporbsmall stores in your neighborhood?
4 What do you campaign /Galu@about the experience of shopping in small stores?

7 a formal email
Oo We can use different levels of formality in English to suggest particular meanings.
More formal language can be used to be respectful to people we don’t know very
well, or who are more senior to us, or if we want to appear more serious. We can
use less formal language if we want to seem friendlier, or if we know the person
we are talking to well.
A & Work in pairs. In which situations would you need to send a
formal email? Brainstorm ideas and tell the class.

B Read the emails about arranging a global citizenship meeting.

Which email is more formal? Which language helps you identify it?

Hi, Kathy, Dear Mr. Scott,

Thanks so much for volunteering to help organize My name is Kathy Allen, and Jerry Knibloe
the meeting about global citizenship. has asked me to wnite to you about the global
Can you contact our guest speaker, Andrew Scott, citizenship meeting. Thank you for agreeing to
with more information? He's been to lots of places be our guest speaker. We're all looking forward to
and seen global citizenship projects in action. Tell meeting you and hearing about your experiences.
him: The meeting will take place on campus at the
— date: March 28 or 31—which does he prefer? Beckett Auditorium. There are two possible dates
— venue: Beckett Auditonum for the meeting: March 28 or 31. Could you please
His email address is: [email protected] let us know which one you prefer? The sooner
Oh, and see if he has any pictures of places he’s you can do that, the sooner we can finalize the
visited recently. It would be great if he could base other details. We would also appreciate it if you
the talk on real examples. The more examples we could bring any pictures you might have from
can give people, the better. recent trips. Examples will really help people
Thanks a lot! understand what it means to be a global citizen.
Jerry Please contact me if you have any questions.
Regards,
Kathy Allen

Cc Work in pairs. Are the expressions

formal or informal? Check the correct column
and discuss your answers.
Formal Informal
1 Dear Mr. Scott, WY Cl Email quest speak €r CCaro} S: :
2. Hi, Andy! CJ Mv] For global citizenship Hanes
3. Thanks very much. Cc] Details. Victor
y Hotel, eith
4 Thanks a lot! C MY] er
5 With love, Cc]
6 Sincerely, 4 CT]

D You have agreed to help organize a meeting.

Write an email based on the note on the right.
D Cc
* Give the students time to complete each question e Put the students in pairs and ask them to first identify
individually. which of the greetings and closing expressions are
Put the students in pairs to discuss the questions. Ask formal, and then which are informal.
the pairs to share their answers with the class. e When you check the answers, ask the students which
Extend the discussion by asking them to think of three of these greetings they have used and under what
ways to help support the local economy. Ask groups to circumstances.
share their answers with the class.
D
e Ask the students to read the information in the note and
decide if the email should be formal or informal (formal).
Extra: homework Have them work individually to write the email. Point out
Ask the students to choose one of the questions in that we usually use Ms. (pronounced /miz/) to address a
Ex. D and write a short paragraph to answer it. woman, so they should begin with Dear Ms. Sinclair.
e Ask them to read the formal email in Ex. B again
to help them. Encourage them to use some of the
expressions from that email in their own.
¢ Invite volunteers to read their email aloud to the
whole class. Make sure they have used formal
expressions as well as complete sentences.
7 Writing: a formal email
me

Dear Ms. ey
Lead-in
Thank you very much for agreeing to speak at our global
Give the students time to read the information in the skills
citizenship meeting. We are looking forward to listening
panel. Ask the students how often they use email and who
to your ideas and opinions.
they usually use email with. Generate a discussion about
topics people may write about in email. The meeting will take place at the Victory Hotel, and
there are two possible dates for this: September 5 or
A September 19. If you choose the first date, we will start
¢ Explain that sometimes formal letters are still sent by at 6:00 in the evening. Start time for the second date
regular mail, but now many letters are sent via email. would be 8:00 p.m. Please let me know which you prefer.
The form of these emails is different from normal, We have plenty of equipment you can use for your talk.
everyday email messages that are more informal. Point Please could you let me know if there is anything specific
out that sometimes email may need to be formal, such we can provide you with.
as email from a bank or via inter-office communication. | look forward to hearing from you soon, and to
Remind the students they should check emails carefully answering any questions you have.
before sending them to make sure they're clear and Sincerely,
contain all the necessary information.
Student's own signature
e Put the students in pairs to brainstorm a list of situations
in which they would need to send a formal email. Elicit
answers such as to pass along information or to request
information from someone they don’t know. Ask each pair Culture note
to share their list with the class. Create a list on the board. The use of the title Ms. for women was introduced
in the 1970s when women began to object to the
distinction between married women (Mrs.) and
Ask the students to read the instructions and check that unmarried women (Miss) when the title for men (Mr)
they understand the task. Give them time to read the had no such distinction. Nowadays, though Mrs. and
emails. Then ask the students to decide individually which Miss are still used, in business correspondence the
email is more formal, and why. Elicit answers from the class. most commonly accepted form of address is Ms.
In the U.S.A., the title Dr. is used for men or women
who have a Ph.D. in any subject, or who are medical
The email from Kathy to Mr. Scott is more formal. doctors, dentists, or veterinarians.
The elements that give the email a formal tone are:
the use of complete sentences, the division into
paragraphs, and the use of correct punctuation. Extra: homework
Formal phrases and indirect questions are used to make Ask the students to reply to the formal email in Ex. B,
polite requests: Please contact me if you have any indicating which of the dates they would prefer and
questions. Could you please let us know which one you whether they could bring some pictures with them
prefer? We would also appreciate it if you could ... or not. Tell them to write the email in a formal style,
Use of formal title and surname (Mr. Scott) and greetings using complete sentences, paragraph divisions, and
(Dear, Regards). correct punctuation.

a
a '
tf ‘ 4 u

Global views
lifeSkills: understanding top fast-food companies in India: This may return useful
results. The use of “top fast-food companies” rather than
internet search terms specific names may help to avoid corporate sites.
non-Indian fast-food companies: This search term might
Step 1: Determine what information you need to find.
generate too many results because it could lead to
(Ex; EX; F)
sites about any fast-food company in the world outside
Step 2: Choose effective search terms. (Ex. B, Ex. E, Ex. F)
of India. It would probably return links to corporate
Step 3: Evaluate search results and refine your search if
sites, which are unlikely to contain the information the
necessary. (Ex. B, Ex. C, Ex. D, Ex. G)
students are looking for.
Lead-in fast-food effects in India: This would probably return
Read the target skill aloud and invite the students to tell results that discussed the effects of fast food generally in
you what they think understanding internet search terms India, and it could be a useful starting point.
means (knowing the right words to type in to get the effects on Indian economy of fast-food chains: This is
best results). Remind the students that writing essays is probably the best search term because it would likely return
common in academic studies and that conducting research information that the students could use for their essays.
online can be useful. Ask the students what kinds of things
they typically conduct internet searches for. Ask them as a
whole class to brainstorm ideas about how to do searches Cc
efficiently and accurately. e Have the students read the instructions, and explain that
Then highlight the three-step strategy to develop the skill search engines allow users to customize their searches.
of understanding internet search terms. Customized searches usually generate better results
with information that can be used for essays or other
A assignments.
¢ Give the students time to read the essay topic. e Put the students in pairs. Give them time to discuss
¢ Brainstorm international fast-food chains if you feel the what each of the searches means.
students need help with ideas. ¢ Check the answers as a class.
e Have the students work individually to complete the
task. You may want to let them discuss their answers in
pairs before eliciting the answers from the class. fast-food restaurants in India: If you put in specific key
words, without any refining elements, the search engine
Possible answers tite will look for each of the key terms in the phrase, so the
dates when the two chains were first set up in India; results will be reasonably accurate. However, to produce
figures for the local economy (especially from cafés and even more relevant and specific results, you could put
restaurants from those years to now) this whole phrase in quotation marks, which forces the
search engine to look for the exact phrase.
India AND food AND industry: The search engine would
search for all pages that contain all of these search
Culture note terms. (Note: Many search engines do this automatically.)
India is one of the fastest growing economies in the McDonald's OR KFC India: This would return pages
world. The acronym BRICS is often used to refer to that contain the word India and contain either the word
the five current major emerging economies—Brazil, McDonald's or the word KFC,
Russia, India, China, South Africa.
India culture —celebrity: This would return all pages that
contain the word India and the word culture, but would
exclude all pages that contain the word celebrity.
e Put the students in pairs and ask them to discuss the India * industry: This would search for all phrases that have
advantages and disadvantages of these five terms for any word in the middle of the phrase, so it would return
finding the type of information they will need for the essay. results such as India movie industry, India food industry, etc.
e Direct the students’ attention to the examples in the
How to say it box, and encourage them to use the
expressions when they discuss the search terms.
e When they have finished their discussion, listen to their
Alternative
ideas as a class. Schedule time in the computer lab to let the students
conduct the searches from Ex. B and Ex. C and discuss
what they find, or ask them to do this at home and
Possible answers
report back.
fast food: Many search engines can handle this kind
of natural English search. This search term may be too
general and would probably return too many links, which D
are unlikely to contain specific information the students * Put the students in pairs to discuss the questions. Share
will need to write the essay. ideas from your own experience. Then ask volunteers to
share their stories with the class.
 DING INTERNET SEARCH TERMS
information you need to find.

ults and refine your search if necessary.

A Read the essay topic. Make notes on what kind of information you
will need to include in the essay.

B Work in pairs. Discuss the internet search terms. How effective

are they? What results do you think you would get?

———— HOWTOSAYIT
The problem with this search term
is that it's too specific / not specific
fast-food effects in India : enough / too general.
tk effects on Indian economy of fast-food chains This search term would probably
. i ey return results that ...

C (9 Work in pairs. Many search engines allow you to refine your

search in various ways using specific terms. Discuss what each of these
five searches means.
e fast-food restaurants in India e India culture —celebrity
e¢ India AND food AND industry e India * industry
e McDonald’s OR KFC India

D (9 Work in pairs. Think of the last time you used a search engine.
Did you find the information you wanted? Is there anything that you
would do differently now?
DEERE WORK

. /
Global views
E Work in pairs. A search engine can give a wide
variety of results in response to a keyword search. Discuss which
ones you think might be useful for the essay in Exercise A, and why.
< india globalization

India globalization
Influence of globalization on developing countries
www.globalmonitor.com/globalization/developing-countries.html
India has benefited from globalization, but ... There have
been a number of negative effects on local culture ...

American fast food—no thanks!

www.blogmasterglobal.com/vijay
It's time we got foreign influences out of India ... We
need to protect our culture. In my experience, we've
been affected by foreign investment ...

IBC NEWS Fire strikes fast-food outlet, Delhi, India

indiabc.com/headlines/delhi-fire.html
A fire broke out in a BestBurger restaurant in the early
hours of yesterday morning ... The police have described
the damage as “devastating” ...

India fast-food industry—statistics

www. india-food.in/statistics/
This page contains various statistics related to the fast-
food industry in India ... Local companies ... International
companies ... Public opinion ...

F Work in groups. Complete the Internet Research Plan for the task
below.
You are going to study the effect of globalization on your local economy. Your professor
has asked your group to prepare a short presentation for the next class. You have been
asked to include some specific statistics, as well as broad concepts.

Internet Research Plan

Topic to be researched:
Information we want to find:
Key phrases we might use in searches:
Search terms to try:

G {§% Tell the class about your Internet REFLECT ... How can the skill of
Research Plan. Listen to the other plans and understanding internet search terms be useful
take notes about good ideas you would like to you in Work & Career and Self & Society?
to add to your plan.
>
H (% Work in groups. Discuss the o
questions. mu RESEARCH ...
1 Do you feel you now have a better a Make notes for an internet research plan on the essay
understanding of internet search terms? topic below.
Give examples of things you have learned. What effect has globalization had on work and
Will beanhat h Mahon employment in your country? Give examples from two
2 eee eee yeu Nave leaned whe different industries and explain how jobs and working
you are using the internet for research? conditions have been affected,
Why or why not?
E G
¢ Ask the students to look at the search-engine results, e Ask each group to present their plan to the class.
and read the instructions. Encourage the students to make notes on any
¢ Remind them that search engines can provide many interesting ideas, and then give them some time to
results in response to a keyword search, and it is amend their plans if necessary.
necessary to evaluate the results to determine which will
provide the most useful information. H
¢ Review the essay topic. Ask the students to read the ° Ask the students to work in groups to discuss the
results for this search of “India globalization.” Put them questions. Encourage them to think about the questions
in pairs to discuss which ones they think will be most in relation to the domain of Study & Learning in
useful when writing the essay. particular.
¢ Check the answers as a class. e Have the groups share their ideas as a class, and remind
the students to give reasons and examples.
BiniNa hv dRas abndlabal cb
Influence of globalization on developing countries: This REFLECT
mentions globalization, India, and local culture. It looks -
like it would be a useful, trustworthy site. However, e Discuss the question with the whole class. Ask the
it is possible that www.globalmonitor.com is not an students to say what they feel are the most useful
independent, unbiased source, so some care would be points they learned from this lesson, and how the skill
necessary. of understanding internet search terms might be useful
in the domains of Work & Career and Self & Society,
American fast food—no thanks: This clearly links to
either now or in the future.
a blog (www.blogmasterglobal.com/vijay). While it is
¢ Elicit the following ideas: finding a job, helping them
possible that the blog contains links to other, more
advance in their career, finding a place to live, learning
useful material, this blog on its own is likely to be one
more about their local area, finding places to shop
person's opinion and should not be treated as a reliable
source unless the information is checked against other WEIN E
Se.
websites. -
ro)
IBC NEWS Fire strikes fast-food outlet, Delhi, India: This 2, RESEARCH
page looks like it would be irrelevant to the search. It
ehoukl probably ea ignored. e Go(e) th rOoug h thee task
Task and Cnec
ana check that
a thee student
stuaents are

clear about what they have to do.

India fast-food industry—statistics: This looks like the e Encourage the students to complete an internet
most useful result. It contains statistics and mentions research plan for the essay topic given and bring it to
international companies. Although www.india-food.in the next class.
looks like a trustworthy site, care should still be taken e Have them share their findings in class. Lead a class
and the source of the information should be checked. discussion about the idea that creating a research plan
will be an effective tool when they have academic
FE writing tasks.

¢ Explain that the students are now going to create a

research plan to investigate the effects of globalization
on the economy of their own country. Ask them to
choose one area of the local economy to focus on as
their topic for research. If they are having problems
thinking of a topic area, give them some suggestions
(e.g., tourism, the car industry, travel and infrastructure,
finance, etc.).
¢ Elicit some common international search engines (e.g.,
Google, Yahoo!) and search engines commonly used in
their country.
¢ Model the activity by filling out a sample plan on the
board. Put the students in small groups and ask them to
complete a research plan for their group.

Global views
 Alternatives
Language wrap-up e With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the
they start, and discussing how they should go about
Language wrap-up exercises:
them. For example, if they have to fill in the blanks
e in class as a test in a text, encourage them to read through the whole
e in class as a review text first to get an idea of the general meaning of it. If
¢ as homework they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
whole sentence first to understand the context.
e Ask the students to do the exercises in test conditions,
e You can also use the Language wrap-up to review the
and give a time limit (e.g., 20 minutes).
material in the unit with the class and work on the
¢ Check answers with the class and deal with typical errors
exercises together as a class activity. In this case, you
or problems.
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
main points to clarify any misunderstandings before they
e If you decide to do the exercises in class, you can
begin an exercise. Similarly, you can ask the students
approach the Language wrap-up as a two-step review.
to first work in pairs to check the meanings of words to
First, ask the students to do the Vocabulary section
be used in fill-in-the-blanks exercises in the Vocabulary
individually. When they finish, ask them to check their
section.
answers carefully, and then put them in pairs to compare
Note that the more assistance you give the students, the
answers and discuss any differences.
higher the score you should expect them to get when
e You can then apply the same procedure to the Grammar
they do the exercises.
section.
¢ Self- and peer-correction are two excellent ways of 1 Vocabulary
developing learner independence and creating a
e Ask the students to read the whole paragraph for
cooperative learning environment.
general understanding and to gain an idea of the
Homework context before filling in the blanks with the words or
phrases from the box. Remind them that each blank is
e If you give the exercises for homework, you can ask
worth one point.
the students to do them in test conditions, i.e., without
referring to the language they covered in the unit, their 2 Grammar
notes, the Grammar reference section, dictionaries, etc.
¢ Check that the students understand the task: point
¢ Give them a time limit (e.g., 20 minutes).
out that they will be choosing the correct option to
¢ Check answers with the class in the next lesson and deal
complete the conversation.
with typical errors or problems.
e Ask the students to read the whole conversation
¢ The scoring system has been designed to give the
through first before completing the exercise. Encourage
students an idea of the progress they are making. Each
them to say each sentence silently to themselves before
section has a total score of 10 or 12, depending on the
deciding on their answers.
complexity of the language covered and the nature
e¢ When checking the answers with the students, remind
of the exercises. Whichever approach you take to the
them that stative verbs refer to states or conditions
Language wrap-up, after checking the answers to each
that continue over a period of time, and that some are
section, ask the students to write their score. If they
frequently used in the progressive or dynamic forms
have a score lower than 8 (out of 10) or 10 (out of 12),
when they have certain meanings. Point out that in item
direct them to the appropriate sections of the unit and
4 both the stative and dynamic forms are possible.
encourage them to read them again for homework.
¢ Remind them of the form and function of repeated and
After that, ask the students to complete the exercise(s)
double comparatives, and give examples such as more
again at home.
and more connected, faster and faster, and the more we
understand, the more peaceful the world will be.
Complete the paragraph with the words from the box. (12 points)

boost campaign dominated economic growth facilitate generating

multinational profits promote regional support value

Globalization has had a great impact on the at as emerging economies.

Many (2) multinational_companies have set up factories and offices around the world
that create employment and (3) {ciliate __ cheaper production while at the same
time (a) 9222"2"IN9 huge (s) P18 ___ for themselves. Many countries have
benefited dramatically from this process. Some experts, however, are worried that the
global economy will become (6) 2ominated_ by a few powerful companies and that
(7) fegional__ cultures and traditional skills will disappear.
In contrast to the trend toward increasing globalization, some communities are seeing
more people who (8) value ____ the experience of shopping locally. People are going
to local farmers’ markets to (9) SUPP°" __Jocal growers and producers. Shop Small
Saturday every November is also part of a growing (10) campaign_ to (11) Promote
local businesses and (12) __900st___ profits for local stores.

ons 1 and 6 on pages 22, 26, and 27. SCORE: /12

Choose the correct options to complete the conversation. (12 points)

Vicky: I’ve been reading a lot recently about the effects of globalization on the world
economy.
Alex: Really? (Xo you think/ Are you thinking it's a good thing, or not?
Vicky: That's difficult to say. There are many advantages. For example, companies now
(ay(have)/ are having factories all over the world, so economies are more closely
connected. (3) More connected ‘The more connectecbeconomies become, the
more we depend on each other. On the other hand, there are disadvantages,
too. These days, many countries (a(have)/@re havingfinancial problems caused
by economic issues in other countries around the world. It’s becoming (5)(more)
€/ the more and more difficult to avoid a global economic crisis in a
globalized world.
Alex: | (6)(see)/ am seeing what you mean. But the internet makes it
(7)€asier
and easier/ more and more easy to share information. (8) More /
e communicate, (9) better /the bettepwe will understand each other.
Vicky: That's true. Now, it (10)(is)/ is being (11) more common and more common /
more and more commomto have friends and co-workers all over the world.
Alex: — | (12) thin
about it some more?
Vicky: Good idea!

2 and5on pages 23 and 25. SCORE: /12

Global views
 A 1.10 Ff Listen to someone
describing He: picture and take notes on
the main points the speaker makes under
the following headings. Work in pairs and
compare your notes.

Where it takes place

A description of the people —

What they are doing

Anything unusual or interesting —

B Listen again and check the points the speaker mentions.

=! 251) 72)ToO ie} za(0) at
describes the background
describes the foreground
describes the person who took the picture
describes the people and what they are doing
describes the general setting and context
makes an inference about where the people come from
NOANNONA
makes an inference about the relationship between the people

C [§ Look at the picture below. You are going to describe it. Make notes with your
ownmeas under the following headings. Work in uae and compare your ideas.
e Where was it taken?
e Who are they?
e What are they doing?
e Areok doing anything interesting or unusual?

7 Work in groups.
eee your description.

Ai cae a raigoene,
we

ie | HOw ARE ¥¢ U DOING?

| jy - C) | described all the details in the picture.

C) | spoke clearly. re

()| varied the tone of my voice. SES UMARER®

<1! , 1! my i! ei

MRF (REE?
coege =a |my iiWHA i
{
— > PM ek
 Cc
Speaking workshop: ¢ Explain that the students will now give their own
describing a picture descriptions. Encourage them to follow the same
process as in Ex. A by first writing their own notes to
answer the questions about the picture provided.
Lead-in ¢ Put the students in pairs to share their notes and ideas.
Ask the students if they like to take pictures, and extend the
conversation by asking what they usually take pictures of. D
¢ Put the students in small groups. Have each student
present a description of the picture to the members
Alternative of their group. Each student should talk for about one
Ask the students to bring in their favorite picture. Put minute.
the students in small groups to share their favorite Remind the students that they should describe all the
picture, and to explain to their group why it is their details, speak clearly, and vary their tone of voice.
favorite.

A BR) 1.10
Extra: describing pictures
Ask the students to choose one of the pictures on
¢ See p. 1165 for the audio script.
p. 21 to describe. Have them use the notes in Ex. A
¢ Explain that description is an important concept in
to identify the main points they want to talk about.
academic studies. Give examples of assignments such
Then they take notes about the setting, the context,
as writing a descriptive essay or giving a presentation
the people, and what the people are doing. When
describing an object.
they are ready, the students describe the picture to a
¢ Tell the students they will listen to someone describing
partner. The partner should look at p. 21, identify the
a picture. Ask them to take notes about the main points
picture, and add any other details to complete the
the speaker makes, using the given headings.
description.
e Play the audio once and give the students time to write.
Then play the audio again.
e Put the students in pairs to compare notes, and then
check the answers as a class. Extra: group writing
Ask the students to look at the picture on the right
bai on p. 26. Point out that this picture contains a lot of
Where it takes place: A café. people and details. In small groups, have the students
A description of the people: They are three young take turns describing the setting, the context, the
women. There are other people in the background. people, and what the people are doing. Have the
students choose a scribe to write down the ideas. Give
What they are doing: One woman is looking at her the groups a few minutes to organize their ideas and
laptop. One is looking at her tablet. The other is on her write their descriptions. Then the groups take turns
cell phone and looking at her tablet. reading their descriptions to the rest of the class.
Anything unusual or interesting: They’re sitting close
together so they probably know each other, but they
How are you doing?
are very involved in their electronic devices and aren't
looking at each other at all. e Ask the students to read the statements and check the
ones they believe are true.
¢ Ask them to discuss their description with a member of
their group and identify things they could improve on
e Have the students read the list of points. Then play the next time.
audio again and ask the students to check the points
the speaker mentions.
¢ Repeat the audio only if necessary.
e Check the answers as a class.

Global views
 FAME AND FORTUNE
The expression fame and fortune refers to the goal or
« ape that many people have at some.
time in their lives of becoming both famous and rich. For eee someone might say, “She |age.
moved to New York, looking for fame and fortune.”

Unit opener (p. 33) 20 min. Lead-in

1 Grammar: reported speech— Ask the students to look at the unit title and the pictures,
modal verbs and past perfect _—(p. 34) 40 min. and to predict what the unit will be about. Elicit some
2 Listening: to a gossip columnist (p. 35) 30 min. reasons why a person might become famous (they have a
¢ Vocabulary: ways to special talent or do something great). Direct the students’
become famous 15 min. attention to the points in the unit objectives box and go
through the information with them. To get your students
3 Reading: for different purposes Ke)(p. 36) 30 min.
to think about the skills being developed in this unit, ask
e Vocabulary: guessing
them to look at the questions in the cogs.
meaning from context 15 min. Reading: for different purposes
4 Writing: a website post (p. 37) 30 min. e Remind the students that they focused on some of the
5 Pronunciation: silent different purposes for reading in Unit 1. Review the
letters—consonant sounds (p. 37) 15 min. idea that we read different types of texts in different
6 Grammar: reported speech— ways, and ask them why they think this is. Explain
optional back-shifting (p. 38) 40 min.
that in this unit, they will learn more about specific
reading strategies they can apply when they are
7 Speaking: clarifying
reading different types of texts, for example, skimming,
misunderstandings (p. 39) 30 min.
scanning, and reading for details.
lifeSkills: evaluating arguments Speaking: clarifying misunderstandings
(Work & Career) (p. 40) 50 min. e Ask the students to think about phrases they can use in
* Optional downloadable lifeSkills English when someone misunderstands them. Explain
lesson (Self & Society) 50 min. that knowing these kinds of phrases can help them
¢ Optional downloadable lifeSkills communicate better and avoid frustration.
lifeSkills: evaluating arguments
lesson (Study & Learning) 50 min.
e Ask individual students to tell you about a situation when
Language wrap-up (p. 42) 20 min.
they tried to convince someone to agree with them, or
Writing workshop: writing
persuade someone to do something, for example, asking a
a short essay (p. 43) 30 min. parent to buy them a new cell phone. Ask what arguments
Video and downloadable video worksheet 45 min. they used to convince the person. Explain that in this unit,
they will learn the elements of a strong argument.

Unit 3 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand modals Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 5.2.1.2:
and past perfect in reported speech Gi4712 6:47 28
2 Listening can understand a gossip columnist Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1; 4.4.3.5:
talking about celebrities ASD
3 Reading can read for different purposes Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4: 4.5.2.2
4 Writing can write a website post Table 1; Table 2; Sections 4.4.1.2; 4.4.3.4; 4.5.2.1;
52 o aulee woe
5 Pronunciation can correctly pronounce words Section 5.2.1.4
containing silent consonants
6 Grammar can correctly choose between past Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 5.2.1.2;
and present tenses in reported speech 6.4.7.7; 64.7.8
7 Speaking can clarify misunderstandings Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 4.4.3.5; _
Ab et
 FAME AND FORTUNE
a @} learn language to talk about fame
o read about the drawbacks of
wanting to be famous
% talk about the advantages and
i disadvantages of being famous
I oO listen to a gossip columnist’s
opinions about different levels of Why do you think we read
fame different types of texts in
fe) write a blog post about someone different ways?
you admire
= O learn about evaluating arguments
pp watch a video about an actor
working in Los Angeles

j What phrases can you use to

explain or clarify what you
are saying when someone / —
misunderstands you?

i reemenscepmecenayacneet
tO
a

LIFE
SKILLS
WORK
& CAREER
Fame and fortune
A (3% Work in pairs. Who do you think are five of the
most famous people in the world? Try to think of a variety
of famous people, not just entertainers. Use the pictures
to help you. Share your ideas with the class.

ai
ie
fF |
\

ilh

B Work in groups. Do you

think the famous people you
chose in Exercise A are different
or special compared to ordinary
people? If so, how?
A
Draw the students’ attention to the pictures, and elicit Extra: celebrity game
what they think each person's profession is (writer, Give each student five small slips of paper and tell
athlete, scientist, celebrity, politician, king/queen/ them to write the name of a famous person on each
president). Have the class think of a famous person one. Explain that it should be a person all the students
to represent each picture. Elicit other categories of in the class will know. Put the students in groups and
famous people not represented in the pictures (artists, tell them to put their slips of paper face down in the
discoverers, military leaders, etc.). middle. Divide each group in half to form two teams.
Put the students in pairs and ask them to list five of Then choose one student on each team as a “clue-
the most famous people in the world. Stress that they giver.” The clue-giver has one minute to pick up
should be people whose names everyone around the slips of paper and give clues to their team members
world would know. You may wish to allow the students about who the famous people are (their profession,
to include both living and dead people, or limit them to appearance, what they are famous for, etc.) Team
only the living, or only the dead. members guess as many famous people as they can
Encourage partners to discuss their choices, and say in one minute. When a name on aslip is guessed, the
why they think each person belongs on the list. clue-giver keeps the slip and moves on to the next
Have the pairs share their lists with the class, explaining slip. If team members are taking too long to guess,
why they think the people are among the most famous the clue-giver may pass, put the slip back, and go on
people in the world. Note that this is an opportunity to to the next slip. After one minute, the other team has
preview the elements of a strong argument, presented a chance. The team should select a new clue-giver for
in the lifeSkills section. Remind the students to support each new round. The team with the most slips after
their arguments with evidence and examples. all names have been guessed wins. For an added
challenge, limit the students to three-word clues, or
have them use only gestures, as in charades.
Alternative
Ask the students to name the professions of the
people in the pictures or represented by the pictures.
Ask them to brainstorm other professions that famous e Put the students in groups by combining two or three
people have. Write the professions on the board. pairs from Ex. A. Have the students brainstorm how
Encourage the students to name four or five famous famous people's lives are different from ordinary
writers and write their names beneath their profession. people's lives, for example, they are always in the
Repeat this with the other categories. Then put the spotlight, have no privacy, have to travel a lot, etc.
students in pairs to review the list of famous people Have the class categorize these differences as positive
and choose the top five. Ask the students to discuss or negative. Elicit a few real-life examples of problems
their reasons for each of their choices. Ask them to famous people have had as a result of being in the
discuss what the top five people on their list do. Do public eye too much (Miley Cyrus had to grow up too
they have five different professions or are more than fast because she became famous when she was so
one of them in the same profession? young, etc.).
e Have them decide together if the famous people they
chose in Ex. A are different or special compared to
ordinary people, and if so, how. Circulate and monitor,
Culture note helping with ideas as necessary.
Buckingham Palace (bottom picture) has been the e You could give the students time to make notes in
official residence of the British royal family since 1837. It preparation for their discussion.
has 775 rooms, which include 19 staterooms, e Have the students share their opinions with the class.
240 bedrooms, 92 offices, and 78 bathrooms! The
majority of employees at the Palace support day-to-day
activities and duties of The Queen and The Duke of
Edinburgh and their immediate family.

Extra: class poll

Take a class poll to find out who the students think is
the single most famous person of all time. Distribute
slips of paper to be used as ballots and have the
students write the name of one famous person and
the reason why the person is the most famous. If the
students are all from one country, this can be limited
to the most famous person from their country. Tally
the votes and have a class discussion about what the
students know about the person.

Fame and fortune

1 Grammar: reported speech Form
—modal verbs and past perfect e Have the students read the article again.
¢ To focus on the comparison between direct speech and
reported speech, call on the students to read aloud
A the sentences that use reported speech. Then elicit the
¢ Draw the students’ attention to the picture of Andy direct speech quotation for each one and write both
Warhol, and ask them to share any information they versions on the board, for example:
know about him. Steve said no one had told him what to expect >
“No one told me what to expect.”
¢ Have the students answer the questions, and then
Culture note complete the sentences in the table, changing each
direct quote into reported speech. Then check the
Andy Warhol was an influential American artist and
answers with the class.
filmmaker in the 1960s. He is well known for his
pop-art painting series of Campbell's Soup cans and
Marilyn Monroe. He once famously said, “In the future, Answers ;
everyone will be world-famous for 15 minutes.” 1 It usually shifts to a past tense. Yes
2 No
¢ Give the students time to scan the article and ask any
questions they may have about unfamiliar vocabulary. e Ask the students to articulate the rules about reported
e Have the students read the article. When they have speech with past perfect and modals in their own words,
finished, ask them whether the two people’s experiences for example, In reported speech, verbs in the past
of fame were positive or negative, and why. perfect tense do not change; present modals change to
past modals; past modals do not change.
Answer ¢ Direct the students’ attention to the Watch out! box,
and ask what is wrong in the incorrect sentence. Elicit
They were both negative. They both found it hard to
that in reported speech where there is a tense shift, the
deal with sudden wealth/fame.
modal must changes to had to.

Cc
Extra: comprehension questions e Ask the students to read the quotes and identify the
Ask the students the following questions. main verb or modal in each. Ask them to consider
1 How did Steve Jennings become famous? whether that verb or modal changes in reported speech.
2 Why does he say he “had to get help”? Refer the students to the examples in the table if they
3 What happened to Tom Reynolds? have trouble remembering.
4 What does he advise for people in a similar situation? ¢ Have the students work individually to rewrite the
sentences using reported speech. Explain that in
reported speech, it's not always necessary to include
that: He said (that) everyone would be famous for
1 He appeared as Des in a popular TV series. 15 minutes.
2 to deal with the pressures of being famous ¢ Check the answers with the class.
3 He inherited a fortune.
4 They should get advice on handling and investing
their money.

NOTICE! |
Direct the students’ attention to the Notice! box.
¢ Check that the students understand what a
reporting verb is/does. Elicit that reporting verbs
are used to report what a person has said. .
Have the students scan the article and underline |
the five reporting verbs. Elicit the answers and list :
them on the board. Then ask the class to think of i
.
additional reporting verbs.

Other examples: ask, deny, insist, promise, reply,

respond, tell, etc.

134
 reported speech — modal verbs and past perfect
A LANGUAGE IN CONTEXT Read the magazine article. Was each
person’s experience of fame positive or negative? Why?

[he artist Andy Warhol pe.said that everyone would be famous

for 15 minutes. Marewe look at two people who have had their 15 minutes of
fame and what the experience meant to them.
STEVE JENNINGS was just 17 when he appeared as Des in the popular TV
series Angels back in the 90s. He became famous overnight, but Steve said no
one had told him what to expect and how to deal with it. Although he enjoyed
aspects of his celebrity, he admitted that he would do things differently if he
became famous now, and confessed that he had had to get help to deal with the
pressures of fame.
And then there's TOM REYNOLDS from San Diego, who unexpectedly inherited
a fortune from an uncle he never knew and became famous when the news was
widely publicized by reporters. Within a short time, Tom had spent his entire
inheritance and ended up living on the streets. He commented that people in a
similar situation should get advice on handling and investing their money. But he
also suggested that lots of people might not admit that they need help.

B ANALYZE
./
Read the article in Exercise A again.
. : NOTICE!
NOTICE!
_ Find and underline
Form Answer the questions. Then complete the table with the correct five reporting verbs.
verb or modal forms. Can you think of any
more examples?
1 In reported speech, what usually happens to the verb after the reporting verb?
“TRU EESTI ee
RETO NAHall
Does the tense change?
2. Now look at the reporting verbs you underlined in the article. Does the verb that
follows the reporting verb always change form in reported speech?

No tense change Examples

past perfect > : Direct: “| hadn't thought about what fame would really be like.”
past perfect : Reported: He admitted that he (3) 220
thought
t about what fame would really be like.
Modal change Examples
can — could : Direct: “| may never work in television again.”
may— might : Reported: He suggested (that) he (4) = never work in television again.
must > had to
will — would

could—could : Direct: “Would you do things differently?”

should—should : Reported: She asked if he (5) —_“C"'"'—_ do things differently.
might—might
would—would : WATCH 0 UT!
/ He said he had to give
C PRACTICE Rewrite the direct quotes in reported speech an interview yesterday.
with the reporting verbs in parentheses. X.He said he must give
1 Andrew: “| would like to see Katy Perry in concert.” aig an interview yesterday.
Andrew said (that) he would like to see Katy Perry in conc

2 Ste LGU geeWeekly: ' a) Z may perform at the new stadium.” “helgelatoss
Entertain t Weekly reported (that)
Jay Z might perform
at the new stadium

3 Clare: “Will | see some celebrities during my vacation in Los Angeles?” (asked)
Aeclare asked f she would see Some cele prities during he i ation In

4 Soboelile &Officer: “You have to leave eu cameras atLage Cee aes us)
The Sec rity Officer told us (th at) v Ve naa - leav

5 Dylan: “| had never used Twitter Belt | starteddcllegedil

Dy! an said (theat) he had never used Twitter befor e he started

Fame and fortune

 » (2 NOW YOU DO IT Work in pairs. Complete the statements about the
disadvantages of fame and tell a partner what you think. Then report your
partner’s opinions to another pair.
Celebrities have to / don’t have to... lf |were famous, | would/wouldn’t ...
Famous people can/can’t ... It would/wouldn’t be difficult to ...

21 : toa gossip columnist

A Work in pairs and discuss the questions.
= Does being a celebrity mean the same as being famous?
2 Do you think all famous people are celebrities?

B Work in pairs. Look at these pictures of famous people. Say if you

know of them and what you know about them. Which ones are celebrities?

Cc 1.11 [G9 Listen and then discuss the questions as

a class.
1 According to the gossip columnist, what is the difference between A-,
B-, and C-list celebrities?
2 Look at the people in Exercise B that you considered to be celebrities.
In your opinion, what categories do they belong to?
3. Think of some famous people in your country. According to the
definitions of A-, B-, and C-list celebrities, which category would each
person be in?

D VOCABULARY: WAYS TO BECOME FAMOUS Listen again

and complete the phrases with the words from the box.
Then add any other ways to become famous you can think of.

break cause comeupwith discover inherit run write

4 — break a world record 5 discover a cure fora disease

20 — un ___a global company 6 cause a scandal
3 inherit a fortune 7 come
up with a new invention/idea
4 write a best-selling novel

E VOCABULARY: WAYS TO BECOME FAMOUS Work in pairs. Think

of three people who became famous for one of the reasons in Exercise D
and write sentences about them as in the example. Do you think they are
celebrities? If so, say whether you think they are A-, B-, or C-list celebrities
and why.
The American swimmer Missy Franklin became famous for breaking a world record at the
2012 Olympic Games in London, at the age of 17. | think she’s a B-list celebrity because
she’s probably only known in the U.S.

F (% Work with another pair. Talk about your ideas.

We said Missy Franklin had become famous because she broke a world record at the Olympics.
¢ Ask the students to think about the challenges and
1 Kate Middleton, Duchess of Cambridge, wife of
disadvantages of becoming famous.
Prince William
¢ Give them time to think about their own opinions, and
2 Usain Bolt: Jamaican sprinter; holds world record for
to complete the statements.
100-meter and 200-meter sprints
¢ Put the students in pairs to share their responses.
3 Psy: holds the record for the most-viewed YouTube
Remind them to take notes on their partner's ideas.
music video
* Combine pairs to form groups of four, and have the
4 Victoria Beckham: former Spice Girl, fashion designer,
students take turns sharing their partner's opinions using
wife of David Beckham
reported speech. Encourage them to use the reporting
5 Stephen Hawking: scientist (physicist) and author
verbs from Ex. A.
¢ To assess whether the students can use reported speech
correctly, call on the students from each group to share C By) 1.11
a few of the opinions expressed. ¢ See p. T1165 for the audio script.
¢ Give the students time to read the questions. Then play
the audio.
¢ Before discussing the questions, ask the class to explain
what the “Ulmer Scale” is (a system for ranking how
famous celebrities are).
2 Listening: to a gossip e Discuss the questions with the class.

columnist : as ia Roh na
1 A-list: people who have been famous for a long time,
Lead-in or are the hottest celebrities of the moment
Explain that a gossip columnist writes about celebrities’ B-list: people who are famous in their own country or
personal lives for websites and magazines. Ask the profession, but aren't as well-known to the general
students whether they enjoy reading celebrity gossip, and public
elicit the names of some gossip magazines or websites the C-list: people who don’t have special talents, but have
students know of (OK!, People, TMZ.com). done something like being on a reality show, or are
just rich and attractive
A
¢ Put the students in pairs to discuss the questions.
¢ Elicit responses from the class. Ask the students what
e Have the students read the verbs in the box and the list
they think makes someone a celebrity. Highlight the
of phrases, and think about which verb best matches
fact that there is no clear-cut definition of the difference
each phrase.
between being famous and being a celebrity, but a
general rule is that all celebrities are famous, but not all
¢ Go over any unfamiliar vocabulary. Then play the audio
famous people are celebrities. Some people would say again and have the students complete the phrases.
¢ Check the answers with the class.
that celebrities are people who are in the media a lot, or
who work particularly in the field of entertainment, for
¢ Brainstrom other ways to become famous, for example,
record a great album, star in a Hollywood movie, etc.,
example, movie stars, television actors, musical artists,
and make a list on the board.
professional athletes, etc. On the other hand, people
who are famous, but not celebrities, might be people
who are well known but who are not constantly in the
spotlight, like authors, scientists, film directors, etc. e Put the students in pairs. Tell them to think of three
celebrities who became famous in the ways listed in
Ex. D or on the board, and write sentences about them.
e Point out the model sentence. Remind them to discuss
¢ Put the students in pairs to identify the people in the
whether they think each person is an A-, B-, or C-list
pictures, and discuss any information they know about
celebrity, or even a celebrity at all.
them. Elicit responses from a few volunteers.
e Ask the students to discuss in pairs which people
pictured qualify as celebrities, and the reasons why they
think they do. * Combine pairs to form groups of four, and have the
students share their sentences. Encourage them to
discuss any differences in their opinions about whether
each celebrity belongs on the A, B, or C list. Point out
the example, and remind the students to use reported
speech.

Fame and fortune

3 Reading: for different jie in
at
1 The text is about what kids say they want to be when
purposes © they grow up, and whether they aspire to realistic
careers or want to be rich and famous. By skimming
the title, students can get the topic of the article, and
Lead-in
this is reinforced if they skim paragraphs 1 and 2.
Ask the students to read the information in the skills panel. 2 Twenty-five years ago, kids wanted to be teachers
Remind them that they discussed different types of or doctors, or work in finance. Now they want to be
reading texts, and different purposes for reading them, on sports stars, singers, or actors. Students can get the
p. 12. Elicit a few examples. Write the four ways of reading answer by scanning paragraph 2 for key words.
on the board: skimming, scanning, reading in detail, and 3 These changes have happened because of society's
general reading. Tell the students that this lesson will focus fascination with celebrities and the great number of
on these four ways of reading, and the best way to read a TV talent competitions. The author thinks this is a
text based on its purpose. negative change because for most people, becoming
rich and famous is an unrealistic goal, and this leads to
A failure and disappointment. In addition, even if you do
Give the students time to read the list of text types, and become famous, sometimes this is not as good as you
the descriptions of the four ways of reading. Do a quick thought it might be. Students have to read the whole
check to make sure the students recognize the terms for article to get the general idea of what has caused the
the ways of reading. Ask them to close their books. Then changes and how the author feels about them.
read aloud the definition for each way of reading and 4 According to the author, TV talent competitions have
ask the students to identify it (skimming, scanning, etc.). made people believe that it's easy to become famous
Have the students complete the matching exercise and wealthy. Students have to read paragraph 4 in
individually and then compare answers in pairs. detail to find the answer.
Check the answers with the class. 5 Fame and fortune can have negative effects on
people because their careers are often short, and
when their careers end, they lose self-esteem and
Alternative often run out of money as well. It can be difficult for
Ask the students to close their books. Name one them to adapt to normal life. Students have to read
of the four ways of reading and ask a volunteer to paragraph 5 in detail to find the specific reasons
describe it. The rest of the class should say whether why the author says that fame and fortune can have
they think the description is correct or not. negative effects.

Tell the students they are going to read an article about

Extra: homework
the trend of young people wanting to become famous. Have the students write their answers to the questions
Ask if any of them dreamed about becoming famous based on the text, but write them in paragraph format.
when they were younger, and how they hoped this Encourage them to include their own opinions about
would happen. Go over the questions with the class the negative consequences of fame when it comes to
and explain any unfamiliar vocabulary. Encourage the children and young people.
students to think about how they will read the text in
order to find out the answer to each question.
Give the students time to read the text and answer the
questions.
Put the students in pairs to discuss how they read the
text differently for each question.
Elicit responses to the questions from the class, and ask
the students to explain why they chose to read the text
differently for each question.
 ING: for different purposes mei CO
When you've identified why you're reading something, the next step is to identify
how to read it. Different texts require different ways of reading.
A Match each text type (a-j) with the way you normally read it (1-4).
a) newspaper articles [14 f) textbooks 2]3
b) novels/stories g) internet articles [7]4
c) reference books 2]3 h) phone directories
d) magazine articles [74 i) poetry or lyrics
e) advertisements j) text messages
1 Skimming: Looking quickly at an article or a book to get a general idea of
what it is about. This includes looking at visuals, headings, and subheadings.
Scanning: Looking for specific information in a text, such as headings and
key words.
Reading in detail: Reading a text carefully in order to learn concepts and
details. This often involves marking important information or taking notes.
General reading: Reading a text completely, but without concentrating
on learning specific information.

Read the first question below and write the best strategy
(1-4) from Exercise A to answer it. Then read the text in that
way to find the answer. Do questions 2-5 in the same way.
What is the text about?
What careers did children want to have 25 years ago? What careers do
they want to have now?
What has caused the changes in children’s career ambitions, and how
does the author feel about these changes?
According to the author, what has made people believe that it’s easy to
become famous and wealthy?
According to the author, why do fame and fortune sometimes have
negative effects on people?

www.family.values.com

WHEN |GROW UP .. . TEACHER OR ROCK STAR?

'"What do you want to be when you grow up?” For intense feelings of disappointment and even low self-esteem.
generations, children have been asked this question, but it In addition, individuals can waste years of their lives pursuing
seems their answers are changing. A recent study has revealed their dream, missing out on opportunities for education and
a dramatic and rather worrying shift in children’s ambitions. training that would make them employable in the real world.
* Twenty-five years ago, the most common aspiration of ° Even for the lucky few who do make it big, fame and
the average American child was to be a teacher, followed fortune do not always have a positive impact on their lives.
by a career in finance, and then medicine. Today's younger Many careers in the spotlight are brief—an athlete's physical
generation, on the other hand, say they want to be a sports peak lasts only a few years, and a lot of musicians have only
star, a singer, or an actor: all careers associated with great one successful album. The careers of reality-show celebrities
wealth and, perhaps more significantly, fame. are likely to be even shorter. When the sole focus of their lives
>We now live in a culture that worships celebrities, so perhaps suddenly disappears and their earnings dwindle, these former
it is not surprising that so many children grow up with a stars can suffer feelings of worthlessness and a complete lack
desire to be famous. Some would argue that this is a positive of control. It can also be difficult for them to adapt to normal
thing; that it is good to aim high and that there is no harm in life again. Many washed-up celebrities end up competing In
dreaming. However, others feel that this trend will ultimately “celebrity” reality shows, desperate to be famous again.
lead to dissatisfaction. 6 It is worrying that so many young people these days value
4 This cult of celebrity has been intensified by an increasing fame above more realistic aspirations, not only because so few
number of TV talent competitions through which winners can of them will achieve it, but because fame can be a traumatic
acquire wealth and fame in a very short time. This quick route experience for those who actually succeed and become
to fame and fortune creates unrealistic expectations and the celebrities. Unfortunately, these changing aspirations could have
belief that a celebrity lifestyle is easy to achieve. For the majority a very negative impact on the happiness of a generation.
who inevitably will not reach their goal, failure can lead to

Fame and fortune

 VOCABULARY: GUESSING MEANING FROM CONTEXT Read the text again
and choose the correct options.
4 Aspiration and ambition haveGimilary different 4 In the spotlight relates to(fame)/ happiness.
meanings. 5 Dwindle refers to an increase /@ decrease
2 Self-esteem refers to the state of a person's 6 Worthlessness has a positive /Negativ@meaning.
(mind body. 7 Washed-up has a positive /Hegativemeaning.
3. If you make it big you are veryGuccessfulY 8 Traumatic has a positive /hegativémeaning.
unsuccessful.

D VOCABULARY: GUESSING MEANING FROM CONTEXT Complete the

questions with the correct form of a word or phrase from Exercise C. Then work
in pairs and discuss the questions.
; ; , aspirations/ambitions ; ;
4 Do you agree with the author that many children’s ______ to become rich and famous is a bad
thing? Why or why not?
Do you think personal problems are more or less traumatic _ forpeople who are! spotligh?
the
3 If you were a celebrity, what would you do when your fame started to __dwindle _?

a website post
A Look at the picture. What do you know, or what can you guess, about Ellen Ochoa?
Read the website post and check your ideas. Why is she the writer’s hero?

www.family.values.com

My personal, HERO
Written by Laney from New Orleans Updated on May 16 11:32:09 p.m.

Why do we look up to “celebrities” who have achieved nothing more than appearing on some
mindless reality TV show? Why are these people our heroes? | want to talk about a real hero.
Ellen Ochoa was born in 1958, in Los Angeles, and is half Mexican. When she was a
college student and couldn't decide what career she wanted, she asked her engineering
teacher for advice. He told her that engineering was too hard for a girl, but thanks to her
enthusiasm and courage, she followed her engineering dreams and achieved great things.
In fact, she became the first Hispanic woman astronaut!
She showed enormous courage in doing something that so few women have done at a time when many people still
believed that being an astronaut was “a man’s job.” That's why | admire her.

B Think of someone you admire and write a website post about him or her.

C (§ Work in pairs. Tell your partner why you admire the person.

ONUNCIATION: silent letters — consonant sounds

A 1.12 Listen to the words. Notice that the underlined consonant sound
in each word is silent.
b: numb, debt, doubt k: known, knot g: foreign, sign
p: psychology h: rhyme, hours, when |: could, should

B §)1.13 Now listen to the words and underline the silent consonant sound in
each one. Work in pairs and practice saying the words in Exercises A and B.

comb designer ghost honest knee knife knock resign

@
Cc B
¢ Direct the students’ attention to the highlighted words ¢ Encourage the students to brainstorm a list of people
and phrases in the text. Ask them to read the text again, whom they admire, and then choose one to write
and guess the meaning of the highlighted words and about. You may wish to limit them to famous people, or
phrases from the context of the sentence they are in. allow them to choose someone they admire who is not
¢ Have the students complete the activity individually, and famous, such as a teacher, or a family member.
then compare answers in pairs. ¢ When the students have chosen the person they wish
e Then check the answers with the class. to write about, show them how to make a word web /
mind map to gather and organize their thoughts. Draw a
D sample on the board, for example:
* Give the students time to complete the sentences with
the correct form of
;
words
‘
and phrases from Ex. C. first African-American hardworking, honest,
e Put the students in pairs to compare answers. Then U.S. President sincere, good father
check the answers with the class.
e Have the pairs discuss the questions. Ask the students (. Barcschens
to use as many of the new vocabulary items from Ex. C
as they can.
fought for affordable worked his way up in politics;
healthcare for all did not have an easy life
Extra: homework Americans | when he was younger

Have the students choose one of the questions from

Ex. D, and expand their answer by writing a few e Ask the students to write their posts, and remind them
paragraphs. to give reasons why they admire the person they chose.

Cc
' d f e Have the students share information about their heroes
Extra: modern tame ao
Lead a class discussion, or have the students do a * To wrap up, ask for a few volunteers to share with the
journal entry, about the reasons why young people are class their heroes and their reasons for choosing them.
obsessed with fame today. Discuss what has changed
in our society to bring about this phenomenon, for
example, reality TV shows and talent contests, the
popularity of social, public content-sharing sites, such
5 Pronunciation: silent
as YouTube. letters —consonant sounds
ee » Aff)1.12
> Workbook p. 18,Section ¢ See the Student's Book for the audio script—the list of
words.
¢ Give the students time to read the list of words. Point
mt e : out that the underlined letter in each word is silent.
A Writing: qc website post e Play the audio once and have the students listen. Then
play the audio a second time, and have the students
A repeat each word.
e Ask the students if they can think of any other words
¢ Draw the students’ attention to the picture of Ellen Ochoa.
in which the same consonants are silent (e.g., climb,
e Elicit any information the students know or can guess
pneumonia, knowledge, honor, assign, calm).
about her.
¢ Tell the students they are going to read a website post B 1.13
about Ochoa, and find out why she is the writer's hero.
¢ To review the reading skill (reading for different ¢ See the Student's Book for the audio script—the words
purposes), ask the students the ways they might choose in the box.
to read the text in order to find that information quickly ¢ Give the students time to read the list of words, and
(general reading, skimming, scanning for the word hero). think about which consonant is silent.
e Have the students compare their answer in pairs, and e Play the audio, and have the students underline the
then elicit the answer from the class. silent letter in each word.
e Have the students compare answers in pairs, and then
practice saying the words in both Ex. A and Ex. B.
Answer
She is the writer's hero because she followed her dreams
to become an astronaut despite being told that she
wouldn't manage because she was a girl.

Fame and fortune

 Grammar: reported speech
: —optional back-shifting
Form
Have the students read the text again, paying attention
to the reported speech.
Ask the students to read the information in the language
A
box. Check that they understand optional (possible but
e Write the term celebrity lookalike on the board and not necessary).
ask the students to tell you what they think it means. Present the table to the students, reading from left to
Tell them that the man in the picture on the left is an right. Ask them to complete the table with examples
Indonesian man named Ilham Anas. Elicit that Anas is a from the text, using the grammar rules they already
lookalike for President Barack Obama. know for reported speech. Then have them answer the
e Have the students read the article, and think about the question.
question. Elicit answers from the class. Check the answers with the class.
Check understanding by asking the students to tell you
in their own words when back-shifting is necessary.
a9Anas is a shy parson, but he thinks looking like Direct the students’ attention to the Watch out! box.
Mr. Obama is a blessing (a good thing). Elicit that since “he” is famous now, he is reporting
something that is no longer true. As a result, back-
shifting is necessary, i.e., would has to be used, not will.

Extra: comprehension questions

Ask the following questions to check the students’ Alternative
comprehension of the text. For each situation in the left column of the table, elicit
1 What country is II|ham Anas from? one or two additional sentences from the class.
2 Who does he look like?
3 Did Mr. Anas always know he looked like
Mr. Obama?
4 How did Mr. Anas become famous? Extra: homework
5 Describe Mr. Anas’s personality. Ask the students to choose a celebrity, and find an
6 Why hasn't Mr. Anas had as much work lately? interview with them online or in a magazine. Tell them
to look through the article, find six to eight quotes
from the celebrity's interview responses, and write
1 Indonesia them down. They should then rewrite the quotes in
2 Barack Obama reported speech, using back-shifting when necessary.
3 No, he couldn't see a strong likeness at first.
4 People took pictures of him and posted them on
the internet.
5 He's shy; he doesn’t like being in the spotlight. Extra: role-play: interview with a famous
6 The excitement of the presidency has worn off. person
Ask the students to imagine they are famous. Have
them make notes about what they have done to
NOTICE! become famous (e.g., invented something, won an
Oscar, won a sports championship, etc.). Explain that
e Direct the students’ attention to the Notice! box. the students will interview each other and brainstorm
¢ Have the students find and underline the reporting questions that are asked in an interview (e.g., when
verbs in the article. Remind them that they can use did you become interested in ..., how long have you
their scanning reading strategy to locate the verbs. ., why do you like ...). Put them in pairs to interview
¢ Elicit the five verbs and the tense after each one. each other. Have the students report back to the class
using reported speech (e.g., John said he first became
pie ed interested in soccer when he was four).
said—past, Bese aesansmana tetas
said—future, told—present

Extra: reported speech

Say the sentences from the text as quotes, and call on
the students to change them to the reported speech
form without looking at the text.
 NOTICE!
Underline the five examples
A LANGUAGE IN CONTEXT Read the article. How oes ee of reported speech in the
es ee ; text. Which tense is used
Ilham Anas feel about looking like a famous person: eae after the reporting verb?

V4 U.S.A. News Bulletin scien tmnt

At first, when Mr. Anas’s relatives pointed out his similarity
to the president, he said he couldn't see a strong likeness.
Then colleagues asked him to pose for photographs with
an American flag, wearing a suit and tie, and suddenly
everything changed. Before long, the pictures were all
over the internet, and Mr. Anas was receiving calls from TV
stations and an advertising agency. His life hasn’t been the
same since. He has appeared on a national talk show and
in a television advertisement, among other things.

Surprisingly, Mr. Anas revealed that he is a shy person

who doesn’t like being in the spotlight. However, he
explained that he sees looking like Mr. Obama as a
blessing. He said that he’ll keep taking all the opportunities
that come along as long as they do not conflict with
T ake a look at the two pictures. Can you tell which his personal values. Of course, the excitement of the
one is Barack Obama and which is a lookalike? president’s election has worn off now, and Mr. Anas told
No, we couldn't either, but the guy in the left-hand reporters that he isn’t getting much “Obama work” anymore
picture isn’t President Obama! His name is Ilham and is returning to a more normal life. There may be less
Anas, an Indonesian photographer who suddenly demand for Barack Obama lookalikes, but while Mr. Obama
became a celebrity in Jakarta when Mr. Obama was is President of the United States, we’re certain that Mr. Anas’s
first elected in 2008. life won't be completely normal.

B ANALYZE Read the article in Exercise A again. WATCH OUT!

Form Read the information and complete the table with X He said he will never get used to being
examples from the text. Then answer the question. famous, but he seems to like it now.
: V He said he would never get used to
When we report speech, we generally shift the verb tense back into being famous, but he seems to like it
the past. This is called back-shifting. Sometimes this is optional.

Back-shifting is optional Direct speech Reported speech— : Reported speech—

when reporting ... : : back-shifting : no back-shifting
.. a.general truth. : “lama shy person.” : He revealed thathe wasa__: He revealed that he is a
: shy person. : shy person.
.. something that is true at =: “I’m not getting much : He told reporters : He Hee reporters
the moment of reporting. : ‘Obama work’ anymore.” : ay!that) he wasn’t getting much: (2) hat) he isn't getting mi
_Themoment ofreporting. | Obama work’ anymore." | (Usernames... EM aTI MYM.
.. future possibilities or : “I'll keep taking all the : He said ;Hesaid
plans. : opportunities that come _: (3) (that) he would keep taking : (4) {that) he'll keep taking al
: along.” : allthe opportunities that —: the opportunities that come
came along

Back-shifting is necessary “| can't see a strong At first, he said

when reporting something — : likeness.” > (5) (that) he couldn't
see a
that is no longer true. strong likeness.

6 Look at the pairs of sentences below. For each pair, which is correct—a, b, or both?
i He said he doesn't like being in the spotlight.
He said he didn’t like being in the spotlight.
ii a) At first, he claimed he can't see a strong likeness.
At first, he claimed he couldn't see a strong likeness.

Fame and fortune

 “2A4CTICE Rewrite the direct speech as reported speech with and without
Backs -shifting. In one example, only back-shifting is possible.
John: “They are he tg an Oscars party downtown.”
3t) they were holding an Oscars party John announced |(that) they are holc ding «an Oscars party
John announced<-
Gowntown seas
downtown
2 Nadia Seteebacdie afm really excited about feeconcert this evening.”
Nadia told us (that)she was re ally excited about the NMatistoldic 22 ee =
concert he vance
3 Professor: OS concen advances will sd eee the way we watch movies.’
The professor declared
‘¢hat) technological advances wou The professor declared {¢
oe technological advances will
ne ve watch movies hange the way we watch movies”
4 Jimena: "You don't have to= 998 'f0“get’a backstage pass.”
Jimena stated (that) you didn’t have to be 18 to get a Jimena stated(that) you don't have to be 18 to get a
backstage pass backstage pass
D NOW YOU DO IT Work in pairs. Imagine you are suddenly famous.
Tell your partner about your experiences of celebrity. Swap roles and listen
to your partner. Then work with a different person and report on what your

ae
previous partner told you.

7 > clarifying misunderstandings

Oo When you feel you haven't explained something clearly enough,
there are phrases you can use to clarify what you mean.
A Work in pairs. Look at the picture and the quote.
Discuss what you think are the disadvantages of being famous.
“The image is one thing and the human being is another. It’s very hard to
live up to an image, put it that way.”—Elvis Presley

1.14 Listen to six short conversations about the

disadvantages of fame. Complete the phrases the speakers use
to clarify what they mean.
Well, what |__-meant__ was...
What I'm trying to ___sav_is
Maybe I’m not __making_ myself clear.
Maybe | should __tephrase__ that.
Actually__, that’s not what | meant.
=
NY
WwW
&
ow __Put __ it that way.

C Complete the sentences with an appropriate phrase from Exercise B. There

is more than one correct answer for some of the sentences.
1 “| didn’t mean that fame had brought Elvis Presley a huge amount of unhappiness.
—________ that it didn’t bring him the happiness he thought it would.” aS ,Has ee
2 “_____. | didn't mean all celebrities have problems. | just meant that a lot of them we
seem to.” Maybe I’m not making myself clear/Maybe | should rephrase that/Actually, that’s not what | meant
3 “I'm not saying the media was responsible for Michael Jackson’s difficulties, but | don’t think
they made his life easy, Dut it that way.”
AP .. It's not that actors who cause scandals are less talented. It’s just that they
become more well known for their scandals than for good acting.” Maybe| ohabe eee pick!
aypoe | SNOUIC rep ec a

D Work in pairs. Discuss your opinions about fame. RephrasetoClarify "°°"

¢ A NA ats net k ofc

oars you mean where appropriate.

A: | think it would be really difficult being famous.
B: Really? | think it would be really fun!
A: Maybe | should rephrase that. I’m not saying that it wouldn't be fun sometimes.
What | meant was that certain things, like going out in public, would be difficult.
 1.14
¢ Give the students time to read the instructions and
See p.T166 for the audio script.
the prompts. Point out that, where possible, they
Give the students time to read the partial expressions,
should write the reported speech versions both with
and ask them to listen for these in the audio. Play the
and without back-shifting. Elicit which item requires
audio once. Encourage the students to listen for the
back-shifting (item 2 requires back-shifting because the
point when the listener misunderstands, or questions
statement was about an event that happened yesterday,
something, and then focus on the speaker's response or
and is no longer true).
explanation.
¢ Have the students work individually to complete the
Play the audio again, and have the students complete
sentences, and then compare answers in pairs.
the phrases.
¢ Check the answers with the class.
Check the answers with the class.

Cc
¢ Check that the students understand the instructions.
Have the students work individually to complete the
Give them time to think about how and why they have
sentences. Remind them that more than one answer is
become famous, and what kind of celebrity they are.
possible for some sentences.
They should make some notes of their experiences of
Have the students compare answers in pairs. Then check
being a celebrity.
the answers with the class.
¢ Put the students in pairs. Have them take turns talking
about their experiences. When they are listening, the D
students should take notes on what their partner says.
¢ Then have them change partners, and report on what Encourage the students to practice using phrases for
their previous partner said, using the notes they made. clarifying information as they discuss their opinions
¢ To wrap up and assess the students’ grasp of the target about fame.
Have the students read the model conversation, and
grammar, ask for a few volunteers to report to the class
what their partner said. notice how A rephrases to clarify a point.
Give the students time to think of a few opinion
statements about fame.
Put the students in pairs for their discussion.
Encourage them to disagree with each other, express
misunderstanding, or question something in order to
give their partner a chance to use the target phrases.
7 Speaking: clarifying
misunderstandings Extra: role-play
Put the students in pairs to role-play an interview
Lead-in
with a famous person about the challenges of being
Ask the students to tell you what they think the advantages famous. One student role-plays a famous person and
of being a famous person are. Elicit ideas from the class the partner is a reporter. The reporter asks questions
and write them on the board, e.g., having a lot of money, about the famous person's experience with fame
traveling a lot. Ask the students to read the information in and what they like and dislike about it, for example,
the skills panel. Elicit examples of phrases they sometimes How has being famous affected your private life?
use to clarify what they mean, such as | mean ..., Sorry, | How do you manage all your money?. Encourage the
meant to say ..., Let me say that again, etc. students to use their imagination and invent answers
as necessary. Give the students time to prepare their
A interview. They then report to the class on the famous
¢ Direct the students’ attention to the picture and the person's responses, using reported speech.
quote. Explain that image, in this case, means the way
others view you and the opinion they have of you.
e Ask the students what they know about Elvis Presley,
and to explain the meaning of his quote in their own
words.
e Put the students in pairs to discuss their opinions of the
quote, and the disadvantages of fame.

Fame and fortune

“TifeSkills: evaluating arguments Extra: supporting evidence
After checking the answers, ask the students to
Step 1: Identify claims made and evidence for those explain how they know that the evidence is in fact
claims. (Ex. A) evidence, for example, words like survey, research, use
Step 2: Understand strong and weak points. (Ex. C, Ex. D) of statistics.
Step 3: Evaluate the argument based on the strength of
the points. (Ex. E)
B Byj1.15
Lead-in
e See p. 1166 for the audio script.
Read the target skill aloud and invite the students to tell ¢ Tell the students they are going to listen to a board
you what they think evaluating arguments means. Then meeting in which newspaper editors are discussing the
highlight the three-step strategy to develop the skill of proposal to change the newspaper's content. Elicit some
evaluating arguments. opinions from the class about what they think should be
Elicit a definition for this usage of the word argument done about the problem. Go over the abbreviation “L and
(reason(s) used to persuade someone to believe a E" (lifestyle and entertainment), used in the audio.
particular idea or to take a particular action). Give or ¢ Highlight that the students should listen specifically for
elicit examples of situations relating to Work & Career in the action the board decides to take.
which people might need to make a strong (convincing) e Play the audio and elicit the answer. Ask the students
argument for something (suggesting a change in company whether they agree with the decision, and why or why not.
policy, requesting a budget increase, presenting an idea
for a new product, describing a product or service to a Answer _
customer, etc.).
They decide to do a survey of their subscribers to find
Highlight that this skill is highly useful in the business out who reads their paper and what they read.
world, especially in the fields of sales and marketing,
when one needs to convince others to buy a product.
Ask the students to think about what makes an argument
strong. Elicit that a good argument has enough support
(evidence), or reasons why someone should be persuaded.
Highlight the importance of being able to evaluate an
argument in terms of how strong it is and how well it is
supported.

A
¢ Give the students time to read the instructions and the
definition silently. Check the difference between a claim
and evidence and make sure the students understand it
clearly.

Alternative
To preview the reading, take a quick class poll to find
out how often the students read newspapers and
which sections they read most often. Go over the
common sections of a newspaper and what kind of
information is included in each.

¢ Have the students read the proposal once without

underlining or circling their answers. Remind them to
think about the purpose of the bold sentences as they
read.
Ask the students to summarize the reasons for the
proposed change to the newspaper, some of the
options suggested, and what the writer proposes as the
best solution.
e Check that the students understand the task. If
necessary, clarify by eliciting one example of a claim and
one example of evidence in the proposal.
Have the students read the proposal again, underlining
the claims and circling the evidence.
Check the answers with the class and list the claims and
evidence in two columns on the board.
 ARGUMENTS
§ made and evidence for those claims.
Ing and weak points.
jument based on the strength of the points.

A Read the definition of argument. Then

read the proposal to change the content of a argument (n.) /‘argjamant/ [COUNT./NON-COUNT,]:
large city newspaper and look at the sentences a reason or reasons used to persuade other people to support
Peesolqmndedingine centences which ar an idea. An argument usually includes an introduction to
: : : $ e : the situation or problem, one or more claims, and evidence.
claims and circle the sentences which provide It also often includes personal opinion.
evidence to support the claims.
* aclaim (a statement that may or may not be true)
* evidence (provable factual information to support the claim)

To: Editorial Board

From: Tanya Stevens
RE: Proposal to reduce extent of print edition
Date: February 12, 2015

As you are aware, newspaper sales started to drop in the 1960s

when TV became widely available, and more recently, sales
have dropped further due to the availability of news and other
information on the internet<(1) According to a Pew Research
Center survey, |the number of people who read a newspaper daily dropped from 41% in 2002 to 23%
in 2012; Consequently, the newspaper industry has to make adjustments if it is to survive.
One approach is to cut costs, and (2) the best way to do this is to decrease the size of the newspaper.
Therefore, I propose that we cut one of the less important sections of the paper. (3) Newspaper readers
in the 21*t century are a smaller and more specific group than a decade ago. They tend to be older,
college educated, and interested in international and national affairs<(4) A recent survey by the
Newspaper Association of America revealed that 87% of readers read the front page and-main news,
85% read the local news, and 54% read the international and national news. In contrast, only 45%
read thelifestyle and entertainment section.
It makes sense to offer only
the most popular sections of our newspaper. We could consider cutting
sections like travel, or science and technology, but I think that those sections are too small to have an
impact on our costs. Based on the data, I propose that we cut our Lifestyle and Entertainment section
I appreciate that this change will not be easy. However, as in any type of evolution, those who do not
adapt cannot survive. (5) If we start targeting our newspaper at the 21* century reader, it will not only
survive,
but it will alsogrow.

RET VAT
ELSE SP ASTER I 2

B 1.15 Listen to an excerpt from

the Editorial Board meeting. What
action do they decide to take?

Fame and fortune

Cc Work in pairs. Match the halves of the sentences to
form definitions of strong points and weak points.
1 A strong point ... a) states a personal opinion or makes a claim not based on evidence.
2 A weak point ... as makes a claim based on evidence from a reliable source.

D Work in pairs. Decide if each claim in the table is a

strong or a weak point, and label it S (strong) or W (weak).
Against cutting the L&E section For cutting the L&E section

We get dozens of letters 1 [S] Newspaper readers in the

to the editor each week with 21* century are a smaller and
comments about articles more specific group than a
in the L&E section. In fact, decade ago.
last week we got 50 letters :2 [What these 21% century
related to that section. readers want is news; the
If L&E disappears, news sections are read by
we're going to get lots of many more people than
complaints. sections such as lifestyle and
People in our community entertainment.
want a newspaper that offers 3 A recent survey by the Newspaper Association of America’
a variety of content. revealed that 87% of readers read the front page and main news,
Also, several national and an average of 69.5% read international or local news. In
surveys have shown that contrast, an average of only 45% read the lifestyle section.
when young people do read :4 [21 believe that if we start targeting our newspaper at the
the newspaper, they tend to 21% century reader, it will not only survive, but it will also grow.
read the L&E sections. 5 Yes, but we get hundreds of letters about the news stories and
If we cut that section, we'll editorials, far more than we get for L&E.
lose any young readers that 6 People want to read real news.
we have!

E Work in groups. Discuss the proposal to cut the Lifestyle and Entertainment
section of the newspaper. Decide which side of the argument you support and why.

F Work in groups. Discuss the questions.

1 Do you feel that you are now able to recognize strong and weak “HOW TOSAY IT 7 . wf|§
arguments? Why or why not?
Tanya Stevens caine that . :; /aa q
Do you think the side with the most points is usually the ee thought that ..
strongest? Explain your answer. ithink this is
i a good/bad argument
> _ because .. 8

® RESEARCH ... This point is weak/strong baca

| agree / don't agree with ae “ia
Compare a print newspaper to its online version. _ Stevens's claim that... a
Consider these questions and make notes in order to a“I thinkit wouldpeacae ideaa
report back to the class.
1 If you do not have a subscription to an online
paper, are you able to access all sections? REFLECT
: se «»2 How can the skill
2 How does the price of an online subscription
compare with the print version? of evaluating arguments be useful to
3 Do both versions of the newspaper have the same
you in the areas of Study & Learning
content and layout? and Self & Society?
Cc F

* Put the students in pairs to discuss the definitions of e Lead a class discussion on what the students have
a strong point and a weak point and match the two learned about the skill of evaluating arguments and how
halves of the sentences. Encourage them to discuss the it can be useful to them in the domain of Work & Career.
reasons for their choices. ¢ Put the students in groups to discuss the questions, and
¢ When pairs finish, have them join another pair and encourage them to think about the factors that make an
compare answers, discussing any differences. argument weak or strong.
¢ Then have the groups report back to the class and see if
D they all agree about strong and weak arguments.
¢ Tell the students they are going to evaluate the claims
and decide whether they are strong or weak based on
how well they are supported. Have the students stay REFLECT
in their pairs from Ex. C. Tell them to read the claims in e Discuss the question with the whole class. Ask the
the table. Point out that the claims in the left column are students to say what they feel are the most useful
points against cutting the L&E section, while the claims on points they learned from this lesson and how the skill
the right support cutting it. To provide a model, ask the of evaluating arguments might be useful in their lives in
students whether claim 1 in the Against column is a strong the domains of Study & Learning and Self & Society,
or a weak point (strong), and why (it includes evidence either now or in the future.
that can be verified—50 letters related to that section—to ¢ Elicit the following ideas: contributing to online forums
support it). that relate to issues they care about, writing letters to
¢ Have pairs complete the task. Then elicit the answers the local newspaper about issues, joining the debate
from the class. Ask the students to support their answer team or a community activism group, etc.
choices.

~° RESEARCH
>

¢ Tell the students they are going to work in groups and ¢ Go through the task and check that the students are
discuss their opinions about whether the newspaper clear about what they have to do.
should cut the Lifestyle and Entertainment section. ¢ Suggest some possible newspapers with accompanying
Before they begin their discussions, give the students websites. Have the students compare the print and
time to look back at the proposal, and, if necessary, online versions and make notes on the answers to the
listen to the audio again. Tell them to think about their questions.
opinions and make some notes. They should each ¢ Have them share their findings in class. Lead a class
decide which side of the argument they support, and discussion about the advantages of print vs. online
why. Point out the language in the How to say it box, newspapers, and ask for the students’ opinions on
and encourage the students to use the phrases in their whether print newspapers, as many believe, will
discussion. eventually be obsolete.
e Have groups choose one person to begin the discussion
by sharing their opinion and supporting it. Encourage
the students to use all the information on the spread to Extra: debate an issue
inform their discussion. Provide the students with regular opportunities to
¢ Group members should then agree or disagree express and support their opinions in class. Elicit some
and offer additional support for their own opinions. issues or problems the students would like to discuss,
Encourage them to try to persuade others to agree with for example, a school policy, or a problem in the local
their side of the argument. community. Have the students debate the best way
to address the issue, either in the form of a spoken
discussion, or via the use of an online discussion
Extra: discussion expansion board.
When all group members have had a chance to
contribute, have groups reflect on their discussions
and discuss which side offered the strongest
argument, which points were especially convincing,
which group members presented the strongest
argument, and what made their argument convincing.

Fame and fortune

 Alternatives
¢ With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are séveral approaches that you can use for the they start, and discussing how they should go about
Language wrap-up exercises: them. For example, if they have to fill in the blanks
¢ in class as a test in a text, encourage them to read through the whole
e in class as a review
text first to get an idea of the general meaning of it. If
e as homework they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
whole sentence first to understand the context.
e Ask the students to do the exercises in test conditions,
e You can also use the Language wrap-up to review the
and give a time limit (e.g., 20 minutes).
material in the unit with the class and work on the
* Check answers with the class and deal with typical errors
exercises together as a class activity. In this case, you
or problems.
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
main points to clarify any misunderstandings before they
e If you decide to do the exercises in class, you can
begin an exercise. Similarly, you can ask the students
approach the Language wrap-up as a two-step review.
to first work in pairs to check the meanings of words to
First, ask the students to do the Vocabulary section
be used in fill-in-the-blanks exercises in the Vocabulary
individually. When they finish, ask them to check their
section.
answers carefully, and then put them in pairs to compare
¢ Note that the more assistance you give the students, the
answers and discuss any differences.
higher the score you should expect them to get when
e You can then apply the same procedure to the Grammar
they do the exercises.
section.
¢ Self- and peer-correction are two excellent ways of
1 Vocabulary
developing learner independence and creating a
cooperative learning environment. A
e Ask the students to read the sentences for general
Homework understanding and to gain an idea of the context before
e If you give the exercises for homework, you can ask filling in the blanks with the correct form of the verbs
the students to do them in test conditions, i.e., without from the box. Remind them that each blank is worth one
referring to the language they covered in the unit, their point.
notes, the Grammar reference section, dictionaries, etc.
¢ Give them atime limit (e.g., 20 minutes).
¢ Check answers with the class in the next lesson and deal Alternative
with typical errors or problems.
¢ The scoring system has been designed to give the Before the students complete the exercise, put them
students an idea of the progress they are making. Each in pairs to discuss the meanings of any words they
section has a total score of 10 or 12, depending on the don't know.
complexity of the language covered and the nature
of the exercises. Whichever approach you take to the ¢ Check the answers with the class by calling on individual
Language wrap-up, after checking the answers to each students to read the completed sentences aloud.
section, ask the students to write their score. If they
have a score lower than 8 (out of 10) or 10 (out of 12),
direct them to the appropriate sections of the unit and
¢ Remind the students to use the context of the sentences
encourage them to read them again for homework.
to help them choose the correct words.
After that, ask the students to complete the exercise(s)
¢ Give them time to complete the task individually. Then
again at home.
have them compare answers in pairs.
¢ Check the answers by calling on individual students to
read the completed sentences aloud.

2 Grammar
e Encourage the students to read through the
sentences first before rewriting them. Elicit that the
two ways the sentences can be rewritten are with
and without back-shifting, that is, with and without
changing the verb tense.
* Call on individual students to read the rewritten
sentences aloud. Ask the rest of the class to say whether
the sentence is correct or not.
se
a

,
aie

i
i

A Complete the sentences with a verb in the correct form from the box. (7 points)
break cause comeupwith discover inherit run write

Madonna (1) —_caused __ a scandal in 2009 when she adopted a child from Malawi.
She is a singer, but she has also (2) written __ a best-selling children’s book.
Allegra Versace (3) Inherited_ her fortune after her uncle was killed in 1997. She now
F A — a ; onion evel
have} discovered F
Scientists in this country (5) e gene that causes certain types of cancer.
Usain Bolt (6) broke__ the world record for the 100-meter sprint in the 2012 Olympics.
5 This man is famous for (7)coming
up witha new machine that made cartoon characters look more realistic.

Complete the sentences with a word or phrase from the box. Change
the form if necessary. (5 points)
ambition dwindle inthe spotlight make it big washed-up

For every person who (1) makes

itbiq_| there are thousands of others who don't
succeed in becoming famous.
If your (2) ambition_ is to become a famous singer, actor, or sports star, you have to be
prepared to work very hard.
Celebrities should be prepared for the time when their fame (3) —Gwindles and they
are no longer (4) spotlight
!n.the
Many (5) washed-up_ celebrities will do anything to become famous again.

me and ways to become famous.

nd 3 on pages 35, 36 and 37. SCORE: /12

Rewrite the direct speech as reported speech in two different ways with
the verbs in parentheses. (10 points)
1 The manager: “You have to wear a tie if you want to get into the club.” (said)
The manager said (that) I/we had to wear a tie if |/we wanted to get into the club. ih
The manager said (that) I/we have to wear a tie if [we want to get into the club.
Rachel: “You have to be very self-confident to be an actor.” (commented)
Rachel commented (that) you had to be very self-confident to be an actor. 7
Rachel commented (that) you have to be very self-confident to be an actor. =
Vicki: “Will the movie industry change a lot in the near future?” (asked)
Vicki asked if/whether the movie industry would change a lot in the near future. ae
Vicki asked if/whether the movie industry will change a lot in the near future.
Anton: “I’ve seen lots of celebrities around here.” (revealed)
Anton revealed (that) he had seen lots of celebrities around here/there. isis tld) Elin
Anton revealed (that) he has seen lots of celebrities around here/there. a) F ae
Sonia: “| can help you find an agent.” (told me)
Sonia told me (that) she could help me find an agent. sae el An a Peete
Sonia told me (that) she can helo me find anagent. ——“Cs—CSSCSCS : fe Oa

/10

Fame and fortune Mes \iemciuee ¥/

 Writing a short essay

A Read the essay and choose T (true) or F (false).

In general, are celebrities a positive or negative influence on others?

It is true that some celebrities are not a positive influence on Young
people. They constant cause scandals or get into trouble. However,
many celebrities use tneir position in the spotliqrt to do good tings,
and tney have a very positive influence on society,

One important thing celebrities do is donate money, time, and their

names to good Causes. When there is a disaster such as a hurricane
or an eartnquake, many celebrities help raise money. For example, when
model Gisele Diindchen said that she would donate #5 million +o tne
Red Cross after a hurricane in Haiti, that inspired tne public to donate,
too. Another generous celebrity is tne singer Bono, who gves benefit
concerts and meets witn world leaders to raise money and promote
programs to help poor children around tne world.

Apart from supporting good causes, celebrities can also be good

role models for Young people. When celebrities have qualities such as
Compassion, honesty, and tolerance, they can influence teenagers and
younger Children to develop those same qualities. There are definitely
many celebrities who use their fame in positive ways.

1 The writer thinks that many celebrities have a positive influence on society. (Ty F
2 People tend to give money to charity if a celebrity donates money. (D/ F
3 Bono gives many benefit concerts in support of environmental charities. T/P)

B Look back at the essay and choose the correct options to complete the statements.
1 The purpose of the first paragraph is to ...
present the writer's general opinion. __b) give reasons for the opinion. —_¢)_ explain who the writer is.
2 In paragraph 2, the author gives ... examples of charitable celebrities to support his point.
two b) three ce) four
3 In paragraph 3, the author gives ... examples of positive qualities to support his point.
a) two three ce) four
4 The last sentence of the essay ...
a) gives an example.
b) gives a reason for the writer's opinion.
(<)) restates the writer's general opinion.
HOW ARE You ft
C You are going to write a short essay giving your opinion DOING? —
about the question in Exercise A. If you agree with the writer :
of the sample essay, give different reasons in your essay. e My opening ees
Write notes for your essay. oS es ee <
Introductory topic sentence: e have ee
Reasons for your opinion (at least two): _ reasons es my
Supporting details or examples (at least one or two):

en aigeinG sentence:

D Use your notes to write your essay. Write about 200 words.

43)
 S—,ay

Cc
Writing workshop: writing a ¢ Have the students read the instructions. Ask them to
short essay read the essay question in Ex. A again, and decide what
their own opinion is.
¢ Elicit the opinion expressed by the writer in the article
A in Ex. A. Ask the students to think about whether they
agree or disagree with this opinion.
¢ Direct the students’ attention to the essay question.
¢ Give the students time to make notes on their opinions,
Elicit the meaning of positive influence (having the
and list evidence and examples to support their ideas.
power to make positive changes in the world). Draw the
¢ Have the students use their notes to come up with
students’ attention to the picture of Gisele Blindchen,
an introductory topic sentence, two reasons for their
and ask them what they know about her.
opinion, one or two supporting details or examples for
each reason, and a concluding sentence.

Culture note D
Gisele Bundchen is a Brazilian fashion model and ¢ Give the students time to write their article in class or
actress. As well as donating money to different for homework. Remind them to write about 200 words.
charities, she does volunteer work for the United Encourage them to use new language and structures
Nations as a Goodwill Ambassador. Goodwill from the unit in their writing.
Ambassadors are usually famous athletes, actors, ¢ Highlight the importance of using paragraphs to
musicians, etc., who care about making the world a organize their article, and draw the students’ attention
better place and volunteer to help different United to the paragraphs in the essay in Ex. A, and to questions
Nations agencies to achieve their goals. 1-3 in Ex. B.
Bono is the lead singer of the Irish rock band, U2. In ¢ Give extra credit for including reported speech or new
recent years, he has been playing the role of diplomat, vocabulary from the unit.
meeting with world leaders and contributing money to
causes he is passionate about, such as world poverty, How are you doing?
and hunger. e Ask the students to read the statements and check the
ones they believe are true.
Ask the students to predict what kinds of information e Ask them to discuss their essay with another student in
the writer will give. the class and identify things they could improve on next
time.
Give the students time to read the true/false questions,
and then read the essay. Check that they understand the
meaning of charity (an organization to which you give
money so that it can give money and help to people Extra: debating
who are poor or sick, or who need advice and support). Organize a debate about whether celebrities are a
Point out that good causes in the essay means charities. positive or negative influence on people. Put the
Have the students compare answers in pairs. Then check students in two groups according to their opinion.
the answers with the class. Give each group a few minutes to prepare their
arguments. Each group chooses a representative to
debate their ideas. Group members should raise their
Extra: in your own words hand during the debate if they want to provide their
representative with additional facts or a supporting
Have the students write a few sentences in their own
argument.
words to explain what the essay is about.

e Have the students look back at the essay and complete

the task individually, and then compare answers in pairs.

Fame and fortune

Unit opener (p. 45) 20 min. Lead-in
1 Listening: understanding Ask the students to look at the unit title and the pictures,
discourse markers @ (p. 46) 30 min. and to predict what the unit will be about. Write paradise
* Vocabulary: life satisfaction 15 min. and utopia on the board and ask the students what they
Sa Grarmmariecuniclarices mean. Explain that the words have similar meanings
(p. 47) aonin (paradise: a beautiful and peaceful place or a state of
as objects
is total happiness; utopia: an imaginary place in which all
3 Reading: a magazine article (p. 48) 30 min.
conditions are perfect). Direct the students’ attention to
Ae als UEC jo myn. the points in the unit objectives box and go through the
4 Grammar: review of information with them. To get your students to think about
conditional forms (p. 49) 40 min. the skills being developed in this unit, ask them to look at
5 Writing: a thank-you note (p. 50) 30 min. the questions in the cogs.
6 Pronunciation: reduced forms of Listening: understanding discourse markers
would you and did you (p. 50) 15 ie e Ask the students the question and give them time to
talk with a partner. Extend the discussion by asking the
7 Speaking: talking about
students for examples they have noticed when listening
having a positive attitude (p. 51) 30 min.
to people speak English. Make a list on the board.
lifeSkills: being a positive team Writing: a thank-you note
member (Work & Career) (p. 52) 50 min. * Read the questions and have the students discuss with
* Optional downloadable lifeSkills a partner. Elicit answers and create a list on the board.
lesson (Self & Society) 50 min. lifeSkills: being a positive team member
* Optional downloadable lifeSkills e Ask the students if they have ever worked on a team.
lesson (Study & Learning) ets Expect answers such as playing on sports teams,
4 participating in academic projects, or working on
Language wrap-up (p. 54) 20 min. ; : ae : Pe?
ee SR para ee community service activities. Ask if they agree that it is
“hades eld a sabe important to be positive when working on a team. Put
personal preference (p. 55) 30 min. the students in small groups to list characteristics of a
Video and downloadable video worksheet = 45 min. positive team member. Ask the groups to share their
lists with the class.

Unit 4 Competence developed CEF Reference (B2 competences)

1 Listening can understand formal discourse markers —‘Tabie % Table 2;Sections5 4.4.2.1 4. 4.3.1443500
4.5.22 5.2.Sit
2 Grammar can use and understand noun ae Table te Table ee‘Sections ey 1.2; 6.
6. 4.
17.7; 6475
clauses as objects
3 Reading can understand a magazine article (Gan “Table 1;Table 2;Sections 4.4.4.2.2: d
4.4.2.4; 4.Dicom
4 Grammar can use and understand a variety ‘ Table feTable 2; Sections 5.2
2 42s 64. 7.7; 6.4.7
4.7.8
of conditional forms
5 Writing can write a thank-you note Table 1;: Table 2; Sections 4.4.1,24.4. 3.2; 4.4.3.4;
rie ia = 45.2.1; 5.2.1.1; 5.2.1.2; 5.2.1.6; 5.2.2.2; 5.2.2.4; 5.2.3.2
6 Pronunciation can correctly pronounce reduced forms | Section 5.2.1.4
een of would you and did you | wr ee ;
ra Speaking can talk about having a positive attitude Table 1; Table 2 Sections 4.4.1 1; 4.4.3.1; 4.4.3.5;
AS 2 S22
IN THIS UNIT YOU —
learn language to talk about mood
and life satisfaction bees Be D aS
listen to a lecture about wealth
and happiness
CTCNI ej = |
write a thank-you note

read about research on happiness

talk about having a positive ee What are some phrases
attitude ee you might hear that signal
learn about being a positive team a change of topic or the
member conclusion of a topic?

watch a video about the concept

of Gross National Happiness

In what situations do
you need to write a
thank-you note? Would
different situations require
a different style? Why?

SKILLS
WORK
& CAREER
Ups and downs
 Work in pairs. Do you agree with these definitions
of happiness? Explain why or why not.

B 3 Work in pairs. First, complete the definition in your own words.

Then explain your definition to your partner.
A
Ask the students to read the six definitions of happiness. Alternative
Give them a few minutes to work in pairs and to make Ask the students to bring in a picture of an item
a few notes about why they agree or disagree with the or activity that makes them happy. The picture can
definitions. be from a magazine or the internet, or it can be a
Write each definition on the board and poll the class. personal picture. If the students choose to bring a
Make a tally of how many students agree with each personal picture, ask them to make sure there is no
definition. Discuss which one is most popular and which identifying information linking the student to the
is least popular. Ask the students to state why the most picture. Collect all the pictures and then show each
popular one won. Remind them there is no one right picture individually. Have the students guess who the
answer. picture belongs to. When they get an answer right, ask
the student who the picture belongs to to say why this
item or activity makes them happy.
Alternative
Ask the students to work individually and rank the
definitions from 1 (the best) to 6 (the worst). Ask them
to think of reasons for their rankings. Let the students Extra: group project
compare their rankings with a partner. Listen to some Let the students create a class poster using all of the
of their ideas as a class. pictures.

e Remind the students that everyone's definition of Extra: speaking

happiness is different. Ask the students to complete Extend the exercise by asking the students to work
their own definition of happiness. Tell them they can individually and write a definition for unhappiness,
make use of the ideas on this page and/or use ideas beginning Unhappiness is ... . Put them in pairs and
of their own. Encourage them to write as much as they ask them to explain their definition to their partner.
want; the definitions do not need to be restricted to one
Listen to their suggestions as a class.
sentence. Get them started by asking what their idea of
paradise is. Review the definition of this from the Lead-in
on p. T44. Ask what qualities or activities make them
happy. Extra: homework
Put the students in pairs and ask them to share their
Review the meanings of the words paradise and
definitions with their partners. Give them time to explain
utopia (see the Lead-in on p. T44). For homework,
why they chose their definitions. Ask all the pairs to read
ask the students to write two short paragraphs. One
their definitions to the whole class. Take a class vote
paragraph should describe what they think paradise
on which definition they like best. Extend the activity
would be. The other should describe a utopia. Ask
by voting on other types of definition, such as most
volunteers to read one of the paragraphs to the class
surprising or most unique.
in the next lesson. Classmates determine whether the
paragraph describes paradise or utopia.

Ups and downs

oT Listening: understanding ¢ Explain that a common task in academic settings is to

discourse markers 6 listen to a lecture and then answer questions about the
content. Draw attention to the four questions. Tell the
students you will play the lecture again and they should
Lead-in listen for those answers.
Write the word lecture on the board. Elicit what features e Play the audio more than once if necessary. Put the
make up a lecture and write the students’ ideas on the students in pairs to discuss their answers.
board. Survey the class to see how many students find
lectures challenging. Ask them what makes listening to
lectures difficult. Ask the students to read the information
1 People with higher incomes feel more satisfied with
in the skills panel. Explain that discourse markers can make
their lives.
listening to lectures easier. Remind them that they studied
2 People with higher incomes are not necessarily
discourse markers (fillers) on p. 22, and encourage them to
happier than those who earn less.
name the ones they remember.
3 Satisfaction is the feeling of pleasure you get when
you achieve something. It is just one element of
A By) 1.16
happiness, which is the more general feeling of being
¢ See p. 1167 for the audio script.
¢ Explain to the students that they are going to listen to
happy.
4 Students’ own answers, but will likely be based on this
the introduction to a lecture in order to find out what it sentence in the lecture: People with lots of money can
is going to be about. purchase lots of positive life experiences, like exotic
e Play the audio, and then check the answer with the vacations and expensive meals, and as a result, they
class. may enjoy everyday pleasures less.

the relationship between wealth and happiness > Workbook p. 22, Section 1 e@ pt
B By 1.17 D
e See p. T1167 for the audio script. ¢ Remind the students that words can have more than one
¢ Point out the four partial phrases. Explain that the full part of speech, and knowing other forms of words can
phrases are used in the lecture. Ask the students to help them expand their vocabulary.
listen to the full lecture and fill in the missing words. e Ask the students to complete the word form tables
e Play the audio and check progress. If necessary, play the individually. Then check the answers with the class.
audio one more time. After checking answers, ask the
students to put the phrases in the correct section of the
table. Explain that each phrase has a specific function. ¢ Ask the students to work with a partner. Make sure they
¢ Highlight the functions of the phrases and give understand that they need to complete the sentences
examples. Point out, for example, that people use individually with the correct form of the word in
As a result, As a consequence, and Consequently to parentheses and their own ideas, and then discuss them
talk about the result of something, e.g., People need with their partner.
companionship. As a consequence, married people
tend to be happier.
D> Workbook pp.22-23, Section 2
T understanding discourse markers n:2
Discourse markers often act as signposts, giving a listener clues about what they
might hear next. They might introduce additional points, contrasting ideas,
or a conclusion.
A 1.16 Listen to the introduction to a lecture. What is
the lecture going to be about?

B 1.17 Listen to the full lecture. As you

listen, write one word to complete the
phrases. Then write each phrase in the aan ra é 4< ae . /
correct place in the table. ss
See eeeconera| =
—___ the other hand
ee ee resulta Meet tin) addition

: Phrases used to : Phrases used to

Phrases used to talk Sa ,
: Phrases used to oe bd
: introduce a contrasting : . : introduce an additional
generally : introduce a result py ak et
point : : point
(4) __/n general : (gy On the other hand : (3) _As a result : (4) _!n addition
On the whole :That said :As a consequence :What's more
To a great extent : Nevertheless : Consequently : Furthermore

C {G% Listen to the lecture again and answer the questions. Work in pairs
and discuss your answers.
What did the first study find out?
How did the second study contradict the first study?
What is the difference between satisfaction and happiness?
Pr
=
WRN Why do you think wealthier people enjoy everyday pleasures less?

D VOCABULARY: LIFE SATISFACTION Complete the tables with the

correct form of each word.

Adjective Noun Verb Noun

happy happiness appreciate appreciation

wealthy — wealth enjoy __enjoyment_

pleased /pleasing pleasure __satisty satisfaction
—content___ — contentment

E (3 VOCABULARY: LIFE SATISFACTION

Work in pairs. Complete the sentences with the
correct form of the word in parentheses. Then
discuss the sentences with your partner and use
your own ideas.
1 | feel __satisfied_ with my life when | ... (satisfaction)
2 People usually aepreciate _happiness more when they
... (appreciation)
3 | think people are generally more content__ when
they ... (contentment)
4 Material __wealth__ can sometimes cause
unhappiness because ... (wealthy)
5 _Enjoyment of life depends on ... as well as ... (enjoy)

Ups and downs

 \%: noun clauses as objects
A 1.18 LANGUAGE IN CONTEXT Read the notice. Then listen to the
conversation below. According to Michelle, how does laughter therapy work?
Rita: Look at this! Laughter therapy! oe

Michelle: Yeah, I've read about that. Apparently,

laughing can help people feel happier and ~ Wy
less stressed, so now they're using it as a LAUGHTER
THERAPY
therapy!
Rita: That sounds really interesting. Do you

Michelle:
know what it involves?
I'm not sure exactly, but | think they
WORKSHOP
explain how laughter could help you
deal with a problem. | think you learn
techniques to see the positive side of a

Rita:
situation.
That sounds useful! | wonder when they're
rit
holding the workshop. Does it say where LAUGHTER CAN CHANGE YOUR LIFE!
we can get more information? Venue: Main Hall
Michelle: I'm sure there’s more information on the Time: 9-5
Limited to 40 participants.
website. | think we need to register online,
http://laughtertherapy. campusworkshops.net
and we might need to explain why we want
to attend the course.
So, do you want to try it?
NOTICE!
Rita:

B ANALYZE Read the conversation in

Underline all the examples of what, where,
Exercise A again. when, why, and how in the conversation.
What do you notice about the word order
Form Complete the table with examples from the text. in the clauses that follow each one?
: Noun clause

at a
They explain
Aethething(s)«)wht
(= the way) (2) is

5 a ee
ve re time) res

Die Accson
| wonder

Beity
We might need to explain (= the reason) (5) __Why : we want to attend the course.

C PRACTICE Complete the sentences with what, where, when, why,

or how. More than one answer may be possible. WATCH OUT!
| think you'll be interested in what they have to say about happiness. ¥ | agree with what
| don't understand _ow/why_ |aughter therapy works. you said.
The presenters will demonstrate When/how/why |aughter can help you be positive. X | agree with what
| sometimes wonder ___Why __ people at work are so stressed. did you say.
uf
WN
= They told us where the workshop will take place, but I’ve forgotten which
office exactly.
6 Do you know when the next workshop will be held? Is it next month?

D NOW YOU DO IT Work in pairs. Complete the sentences in your

own words. Then compare with your partner. How similar or different
are your ideas?
I’d like to learn about what... I'm happier if |know why ... | often wonder how ...
2 Grammar: noun clauses as NOTICE!
obejcts Direct the students’ attention to the Notice! box.
e Ask the students to underline all the examples
of what, where, when, why, and how in the
Lead-in
conversation.
Write the word laugh on the board. Put the students ¢ Ask the students what they notice about the word
in pairs and ask them to tell their partner what makes order following each question word.
them laugh. Listen to their suggestions as a class. Elicit
:
responses such as funny jokes, television sitcoms (situation
comedies), friends, comedians, and so on.
The word order is subject + verb (i.e., there is n )
A Be) 1.18 inversion after the question word).
¢ See the Student's Book for the audio script.
¢ Draw attention to the picture. Ask the students where B
they think these people are and what they are doing
Form
(they are laughing during a laughter therapy workshop).
e Ask them to read the notice and check their answers. ¢ Ask the students to read the conversation again, paying
Ask for opinions as to whether the students agree or attention to the question words.
disagree that laughter can change their lives. e Present the table. Explain that noun clauses can function
e Ask the students to read the question and say how they as nouns, and that like nouns, they can be the object of
think laughter therapy works. Then tell them to listen verbs, and they can follow prepositions.
and read the conversation, and find out what Michelle ¢ Highlight that a noun clause contains a verb, but it is
says about it. Play the audio once, and elicit the answer not a complete sentence by itself. Point out that the
from the class. clauses in the table all function as objects.
e Ask the students to complete the table with examples
from the conversation.
Answer ¢ Check the answers with the class.
Laughter helps you deal with a problem. You learn e Direct the students’ attention to the Watch out! box.
techniques to see the positive side of a situation. Point out or elicit that the second sentence is incorrect
because it is necessary to use the affirmative form, not
the question form, in this type of clause. Elicit other
examples and write them on the board.
Alternative
Ask the students to close their books. Write the
question from Ex. A on the board. Play the audio once e Ask the students to complete the exercise individually.
and ask the students to answer the question. Then ask Remind them that there may be more than one possible
them to open their books and read the conversation answer. Encourage them to refer to the table if they
to check their answer. need help.
e¢ When you check the answers, ask different students to
read the complete sentence aloud in each case.

Culture note D
When people laugh, their body relaxes. When that ¢ Give the students a few minutes to work individually to
happens, the body releases natural painkillers called complete the sentences with their own ideas.
endorphins. The endorphins enter the bloodstream. ¢ Then put them in pairs and ask them to compare and
The point of laughter therapy is to help people laugh contrast their views.
more easily. In laughter therapy sessions, there are a
range of activities designed to get people laughing,
but luckily the body can’t actually distinguish between Extra: homework
real and fake laughter. In other words, pretending to
Give the students some more sentence beginnings
laugh has the same beneficial effect.
and ask them to complete them. For example, A good
vacation is when ..., An embarrassing situation is when
..., A nice place to relax is where ..., A good job is
when ..., | like talking to friends when ..., We should
all live where ..., School teaches you what... .

Ups and downs

 e Remind the students that understanding when
something is accurate is important to succeeding in
Lead-in school. Give the students time to answer the true/false
questions individually. Point out that they have a third
Ask the students if they ever read magazines. Invite
option for each question: NM (not mentioned).
volunteers to share the titles of their favorite magazines.
e Put the students in pairs to compare their answers
Continue the discussion by asking if the students read
before checking the answers as a class.
magazine articles online, on e-readers, or in printed
versions. Ask them to share the topic of an interesting
magazine article they have read recently.
Extra: reading practice
Ask the students to read the article again, and to find
Culture note the reasons or explanations for the statements.
Magazines are published on a regular schedule. One
of the earliest magazines in history was started in
Germany. It was a literary and philosophy magazine 1 Happiness is a very subjective state and can mean
called Erbauliche Monaths Unterredungen. A different things to different people.
magazine's popularity is measured by its circulation, 2 NM
which is the number of copies distributed. Some of 3 One component of happiness is genetic.
the most popular magazines around the world include 4 Some research has found that practicing positive
Caijing (Asia), What's Cooking (Canada), Mathrubhumi emotions can have a positive effect on our
(India), and Pronto (Spain). general state of well-being.
5 Arecent study found that using an app to find out
how happy people are feeling was reliable.
6 A study found that people who are less focused
e Ask the students to close their books. On the board, are less happy.
write the question What are some ways to be happier?
Elicit ideas from the class and write them on the board.
Explain that that they will read a magazine article on
this topic, and see if their ideas match what the research Extra: discussion
mentions in the article. Put the students in pairs or small groups to discuss if
e Ask the students to read the article, keeping the they agree or disagree with the statements in Ex. B.
question in mind.
¢ Allow enough time for them to read the article silently.
Then elicit answers to the question. See if any of their Cc
original ideas were the same as the two ways mentioned e Ask the students to notice the words in bold in the
in the article. article. Explain that these are all mood words. Define
empties ar the word mood if necessary (the way that someone is
sa “a e
|Ans N
bah NY) alte y
feeling, for example, whether they are happy, sad, or
Deciding to e optimistic about life and practicing angry).
positive emotions are two ways to be happier. ¢ Give the students time to match each mood word
with its definition. Have them work individually for this
activity.
¢ Put the students in pairs to compare their answers
Extra: reading practice before checking the answers as a class.
Write these questions on the board to check the
students’ comprehension.
1 How do psychologists define happiness?
2 Why is happiness subjective?
3 What are some basic components of happiness?
4 What is the greatest influence on happiness?
5 Why do scientists research happiness?

4,

1 “astate of well-being”
2 Because it can mean different things to different
people.
3 physical condition, genetics, and choice about
how we feel and think
4 our choice about how we feel and think
5 It is useful and we can learn more about developing
social or psychological traits that can help us lead
fuller lives.

®
3 REA qd magazine article
A Read the magazine article. What are two ways to be happier,
according to research mentioned in the article?

WHAT IS HAPPINESS? ° By far, the greatest influence on our happiness

"Is it being in a good mood? |s it a state of is our choice about how we feel and think. We
contentment, or is it a feeling of excitement or can make a decision to be optimistic about life, or
pleasure? It seems that happiness is all of these choose to focus on the negative side and be more
things. Psychologists have defined it as a “state of pessimistic. Some recent research has found that
well-being’—a combination of life satisfaction practicing positive emotions such as gratitude, joy,
and experiencing more positive than negative hope, and kindness can have a positive effect on
emotions. our general state of well-being. In other words, we
can control how happy we are.
WHAT MAKES US HAPPY?
HOW CAN WE MEASURE
* Happiness is a very subjective state and can
mean different things to different people. HAPPINESS?
However, researchers have identified some basic ° One simple method is just to ask people how they
components of happiness. are feeling. A recent research project used a cell
3 One component is our physical condition, such phone app to track how happy people were. From
as our level of income and state of health. There is time to time, the app sent a message asking the
no doubt that financial stress and illness can have person to report how happy he or she was feeling
a negative impact on our level of happiness. But as well as what activity the person was doing. The
wealth on its own isn’t enough; you can be very study found that people who are less focused on
wealthy and also very unhappy. what they're doing tend to feel less happy. When
they get distracted, they start to worry or think
* Another component is genetic; it seems that
about negative things, which makes them unhappy.
some of us may be born to be cheerful. Some of
our character traits are inherited and may include WHY DO SCIENTISTS RESEARCH
a tendency to either be more optimistic or to get
depressed more easily. HAPPINESS?
7 Researchers believe that researching happiness
is very useful. The more we understand about
the causes of happiness, the more we can learn
about developing social or psychological traits that
contribute to our general state of well-being and
help us lead fuller lives.

B Read the statements and choose T (true), F (false), or NM (not mentioned).

1 It is not possible to measure happiness. T/(E)/ NM
2 Scientists disagree about the causes of happiness. T/ F/M
3. Our personality influences our level of happiness. @/ F/ NM
4 It is possible to learn how to be happier. (/ F/ NM
5 Asking people about their state of mind is unreliable. T /(B/ NM
6 Lack of concentration can cause negative emotions. @/ F/ NM
C VOCABULARY: MOOD Match the definitions (a-h) with the words in bold in the text.
a) having a generally positive attitude e) feelings
optimistic emotions —__
b) preoccupied, thinking about something else f) unhappy
distracted depressed
ce) feeling of general happiness g) concentrated on what you're doing
state of well-being focused_
d) having a generally negative attitude h) cheerful
pessimistic in a good mood _

Ups and downs

 “) vOGABULARY: MOOD Work in pairs and answer the questions.
What is your mood right now?
» Do you consider yourself to be generally optimistic or pessimistic? Why?
3 Do you ever get depressed? If so, what do you do?

AGR. \R: review of conditional forms _.-..

A 1.19 LANGUAGE IN CONTEXT
Listen to the conversation. What
advice does Tom’s uncle give?
Tom: Do you think | should take a year off
before going to college? | think that
if people take a year off, they're more
mature when they start school, and they
get more out of it. What do you think?
Uncle: That's a good question. If |had taken a
year off, |would have traveled around
the world. | think it can be a very good
idea if you plan it properly and do
something useful with it.
Tom: | know! But Mom thinks that if | travel
-_
for a year, | won't want to go to oi
college when | come back. NOTICE! }
Uncle: Yes, that is a risk, but if | were you, I'd go for it. Just make sure Underline sentences in the text that |
you keep your main goal in mind and don't get distracted! use conditional forms. How many —
types of conditionals can you find? —
B ANALYZE Read the conversation in Exercise A again.
Form & Function Complete the table with examples from the text.

Type of conditional Form Function and Examples

third : If+ past perfect, would(n’t) To talk about unreal situations in the past.
> have + past participle : 4) [fl had taken a year off, | would have traveled around the world.

second : If + simple past, would(n’t) :To talk about things the speaker feels are unreal or
: + base form : unlikely in the present or future.
: (2) -. if |were you, I'd go for it.

first : If+ simple present, will : To talk about things that the speaker thinks are likely
: (won't) + base form or possible in the future.
.. if |travel for a year, | won't want to go to college when 1 come b

zero : If + simple present, : To talk about things that are generally true.
! simple present : (4)'t people take a year off, they're more mature when they start schoc
: (5) it.can be a very good idea if you plan it properly ...

C PRACTICE Match the two parts to make complete

sentences.
WATCH OUT!
1 You would have studied harder___a)_if you were more outgoing.
2 You'll always succeed ~_
ee Xb) if you'd had more time. ¥ If you had said you were sick,
| would have called a doctor.
3 People are generally friendly <——)_ if you're polite to them. war dh
4 You would have more friends ~d) if you work hard enough. YOU WOUIC NaN Sale
were sick, | had called a doctor.

D NOW YOU DO IT Work in pairs. Complete the

sentences and tell your partner. Ask questions to get more information. Find three things
you have in common.
lf |had studied ..., | would have ... If |hadn’t ..., |wouldn't have... If |were richer, | would ...
D
¢ Put the students in pairs to discuss answers to the NOTICE! |
questions. Encourage them to give reasons for their
¢ Direct the students’ attention to the Notice! box.
answers. ¢ Review the conditional forms if necessary. Ask the
¢ Ask the pairs to share their answers with the class.
students how many types of conditionals there are
Extend the discussion by asking the students what may in the conversation.
cause states of well-being or moods to change. Ask
them if they think it is possible to change a mood easily
(either their own or someone else's).

Extra: homework
Ask the students to choose a mood word from Ex. C
Form & Function
and write a paragraph describing a time they felt this
mood or emotion. Encourage them to answer questions ¢ Ask the students to read the conversation again, paying
such as who or what made them feel this way, where attention to the conditional forms.
they were, why they felt this, when it was, and how they ¢ Review the forms and functions in the table. Give
changed (or stayed the same). the students time to write the statements from the
conversation that they underlined earlier in the correct
place in the table.
e Check the answers. Remind the students that apart
ia Workbook p. 24, Sect from would, they can also use could and might in third
conditionals. Explain that this introduces an element of
possibility into the sentence. Compare the meaning of |
A Grammar: review of would have gotten a much better job (definite) and
| could have gotten a much better job (possible).
conditional forms e Direct the students’ attention to the Watch out! box.
Point out that would have never goes in the clause
beginning with if, but in the main clause, so the second
Lead-in
sentence is incorrect. You could write some other incorrect
Ask the students to look at the picture. Ask them who they sentences on the board for the students to correct.
think these people are, how old they are, and what their
relationship is. Listen to their ideas as a class. Eventually
reveal that they are an uncle and nephew. Explain that the
¢ Go over the instructions. Make sure the students
nephew, Tom, is getting advice from his uncle. Encourage
understand that the first column contains the first parts
them to talk about who they talk to when they need advice.
of the sentences and the second column contains the
Ask them what kinds of things they need advice about.
second parts of the sentences.
e Ask them to work individually. Tell them to pay special
A By 1.19
attention to the verb forms to help them find the right
e See the Student's Book for the audio script. answers. Encourage them to look at the table if they
e Ask the students to read the question first. Then ask need help as they work.
them to listen and read the conversation and find the ¢ Check the answers with the class.
answer. Play the audio once.
e Elicit the answer, and encourage the class to discuss if D
they agree or disagree with the advice. ¢ Give the students time to work individually and
complete the sentences.
Answer ee e Put them in pairs to share their ideas. Encourage the
Tom’s uncle advises him to take a year off before going partners to ask questions to get more information.
to college, but to do something useful and not get e Ask them to find three things they have in common.
distracted from his main goal. e Listen to some of their ideas with the whole class.
Correct any errors in the use of the conditionals.

Extra: speaking Extra: grammar practice

Put the students in pairs to rewrite the conversation and Ask the students to use the sentence beginnings in
change the advice the uncle gives. Encourage them to Ex. D to write more sentences. Tell them that this time,
be creative. Plan time for the students to perform their they can use different topics and write about anything
conversations in front of the class. they choose.

rw @ |
oF pe

Ups and downs

 Cc
e Put the students in pairs for a peer-review session. Ask
the students to suggest ways to improve each other's
Lead-in notes.
Define favor (a nice or helpful thing you do for someone
else). Put the students in small groups to talk about favors
that they've asked for, and favors that they've done for Extra: homework
someone else. Ask a member of each group to summarize Ask the students to take the advice from the peer-review
the discussion for the rest of the class. session into consideration and to rewrite their thank-you
Ask the students to read the information in the skills panel. note for homework.
Point out that thank-you notes include two elements: what
you are thanking the person for and the effect it has had PERE ET Segre e aen ts | 7
on you. Provide an example: Thank you for the flowers you > Work i ok p. 25, Section 6 >
sent me when | was sick. They made me feel a lot better! sonra aroman : .
Hold a whole-class discussion about how the students feel
when they receive a thank-you note, and how they feel if
they don’t receive one when they've done someone a favor 6 Pronunciation: reduced fo rms
or given someone a gift.
of would you and did you
A
e Put the students in pairs to brainstorm a list of situations A By) 1.20
in which they would need to send a formal thank-you e See the Student's Book for the audio script.
note. Elicit answers such as a gift from a grandparent or e Explain that native English speakers often use reduced
information from a teacher. Ask each pair to share their forms. Remind the students that reduced forms are
list with the class. Create a list on the board. never written; they are only spoken. Tell the students
¢ Give the students time to read the thank-you note. Then it is important not only to be able to pronounce these,
ask them to read the questions, and read the note again but also to understand them when they are listening to
to find the answers. Point out that the first letter is given native speakers.
for each word in item 4. ¢ Write would you and did you on the board. Briefly
e Check the answers with the class. pronounce the reduced forms, and tell the students that
the audio you are about to play has more examples.
| Answers spear hsSytaaned pe sinner te aE ¢ Play the audio. Ask the students to notice the reduced
1 giving an inspiring workshop and explaining how the forms of would you and did you in each pair.
work environment affects mood e Play the audio again, and pause after each question. Ask
2 The workers are all smiling more and the workplace is the students to repeat the question, using the reduced
more attractive and pleasant. form.
3 formal; students should note the use of complete
sentences, division into paragraphs, use of correct B 0d 1.21
punctuation, formal language and tone, formal ending ¢ See p. 1167 for the audio script.
e Make sure the students understand the task (to choose
B the question they hear from each pair in Ex. A).

¢ Tell the students that they are going to write a thank- 7 PAs eens eilacit Aubdccsonl? eetC =
you note, and ask them to choose one of the situations.
e Present the starting expressions that the students can (@
use in their letters.
¢ Put the students in pairs to take turns saying one
¢ Encourage the students to write a beneficial effect and question from each pair in Ex. A. Ask them to
ending expression, based on the letter they choose to pronounce it clearly so that their partner can identify it.
write. Provide some common ending expressions, such
* Circulate to help as needed.
as Take care, Keep in touch, See you soon, Love, Thanks
again.
¢ Remind them to think about what they are thanking the
person for, and the effect this has had: how their actions
helped, and/or how things might have been different if
they hadn't helped. Suggest some common phrases (/f
you hadn't given me ..., If |hadn't gotten that ...) and
review conditionals if necessary.
 a thank-you note
O Writing a thank-you note for a gift or a favor is an important way to make people
feel appreciated. In a thank-you note, be sure to say what you are giving the
person thanks for, and explain what effect it has had, if relevant.
A Read the thank-you note and answer
the questions.
1 Identify two things the writer is saying thank
you for. Dear Lucinda,
2 What positive changes does the writer report Thank you so much for your inspiring workshop at
since the event? our annual professional development day last week.
3 Is this a formal or informal thank-you note? How It was fascinating to hear your advice on
can you tell? maintaining a positive attitude in the workplace. We
4 What three words in the note increase the have tried out some of your ideas and it has already
positive tone? had a beneficial effect on our office environment.
a) iAspiring We're all smiling more than we used to, thanks to
b) fascinating you! And thank you so much for explaining how our
4 beneficial
work environment affects our mood. If you hadn't,
we wouldn't have thought of changing things. It’s a
much more attractive and pleasant place to work
B Choose one of the situations and write a
now. We are planning to use many of your ideas in
thank-you note. Write your note using the our office over the coming months.
prompts to help you. We hope to attend one of your workshops again
You received some money as a birthday gift i re
from your aunt. - Many thanks again from all of us here.
You attended a job interview with a computer Sincerely,
company. Kate Dansworth
You received a goodbye gift from your | Human Resources Manager
co-workers when you left your job. |
You attended a dinner at your professor's home.

Starting expression:
| am writing to thank you for...
| would like to express my gratitude/appreciation for ...
Thank you for your wonderful hospitality/generosity/kindness.
Your gift was so thoughtful/inspiring/helpful.
Beneficial effect (if any):
Ending expression:

C (§ Work in pairs and take turns showing your notes. Suggest ways
to improve your partner’s notes.

6 reduced forms of would you and did you

A 1.20 Listen to the questions. Notice the reduced forms of
would you /wu-c&u/ and did you /di-&v/.
1 What would you do? b) What did you do?
2 a) Why would you go? Why did you go?
3. a) When would you leave? When did you leave?
4 How would you find out? b) How did you find out?

B 1.21 Listen and choose which question you hear from each pair
in Exercise A.

C (§ Work in pairs and practice. Say one question from each pair in
Exercise A. Your partner will identify which one they hear.
Ups and downs (Reieuc ee)!
 _A &§ Work in groups. Discuss what you think each of these sayings
means. Does each one express a positive or negative attitude?

ALFFULL,
B 1.22 Listen to the person talking about a workshop he attended.
Check the things that helped him.
[Y] talking about a problem [_] learning techniques for relaxation
[Y] thinking positively [-] remembering a similar experience
[_] talking to an expert

C Think of a time when you experienced a difficult situation at school

or at work. Complete the notes.

What was the difficult situation?

If things had been different, what might

have happened?

D $i Independent Speaking
Work in pairs. Tell each other
about the situation you made
notes on in Exercise C. Then ask
your partner to tell your problem
back to you. Try to offer positive
advice and suggestions on what
you could have done differently.

HOW TO SAY IT :
I'd like to tell you about what
happened when ...
It was difficult for me because ...
If |hadn't ..., he/she/they wouldn't
am .. have...
7 Speaking: talking about B By 1.22
¢ See p. 1167 for the audio script.
having a positive attitude ¢ Tell the students they are going to listen to a person
talking about a workshop. Explain the task to the class,
Lead-in making sure they all understand the instructions.
e Play the audio once and check progress. If necessary,
On the board, write the phrases | never promised you
play the audio again before checking the answers.
a rose garden; Every day may not be good, but there’s
something good in every day; April showers bring May
Cc
flowers; and Life isn’t a bowl of cherries. Ask the students
if they know what the phrases mean (I never said that ¢ Explain the task. Make sure that the students have read
life would be perfect; Even bad days have some positive
and understood the questions. Point out that this task
aspects; A negative situation can lead to a positive is in preparation for an independent speaking exercise.
outcome; Life isn’t always happy or easy.) Ask the students
You could model the task by making notes on the board
if these are positive or negative (negative, positive,
and completing a sample table.
positive, negative). Continue the discussion by asking the
¢ Give the students plenty of time to think of a situation
students if they know of equivalent sayings in their own
and write notes for each question.
languages.

A ¢ Direct the students’ attention to the examples in the

How to say it box, and encourage them to begin their
e Ask the students to read the sayings. Explain that they
story with the first expression (I'd like to tell you about
are additional common sayings, or proverbs, in English.
Put the students in small groups to discuss what the what happened when ...). Encourage them to use the
third conditional in their story as well as any sayings.
sayings mean, and if they express a positive or negative
Review conditionals if necessary.
attitude. Ask them to explain why.
e Put the students in pairs. Ask them to talk to their
e Listen to their ideas as a class before giving the answers.
partner about the situation they made notes on, and to
speak for about one and a half minutes. Their partner
Answers ae should listen without interrupting, but partners can ask
Every cloud has a silver lining. = A negative situation questions when they have finished. Ask the partners to
always brings some positive result. (positive) tell the problem back to the speaker and to offer advice
Think of the glass as half full, not half empty. = Focus and suggestions. Then ask them to change roles and
on the positive aspects of a situation, not the negative repeat the exercise.
aspects. (positive) e When the students have finished, have each pair join
with another pair to share stories and get more advice.
Always expect the worst and then you're never ¢ Ask volunteers to share what they learned with the
disappointed. = Expect very little, in order to avoid whole class. When a student has finished speaking,
unhappiness. (negative) point out any sayings from Ex. A or any conditionals or
phrases from the How to say it box that were included.

Alternative
Put the students in pairs to discuss what the sayings
mean and whether they are positive or negative.
Have the pairs combine to form groups of four to
discuss their answers. Then have the groups take turns
contributing their ideas to a class discussion.

Extra: proverbs
Ask the students if any of these proverbs translate into
their language. Do they know any other proverbs in their
language?

Ups and downs

 A
lifeSkills: being a positive e Ask the students to read the memo about Sportsense.
Explain that this company is fictional, but the situation
team member is similar to real-life situations people can face in
their work. Ask the students what is happening in the
Step 1: Focus on finding solutions rather than blaming picture at the bottom of the page (a business meeting).
people for problems. (Ex. B, Ex. C) Extend the discussion by asking how the people in the
Step 2: Listen to other team members with a positive picture are feeling (the team members don’t seem to
attitude. (Ex. D) be getting along very well; there seems to be some
Step 3: Present your point of view in a positive way. sort of argument; one or two people look frustrated or
(ExeD Ex.) annoyed). Review mood vocabulary from p. 48.
Lead-in e Address any vocabulary questions before asking the
students to answer the question and underline the
Read the target skill aloud and invite the students to tell
company’s issues.
you what they think being a positive team member means.
e Check the answers with the class.
Continue the discussion by asking the students what kind
of business they might like to work in and if there is any
business orjob where being a positive team member Answer .
is important. Ask them to look at the picture and say The problem is that the company’s new project is facing
what kind of business would use this type of equipment a number of difficulties.
(an athletic company that produces sports and fitness
equipment). Extend the discussion by asking them if they
have used any of this type of equipment and if they like
exercise and how it makes them feel. Ask them to support ¢ Point out that positive thinking focuses on solutions,
their answers. while negative thinking only focuses on problems.
Remind the students that group work and team projects Explain that each pair of sentences contains one
are an important part of academic work as well as of statement that focuses on a problem and one that
careers and society. Ask the students in what kinds of focuses on a solution. Ask the students to work
situations people have to function as team members. individually, read the sentences, and mark them with
Remind them that having a positive attitude is important, either P (for problem) or S (for solution).
and ask them to share any personal experiences they e Have the students compare their answers in pairs before
have had with positive or negative attitudes when checking the answers with the class. Check that they
working in a group or team. understand challenge (something that requires a lot
of skill, energy, and determination to deal with) and
Then highlight the three-step strategy to develop the
supplier (a company that supplies products or services).
skill of being a positive team member.
 Pie:
ae
INU |

Spertsense is a Company whith produces spetts

and fitness equipments. Their latest preject,
developing a new Cange ef Fitness equipment,
has Cun mto serious problems. +s very behind

scthedvie, and +he Costs seem +o be increasing.

There also seem to he personal problems Amen
some of the +2am members. Ff something isn+
dene ver’ soon, the proejec+ may Fail. _

B Look at pairs of sentences. For each pair, write P next to the one that
focuses on the problems, and S next to the one that focuses on solutions.
1 a) —/_ The project is behind schedule because we had a lot of problems the
manager didn’t expect.
b) _°_ The project faced some unexpected challenges, but I'd like to suggest
something.
2 a) 5 Itmaybe possible to work with the supplier to control the increasing costs.
b) — _ Someone chose the wrong supplier, so costs are increasing.
3. a) —! Some of the team members don’t get along with the others and there are
constant arguments.
b) -S We should arrange team-building exercises to improve relationships within
the team.
4 a) 2 _ The design is very creative, but maybe we need to simplify it so that we
can finish this project on schedule.
b) _ _ lf the designers hadn’t made such a complicated design, we would have
finished this project by now.

Ups and downs Meyieue Sey

C (G9 Work in groups. Choose one of the following
roles for each member of the group. Prepare for a meeting to discuss
the project. Make notes of positive ways to present your problems,
together with possible solutions.

Project Research and Logistics Manager

Leader Development You are responsible for supplies. It is
You are Manager your job to make sure everyone has
responsible for You are responsible the materials they need at the right cost.
the whole project. It is for the designs of the You feel that the design department is being
your job to make sure equipment. It is your too ambitious and should try to cut costs. You
everything is done on job to make sure they also think that everyone needs to stick to the
time and within budget. are safe and develop schedule more because delays increase costs.
You are worried that fitness. You have fallen
the project is behind behind schedule because
schedule, costs are there aren’t enough
increasing, and there people working in your
are personal problems department. You feel that
between some members the marketing department
of the team. You think hasn’t given you a clear
there are communication idea of what they want and
problems among the that they should have done
team members. more market research.

Yh“

sales and Marketing Manager

You are responsible for selling the equipment. It is
your job to make sure the company sells as many
pieces of equipment as possible. You feel that the
current designs won’t appeal to enough people. You would
like to have new designs as soon as possible so that you
can do more market research. HOwTosayitT &.
That's a cae suggestion, andwe
could..
That's a bose point. I'd ike to
t add
D Work in your groups and role-play the meeting. that..
Listen to others carefully and make positive comments | ae ye point. ee ay point of
when appropriate. You should finish the meeting with an view,
action plan, which is a list of ways to make Thanks i bringing that up.
the project more successful. _ ream IN =|

E {9 Report your ideas to the class. REFLECT ... How can the skill of being
Explain how you are now planning to a positive team member be useful to you in
deal with the problems. Study & Learning and Self & Society?

F Work in groups and discuss ~

the questions. «
O RESEARCH ...
1 Do you feel you now have a better =
What else makes someone a good member of a
understanding of what it means to be a team? Look at a few websites that discuss this idea.
positive team member? In what ways? Make a note of what you discover and report back
Which aspects of being a positive to the class. Do all the websites you have looked
team member come naturally to you? at agree?
Which aspects do you think you need
to work on?
Cc E
¢ Draw attention to the picture, and ask the students to e Leave time for each group to present their final action
contrast this with the picture on p. 52. Make sure they plan to the rest of the class. Ask them to give reasons
notice that this is another business meeting, but in this for their choices.
meeting the team members are working well together, e Ask the class to decide which action plan is the most
are listening to each other, and seem to feel positively. effective.
¢ Explain that the students are going to work in groups
of four and that each person will have a role to play.
Explain the setting (an office) and the situation (having Extra: homework
a meeting to solve the company’s problems that are
Ask the students to use the action plan to write a short
putting the project at risk—being behind schedule,
report outlining the problems and solutions that their
facing increasing costs, struggling with personal
group presented.
problems among members of the team). Tell them
that they will have time to think of ideas for solving the
problems from the point of view of their position in the F
company. Remind them that their goal is to think of e Ask the students to discuss the questions in groups.
positive ways to present their problems together with ¢ Focus the students on what they still need to work on
possible solutions. in order to improve the skill of being a positive team
e Put the students in groups of four, and ask them to member in the domain of Work & Career.
decide together which role each group member will ¢ Have the groups share their ideas as a class.
take. Ask them to read their role and not to read the
others.
¢ Give the students time to prepare what they will say. ee REFLECT
D e Discuss the question with the whole class. Ask the
students to say what they feel are the most useful points
¢ Present the How to say it box. Explain that this they learned from this lesson, and how the skill of being
language is used to give positive feedback to other a positive team member might be useful in the domains
members of a team. Encourage them to use these of Study & Learning and Self & Society, either now or
phrases in the role-play. Remind them to make positive in the future.
statements as often as they can. Reiterate that using i Elicit the following ideas: participating in school
positive language and praise when working as a team projects, pair and group work in classes, working with
motivates team members. peers on homework, going to study groups, joining
e Explain the role-play instructions. Remind them that team sports, participating in family activities, making big
the overall goal is to create one action plan to make decisions, helping friends or family with tasks, etc.
the project more successful. Explain that there is likely
to be conflict depending on their role, so approaching >
problems positively is the best option. Review the =* RESEARCH
positive phrases in Ex. B and tell them that some of these
¢ Go through the task and check that the students are
phrases can be used. For example, the project leader
clear about what they have to do.
might use the solution-focused phrase from item 3 as
e Suggest that the students search for information related
part of the discussion.
to business. Depending on class time and availability
¢ Have the students role-play their meeting in their
of computers, this could be done in class rather than
groups from Ex. C. Check that they are using positive
outside of class.
language and giving praise where appropriate.
e Have them share their findings (in class). Lead a class
e Make sure that they have a clear action plan at the end
discussion about the information and any differences in
of the meeting.
the opinions given.

Ups and downs

 Alternatives
Language wrap-up ¢ With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the
they start, and discussing how they should go about
Language wrap-up exercises:
them. For example, if they have to fill in the blanks
¢ in class as a test
in a text, encourage them to read through the whole
e in class as a review
text first to get an idea of the general meaning of it. If
¢ as homework
they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
e Ask the students to do the exercises in test conditions, whole sentence first to understand the context.
and give a time limit (e.g., 20 minutes). e You can also use the Language wrap-up to review the
¢ Check answers with the class and deal with typical errors material in the unit with the class and work on the
or problems. exercises together as a class activity. In this case, you
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
e If you decide to do the exercises in class, you can main points to clarify any misunderstandings before they
approach the Language wrap-up as a two-step review. begin an exercise. Similarly, you can ask the students
First, ask the students to do the Vocabulary section to first work in pairs to check the meanings of words to
individually. When they finish, ask them to check their be used in fill-in-the-blanks exercises in the Vocabulary
answers carefully, and then put them in pairs to compare section.
answers and discuss any differences. e Note that the more assistance you give the students, the
e You can then apply the same procedure to the Grammar higher the score you should expect them to get when
section. they do the exercises.
¢ Self- and peer-correction are two excellent ways of
developing learner independence and creating a 1 Vocabulary
cooperative learning environment. e Ask the students to read the sentences for general
Homework understanding and to gain an idea of the context before
filling in the blanks with the words from the box.
¢ If you give the exercises for homework, you can ask
the students to do them in test conditions, i.e., without e Check the answers with the class by calling on individual
referring to the language they covered in the unit, their students to read the completed sentences aloud.
notes, the Grammar reference section, dictionaries, etc.
¢ Give them a time limit (e.g., 20 minutes). 2 Grammar
e Check answers with the class in the next lesson and deal A
with typical errors or problems. e Remind the students of the importance of word order in
¢ The scoring system has been designed to give the sentences with noun clauses as objects.
students an idea of the progress they are making. Each
section has a total score of 10 or 12, depending on the B
complexity of the language covered and the nature e Ask the students to read the whole text through first
of the exercises. Whichever approach you take to the before completing the exercise. Encourage them to say
Language wrap-up, after checking the answers to each each sentence silently to themselves before deciding on
section, ask the students to write their score. If they their answers.
have a score lower than 8 (out of 10) or 10 (out of 12),
direct them to the appropriate sections of the unit and
encourage them to read them again for homework.
After that, ask the students to complete the exercise(s)
again at home.
Complete the paragraph with the words from the box. (12 points)
appreciate content depressed distracted emotions enjoyment
mood optimistic pessimistic pleasures wealth well-being

Do you sometimes feel sad or (1) Gepressed

_? Do you often experience negative
(2) emotions __? Do you have a generally (3) Pessimistic_ outlook on life? If you
answered yes, then this workshop is for you. Thought Power is a new technique that
helps put in you in a good (4) 20d __and recover your (5) 2n/oyment_ of life.
Happiness doesn’t depend on material (6) —2a/th___. We can all become more
(7) content
__ with our lives by focusing on the positive and not being (8) _clstracted_
by negative thoughts. Learn to be more (9) 2P'/M'StC and improve your state of
(10) well-being_. It's easy to (11) 2epreciate__ the simple everyday (12) L/easu/es_ of life
by using this simple technique. Try it and see!

ords for describing life satisfaction and mood.

E Sections 1 and 3 on pages 46, 48, and 49. SCORE: /12

A Complete the sentences with noun clauses as objects using the

prompts and the question words in parentheses. (4 points)
1 | went to a laughter workshop last year. (when)
| want to tell you about —when | went to a laughter workshop last year ——— ae
2 Something happened at work the other day. (what)
Did | tell you about what happened at work the other da
3 You aren't happy. (why)
| can’t understand Why you aren't happ Rees =
4 Stress can affect our state of well-being in many ways. (how)
The instructor explained how stress can affect our state of well-being in many ways

B Choose the correct options to complete the text. (8 points)

“Did you hear about Megan? | saw her by chance. | was in a store, and if | (1) had Khadn’t)
turned around when | did, | (2) won’t /Qouldn’Phave seen her. She told me she was
looking for a new job. She got fired because she was two hours late one morning! Just
imagine that! If she (3)(were)/ would be more punctual, she (4)(would)/ wouldn't still have
her job. | can’t understand it!
Well, she was really depressed, so | encouraged her to be more optimistic. If you
(s(have)/ will have a positive attitude, it usually ((helps)/ will help you find a solution
to a problem. She seemed happy to hear that. Anyway, if | (7) will have [have time
this weekend, | (8) Will invite)/ invited her over for dinner. I'm sure with a little support,
she'll be able to find something else very soon.”

e not n clauses as objects and use a variety of conditional structures.

in at Sections 2 and 4 on pages 47 and 49. SCORE: /12

Ups and downs Mesieue aed

 Expressing personal
preference

A 1.23 Read the question and listen to one

man’s response. Make notes under the headings
below. Compare your notes with a partner.

Some people think that money is the key to happiness. Others

think that family and friends are more important. What do you
think? Explain why and give an example to support your answer.
" : :
=s = = ——
Which option dees *+he speater select? i
Family and friends are more important than money.

Reason /: f
You can be unhappy even if you have lots of money.

Zyxaw ple:
Friend's grandfather was rich but lonely.

Reason
Money is very temporary.

Zxom pie: Neighbor's house burned down and she

ae.
a
eee
eS
lost everything very suddenly.

Conciusion. Money by itself can't make you happy.

B Listen again and match the two parts to make correct phrases.
1 Although oa), ofall
2. There are b) give you an example
3 First c) what I’ve been saying
4 Letme ~~d) two main reasons
5 Tosumup- e) many people believe that ...

C Read the question. Prepare your response. Complete the notes. Some people think that
Use the expressions in Exercise B. happiness is a matter of
good luck. Others think
Which option de You select? it is something you can
create and control. What
Reason /:
do you think? Explain why.
Z2xawm ple:

Reason ¥:
ZxXaw ple

Conclusion

D Work in pairs. Speak to

your partner. Make sure to cover HOW ARE YOU DOING?
all the points in your outline. ©) | stated my opinion clearly.
©) |supported my opinion with at least two reasons and examples.
O |used a variety of discourse markers.

55]
 Cc
Speaking workshop: expressing ¢ Explain that the students will now give their own answer
personal preference to a new question. Encourage them to follow the same
process by reading the question in the box, and then
writing their own ideas for their answer on the notepad
Lead-in provided.
Survey the class. Ask them which they prefer: milk or ¢ Give the students time to make notes and prepare a
juice, fruits or vegetables, pizza or spaghetti, dogs or cats, response. Point out that they will present their answer to
peanut butter cookies or chocolate chip cookies. Create a partner.
as many choices as you like to get the students focused on
expressing personal preferences. D
e Put the students in pairs. Schedule enough time for
A BY 1.23 each pair of students to present their answer to the
¢ See p. 1168 for the audio script. question to each other. Each student should talk for
e Ask the students if they have taken a standardized about one minute.
test in which they had to speak or write an answer ¢ Remind the students that they should cover all the
expressing a personal preference, and support their points in their outline, and they should try to use the
answer. Invite volunteers to share their experiences and discourse markers from Ex. B in their answers.
discuss what makes these questions challenging. How are you doing?
¢ Draw attention to the question in the box. Point out
e Ask the students to read the statements and check the
that this is similar to the types of questions they'll see
ones they believe are true.
on standardized tests, or that they will have to answer in
e Ask them to discuss their answer with their partner and
academic studies.
identify things they could improve on next time.
e Ask the students what their answer would be.
¢ Explain that they will hear a response to this question.
e Play the audio and have the students take notes on the
speaker's main points on the notepad provided.
e |f necessary, pause the audio after each response to give
the students time to write. Then play the audio through
a second time for the students to complete their notes.
e Put the students in pairs to compare their notes. Then
discuss answers as a Class.

e Explain that English has collocations (words that often

go together). It is important to remember these word
combinations. Tell the students they will practice
listening for some common word combinations.
e Play the audio again, and ask the students to match the
words in the first column with the words that go with
them in the second column.
e Repeat the audio only if necessary.
¢ Check the answers with the class.

Alternative
Ask the students to match the two parts of the phrases
before playing the audio. Have them check their
answers as they listen to the audio.

Extra: speaking
Ask the students to choose two or three of the
discourse markers and use each one in a sentence.
Then put the students in pairs and have them take
turns saying their sentences to their partner.

Ups and downs

 Bia something that can’t Ee a yn
explained, e.g., ae everyone in a group is inaae °hed mood for no obvious reason are
they have all drunk the same water). This unit isabout theeffects ofwater on society in general.

Unit opener =57/) Lead-in

1 Grammar: the passive . 58) Ask the students to look at the unit title and the pictures,
2 Reading: inferring opinion On) and to predict what the unit will be about. Ask them what
role they think water has in our society, and what needs
¢ Vocabulary: marketing
and uses humans have for water. Direct the students’
Writing: contributing to an
attention to the points in the unit objectives box and go
online debate . 60)
through the information with them. To get your students
Pronunciation: word stress in to think about the skills being developed in this unit, ask
adjective + compound noun them to look at the questions in the cogs.
phrases . 60) 15 min. Reading: inferring opinion
Grammar: expressions of e Ask the students what read between the lines means (to
purpose 6.1) 40 min. get information from a text that is not directly stated by
the writer). We can combine the information given in a
Listening: to an interview . 62) 30 min.
text with our own knowledge and experiences in order
¢ Vocabulary: environmental
to infer many things, such as the writer's attitude toward
issues 15 min.
the topic, and people's backgrounds and relationships.
Speaking: suggesting Speaking: suggesting alternatives
alternatives (p. 63) 30 min. e Ask the students to think about the last time they
lifeSkills: developing empathy helped someone make a decision, and the language
(Self & Society) (p. 64) 50 min. they used to suggest alternatives. Ask them what they
¢ Optional downloadable lifeSkills can say in English when they want to offer several
50 min.
options or choices. Explain that knowing these kinds of
lesson (Work & Career)
phrases can help them in situations when they want to
¢ Optional downloadable lifeSkills
be helpful to others.
lesson (Study & Learning) 50 min. lifeSkills: developing empathy
Language wrap-up (p. 66) 20 min. e Ask the students how they feel when they see a person
Writing workshop: Interpreting data (p. 67) 30 min. less fortunate than themselves. Explain that the ability to
Video and downloadable video worksheet 45 min. understand others’ feelings is called empathizing. Elicit
several reasons why empathizing is a useful skill.

Unit 5 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand the passive in Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
a variety of tenses
Reading can infer a writer's opinion Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4; 4.5.2.2
DN
Ww Writing can contribute to an online debate Table 1; Table 2; Sections 4.4.1.2; 4.4.3.2; 4.4.3.4;
4:5. 21 O 2s SZ ero ealOn Secor A aera
Pronunciation can correctly apply word stress in Section 5.2.1.4
adjective + compound noun phrases
Grammar can use and understand expressions Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
of purpose
Listening can understand an interview Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1; 4.4.3.5;
452.2
Speaking can suggest alternatives Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 4.4.3.5;
AS2 bee ee
 IN THIS UNIT YOU
learn language to talk about
marketing and environment-
related issues
f% read about designer bottled water

talk about ways to help a charity

listen to an interview with a charity

spokesperson

re:} write an opinion in an online

debate about bottled water
and
{} learn about developing empathy
watch a video about solutions
to problems with water and
a sanitation

is 0

When was the last time

you helped someone make
a decision? What phrases
can you use to suggest
alternatives?

LI FE developing empathy When you

someone less fortunate than yo
‘SKILLS how do you feel? Why might
| how someone feels| situation be
SELF ae ae
& SOCIETY
Something in the water
A Work in groups. Look at the pictures of different
ways to collect or process water. Which ones are you familiar
with? Which are new to you? Which of the systems are already
in use in your country, and where?
Bu 2
Salt water from the ocean is
processed to take out the
salt and produce fresh water.

When fog hits large nets, it condenses

into water and falls into pipes for
collection in large tanks.

a Mir

Ponds are built at the bottoms of mountains

: or hills to collect water when it rains.

A dam is built on a river to

form a reservoir.
tilins Hi ei :

ater collection | ™

B (3 Work in groups and discuss the sgn OM .

questions. a Rainwater on the roofs of
houses is collected in barrels.
1 In what countries or geographical areas within a
country would each of the water systems in the
pictures be most appropriate?
2 What advantages and disadvantages do you think
each of the systems has?
3 Do any areas in your country have problems with
a lack of water? If so, which of the systems in
the pictures do you think would work the best in
those areas? Why?

residential rainwater collection barrels

Lead-in B
Ask the students why people collect water (for drinking, ¢ Have the students stay in the same groups as in Ex. A.
bathing, watering the yard, etc.). Have a discussion about ¢ Have the students read the questions silently. Give them
what the water people collect might be used for. As a time to think about their answers, and make notes for
class, brainstorm ways that they know of to collect water. their discussions.
Make a list of their ideas on the board. Ask if they have Give the groups time to complete their discussions.
ever had a situation when they have needed to collect Circulate during the discussions and ask follow-up
water, and why. questions to encourage more detailed responses.

Culture note Extra: clarifying language review

Over 70% of the Earth's surface is covered with water. During their discussions, encourage the students to
Yet close to 95% of that water is ocean water. Only use the phrases and expressions they learned for
about 2.5% of the Earth's water is fresh water, water we clarifying in Unit 3 (p. 39).
can drink. Safe drinking water is essential to human life.
Plants and animals also need water to survive. Nearly
Call on a student from each group to share their group’s
one billion people worldwide have no, or limited,
answers with the class.
access to clean, fresh drinking water. Today scientists
Extend the discussion by asking about water-related
are exploring many new ways to increase the amount
problems in the students’ region or country, the cause of
of available clean water for drinking. They include,
these problems, the consequences, and what the local
but are not limited to, desalination, filtration, building
and national governments have done or could do about
reservoirs, and collecting rain and groundwater.
them.

A
e Draw the students’ attention to the pictures, the Extra: water, water, everywhere
captions, and the explanations. Write the following quote by Leonardo da Vinci on the
Put the students in groups to discuss the pictures and board: “Water is the driving force in nature.” Have the
answer the questions. students discuss the idea and its meaning. Elicit ideas
e When the groups have finished their discussions, elicit such as: water makes up about 60% of our bodies, all
their responses. Ask the students which systems they are living things need water to survive, etc.
familiar with, and to give specific examples of any that
can be found in their local region, in their country, or in
other countries they have visited or studied in.
Extra: the power of water
Have the class brainstorm the positive and negative
Extra: research powers of water, and write them on the board. Elicit
For any of the water collection systems that the the fact that water is one of the most important and
students are unfamiliar with, give them time to do powerful forces in nature. Most of nature cannot survive
some research online to find examples of places where without water. It is renewing and life-giving; yet water
they are used and why they work well in those areas. also has great destructive power, not only in the form
of floods and erosion, but also because it is scarce in
many places in the world, and it even causes war.

Something in the water

 Grammar: the passive Function
Have the students read the article again, paying
A attention to the passive forms.
¢ Draw the students’ attention to the picture, and ask Ask them to work individually to determine when the
them what is happening (animals are looking for dry passive is used, and check the appropriate phrases.
ground). Check the answers with the class.
e Give the students time to scan the article for unfamiliar
Form
vocabulary and ask any questions they may have
(suffered: to experience something very unpleasant Have the students complete the table. Then check the
or painful; canal: an artificial river; lack of funding: not answers with the class.
enough money to reach a goal). Ask the students to scan the text for the following
¢ Have the students read the article. When they have additional examples of the passive: crops were damaged
finished, ask them what a monsoon season is, and what or destroyed; 1.5 million people were affected; people
problems it can create. are being advised.

Answer
Direct the students’ attention to the Watch out! box.
Monsoons are big rainstorms with wind and sometimes
Elicit that a past participle is needed with be to form the
floods, usually occurring at a particular time of year, the
passive. The second sentence uses a progressive form
monsoon season. Monsoons can cause heavy damage to
with be instead, and is therefore incorrect.
buildings, homes, and crops, and often result in loss of
Give the students time to read the partial sentences
human life.
silently, and think about which form of the passive best
fits each one. Remind them that more than one form
may be possible in some sentences.
Extra: comprehension questions Have the students work individually to complete the
sentences, and then compare answers in pairs.
Have the students answer some questions to check their Check the answers with the class.
comprehension. Write the following on the board as a
guide to help them:
What happened? (Heavy rains caused floods, which
Tell the students they are going to have a chance to
destroyed homes and killed people.)
practice the forms of the passive as they talk about a
When? (August 2013)
water disaster they have either experienced or heard
Where? (Pakistan)
about.
Why? (There was a monsoon.)
Elicit and list on the board different types of water-
Who was affected? How? (200 people were killed,
related disasters (or those that relate to a lack of water)
80,000 houses and 1.5 million acres of crops were
to give the students additional ideas, for example,
damaged/destroyed.)
flood, monsoon, hurricane, typhoon, landslide, tsunami,
How did it change the way things are built now?
flash flood, drought.
(Buildings, houses, and roads are built with a focus on
Put the students in pairs to think of a water-related
reducing risk of damage.)
disaster. Tell them that it could be a major one in their
own country, or one they heard about on the news, or it
could be a minor one that occurred in their own home
NOTICE! | or community.
Have the pairs make notes using the prompts provided.
Direct the students’ attention to the Notice! box. Remind them to use the passive where possible.
e Have them examine the three underlined examples When the pairs have finished making notes, have
of the passive in the text. Ask them to tell you them combine to form groups of four and share their
which one is present (is estimated) and which ones) descriptions. Encourage the students to ask follow-up
are simple past (were caused, were killed), and to | questions to find out more information.
explain how each is formed.

> Workbook p. 28, Section| mes ®.

We form the passive using the appropriate tense of
be + past participle.
A LANGUAGE IN CONTEXT Read the article. What is a monsoon season?
What problems can it create?

In August 2013, large areas of Pakistan were under water as the country suffered from
severe flooding yet again. The floods were caused by unusually heavy monsoon rains.
Over 200 people were killed, and it is estimated that 80,000 houses and 1.5 million
acres of crops were damaged or destroyed. Approximately 1.5 million people were
affected in some way by the disaster.
When the 2013 floods occurred, much of the damage caused by the previous year's ..
flooding had not yet been repaired, which increased their impact. However, several
years of severe flooding had improved the response to the disaster.
Since 2013, many houses, buildings, and roads have been rebuilt, but the focus
needs to be on reducing the risk of damage in the event of extreme weather in the
future. Dams and other water channels are being constructed to help control large
amounts of rainwater, and people are being advised not to build in very low-lying
areas Or near rivers and canals. However, a lack of funding remains an issue.

B ANALYZE Read the article in Exercise A again.

Function Check the phrases that state how the passive is usually used.
NOTICE!
_ Look at the
when the action is more important than the person doing the action underlined examples
when we do not know the person doing the action of the passive in the
[-] when the person doing the action is as important as the action text. How do we form
the passive?
Form Complete the table with the correct rule for each tense.

Tense Form Example

present progressive : (1) ieee ip being + past participle Dams and other water channels
passive : : are being constructed ...

present perfect Rowe f Has heen a : ... many houses, buildings, and
passive a ; gest patie pe : roads have been rebuilt ...

past perfect passive : (3) peercdeees Fp been

ere,
oy past participle:
i
Rie Die Nisleyody tecaing
ing h Wad
: not yet been repaired ...

C PRACTICE Complete the sentences with the correct passive form of

the verbs in parentheses. In some cases, more than one form is possible.
1 Mytown____/sit_____ (hit) by heavy rains every year, and sometimes we have
terrible floods. WATCH OUT!
2 About 50 people have been killed _ (kill) in floods here in the past five years. / Th niger
We had a flood six months ago, but most people were evacuated /had (evacuate) Pee oe
before the flood started.”@"e destroyed
/have been evacuated affected by the
4 Thousands of buildings Recnigemeyedi/
nad (destroy) by the flood. flood. ¢
5 The devastation was retry cee sees many buildings bad been damaged X Thousands of f
(damage) already by last year's floods. people were A
Most of the businesses downtown _2ve
been repaired (repair) by now. affecting by the i
The shopping mall __is being rebuilt __ (rebuild), and it will reopen in a year. nes jah
A system of canals constructed
/S being (construct) to catch rainwater, and they'll finish
the project next year.

D NOW YOU DO IT Work in pairs. Make notes on a water-related

disaster using the prompts below. Then tell another pair about it.
* event * damage caused * reconstruction done
* area affected * lives lost « things still being done
Something in the water Mesieeyaeey:
 s: inferring opinion
3) Inferring means using the information we are given to guess further details,
connections, or opinions. By thinking carefully about what you’re told, you can
“read between the lines.”
A What’s the most you’ve ever paid for a glass or bottle of water?
Where was it?

B Read the text about a brand of bottled water. Would you want to
buy Bling H20? Why or why not?

Would you pay $55 for bottled water?

by John Fuller
' Believe it or not, there is such a thing as a bottle of water that costs $55. Kevin Boyd, a writer
and producer from Hollywood, has developed a “luxury” bottled water called Bling H2O that
costs an average of $55. Depending on the size, prices can range anywhere from $25 to as much as
$75. So what makes Bling H2O worth the money? Is the water treated differently from the bottled
water you buy at the gas station? Does it at least come with vitamins?
* Unfortunately, you won’t find any vitamins in Bling H2O. The water inside, however, does
receive more treatment than what's inside an average $2 plastic bottle. According to Bling H2O’s
website, the water is bottled from natural springs in Dandridge, Tennessee. The company claims to
use a “nine-step purification process that includes ozone, ultraviolet, and microfiltration.”
* And don’t forget the bottles themselves, which are available in limited-edition frosted glasses and
covered with Swarovski crystals. Even Bling H20’s website admits that the product is as much about
image as it is taste. The company originally handed out the water only to actors and athletes—celebrities such as Jamie
Foxx and Ben Stiller have been spotted showing off shiny bottles, and Paris Hilton allegedly feeds the water to her dog.
Now, the water is available to the public and showing up in fancy New York restaurants. The makers of Bling H2O also
market the bottle as reusable and refillable—you can flaunt it around town and show how trendy and environmentally
friendly you are.
* Blind taste tests in New York City put Bling H2O up against regular bottled water and Manhattan tap water.
The reactions proved to be inconsistent and unpredictable—most people proclaimed Manhattan tap water as the
best-tasting, while Bling H2O was believed to be simple tap water.

Cc Work in pairs. Discuss the questions.

1 Overall, do you think the writer has a positive or negative opinion of Bling H2O? How can you tell?
2 What can you infer from how the following words or phrases are used?
a) believe it or not (para 1) b) luxury (para 1) c) claims (para 2)

D VOCABULARY: MARKETING Complete the statements with the

correct forms of the words and phrases from the box.
to be as much about... as to make... worth to market... as
to put... up against ranging from... to

1 Companies shouldn't __arket__ water ____2S__ something special.

2 Companies should be required _toput their products
—__upagainst_____ other products for people to compare.
3 We sell a number of products —_/@nging from ____ high-end items
ee absolute bargains.
4 A fancy package doesn’t —____make__ bottled water
—__worth ____ the money you pay for it.
5 My decision to buy a product —__‘s 2s much about _ image
= the product itself.

E VOCABULARY: MARKETING Work in groups. Discuss whether you

agree or disagree with the statements in Exercise D.
2 Reading; inferring opinion 1 The writer has a negative opinion of Bling H2O
(bottled water). The students might mention evidence
Lead-in in the text such as:
Ask the students to read the information in the skills panel. Believe it or not, there is such a thing as a bottle of
Tell them we frequently infer information about people water that costs $55.
and situations in our daily lives. Elicit some examples, Unfortunately, you won't find any vitamins in Bling H2O.
such as a person's job or social status based on the kind of Even Bling H2O's website admits that the product is
clothing they wear or car they drive. as much about image as it is taste.
The reactions proved to be inconsistent and
A unpredictable—most people proclaimed Manhattan
Ask the students to think of the most they've ever spent tap water as the best-tasting, while Bling H2O was
on a glass or bottle of water. Then elicit their responses, believed to be simple tap water.
asking if anyone has spent more on each, until you 2 a) You can infer that the writer thinks the reader is
reach the highest amount spent, and where. likely to be surprised by the fact that there is a
bottle of water that costs $55.
b) You can infer that the writer doesn’t think that water
Alternative can
c) You
be a luxury item.
can infer that the writer has no proof that there
This can be done as a class poll. Have the students stand is a nine-step purification process.
and move around the room to interview five classmates
about the most they've ever spent on water.

Extra: homework
Have the students research various brands of bottled
Tell the students they are going to read an article about water and compare the claims different companies make
a type of bottled water called Bling H2O. Elicit/explain about what makes them better or different from other
that H,O is the chemical formula for water. brands. Alternatively, have them research other goods
with high prices mainly because, like Bling H2O, they
are status symbols. Have them research the company’s
Culture note background, philosophy, marketing tactics, how the
Bling is a slang word in English, popularized by hip-hop product became a status symbol, and what customers say
about it. The students can create a poster presentation
culture, to mean expensive, shiny jewelry and accessories,
mainly worn as status symbols and to show off wealth. about the product and the company and present them
in class.

Have the students read the title of the article, and elicit
a few predictions about what the article is about. Ask
the following questions to help them.
Why do you think the company charges so much for its
water?
What kinds of people would pay $55 for a bottle of ¢ Direct the students’ attention to the phrases in the box.
water? Then have the students read the sentences and think
Why would they want to pay so much? about which phrase best completes each one.
Give the students time to read the article. ¢ Go over any unfamiliar vocabulary. Then give the
Put the students in pairs, and have them summarize the students time to complete the sentences. Make sure the
students understand that they may need to change the
article in their own words.
Elicit a few sentences from the class to summarize the forms of the verbs to fit the sentences.
article. Then ask the students to share their opinions °’ Check the answers with the class.
about whether they would buy the water (and why or why
not), the good and bad points of the product, and their E
general opinion about the company and the product. ¢ Put the students in groups to discuss the statements in
Ex. D and say whether they agree or disagree, supporting
Cc their opinions with examples and evidence when possible.
¢ Review the phrases from Unit 3 for clarifying
e Ask the students what they can tell about the writer's
misunderstandings, and encourage the students to use
opinions based on the reading.
them when possible in their discussions.
e Elicit that the writer does not directly say whether he
¢ To wrap up, extend the discussion with the whole class.
approves or disapproves of Bling H2O’s product or
Have the students share their opinions, and expand on and
prices, but we can infer his opinion from some of the
personalize the topic by discussing the following questions:
words or phrases he uses.
Do you buy any “luxury” products?
e Put the students in pairs to discuss the questions.
Do you think a higher price generally means a product is
Encourage them to discuss any other clues in the text
of better quality?
about the writer's attitude. When they finish, have them
compare answers with another pair. ./t

¢ Check the answers with the class. we He bye

oe
Lie)
S
—
© adi
ad

Something in the water

 * Review paragraph format and, if needed, write a guide
3 dae. contributing to an for the paragraph’s format on the board, for example:
1) introductory topic sentence
online debate 2) two reasons for your opinion
3) one or two supporting details or examples for each
Lead-in opinion
Ask the students how often they read news articles online, 4) concluding sentence
and which websites they use. Ask whether anyone in the e Put the students in groups to compare their ideas.
class reads the comments section frequently included at Encourage them to debate the topic, and include
the end of online news articles, where readers can post evidence to support their opinions.
their opinions and respond to others’ opinions. Explain or
elicit that frequently readers use these forums to debate a
topic, and to persuade others to agree with their view. Tell 4 Pronunciation: word stress
them they are going to read and practice participating in
an online debate. in adjective + compound noun
A
phrases
* Have the students read the topic of the debate. Elicit
what the word really indicates in the debate question. A By) 1.24
Remind the students that often a single word can be e See the Student's Book for the audio script.
enough to enable us to infer someone's opinion or ¢ Give the students time to read the phrases. Explain or
attitude. elicit that when a word has stress, it is said with more
emphasis. Point out that the second word in each
phrase is stressed, and ask the students to listen for how
bottled water. it sounds when they listen to the phrases.
e Play the audio once, and have the students listen. Then
play the audio a second time, and have the students
repeat each phrase.
¢ Have the students read the contributions to the online e Put the students in pairs, and have them practice saying
debate. Remind them that they should read each the phrases with the correct stress.
one to find out the writer's opinion about drinking
bottled water, inferring the information when needed.
Encourage the students to underline any words or Extra: stress moves
phrases that offer clues about each writer's opinion. Add a physical element to make the pronunciation
¢ Have the students compare their ideas in pairs, referring practice more fun and to help the students internalize
to the text to support their answers. the correct word stress. Have each student choose
* Call on individual students to summarize each writer's a gesture or movement, for example, standing up,
post in their own words, including the opinion expressed. putting both hands in the air, clapping hands, etc. As
Bee eS Ere eS = SPaETT REID RS ES em the students repeat the phrases, they should do the
|Ans dade Oa on as atte ie gesture only when they say the word that is stressed.
Writer 1: Against it because his country has good public For example, if a student chooses to stand up on the
water. stressed word, they would begin sitting:
Writer 2: For it in countries that don’t have good public (sitting) clean
water, but against it in countries that have good public (stand up) DRINKING
water. (sit back down) water
Writer 3: For it in countries without good public water
systems. B By) 1.25
¢ See the Student's Book for the audio script.
Cc ¢ Give the students time to read the sentences, and think
¢ Encourage the students to consider the opinions about which words should be stressed.
presented in the online posts, and think about their ¢ Have the students practice the sentences in pairs, saying
own opinions on drinking bottled water. They should them to each other with the correct word stress.
consider factors in their own country, such as availability ¢ Play the audio to check, and have the students repeat
of safe drinking water, as well as costs, environmental the sentences.
effects, etc.
¢ Elicit the students’ ideas about some of the positive and
negative points of drinking bottled water, and list them Extra: news reports
on the board. Have the students work in pairs to write a news article
¢ Give the students time to make some notes on their related to the topic of water, and in it, have them include
own opinions, and then explain that they will write a at least five of the phrases from Ex. A and Ex. B. Combine
paragraph expressing their ideas. pairs to form groups of four and have the students deliver
their news reports, focusing on the correct word stress.
 contributing to an online debate
A Read the topic for the online debate. What does the word “really”
suggest?

B Read these contributions to the debate. What is each writer’s general

opinion of bottled water?

WELCOME T0 In response to last week's article about bottled water, we're asking you to contribute your
thoughts to the following debate:

ONLINE “Should we really drink bottled water?”

I'm amazed that so many people here in France drink bottled water. France is
the number one consumer of bottled water in the world, and that is ridiculous.
We have perfectly good, clean public drinking water, so why don’t people drink
it? |don’t think it’s worth spending money on bottled water just to be trendy.

August 28, 12:34 posted by: jacques

| agree with Jacques that in countries that have good, safe public
drinking water, people shouldn’t buy so much bottled water.
Producing so many plastic bottles is bad for the environment, and
buying bottled water is expensive, at least in my country. However,
the public water in some countries is not very safe to drink, so
people have to drink bottled water.
August 29, 8:11 posted by: bebe12

Bottled water is marketed as an almost magical product, and companies claim

that if we want to be healthy and beautiful, we should drink only bottled water.
However, in some countries, good public water systems have not been built and
people have to drink bottled water. If bottled water is made affordable in those
countries, then | think it becomes an important product for saving lives.
September 2, 3:42 posted by: kofi

C (3% What do you think about drinking bottled water? Make some notes
about whether you are primarily in favor of or against drinking bottled
water. Write a paragraph to contribute to the debate. Then work in small
groups and compare your ideas.

word stress in adjective + compound noun phrases —

A 1.24 (¥ Listen to the phrases and notice that the main stress is on the
second word in each phrase. Then work in pairs and practice saying the phrases.
clean drinking water trendy water bottles underground water tanks
public water systems large fog nets new marketing techniques

B 61.25 (§¥ Work in pairs and practice the sentences. Be sure to stress
the second word in each underlined phrase. Then listen and check.
We all want good public water systems with clean drinking water.
New marketing techniques include designing trendy water bottles.
Underground water tanks and large fog nets are two ways to collect water.

Something in the water

 expressions of|
purpose
A LANGUAGE IN CONTEXT Read the FAQs about water. Which, if any,
of the facts surprise you?

Q: How long can humans survive without water?

A: Well, not for very long! Because we need water to control all of our body’s
functions, scientists estimate that the average person can survive for only about
three or four days.

Q: Is it dangerous to drink too much water?

A: Yes, very! In order to be healthy, we should drink plenty of water, but drinking too
much too fast can cause death from “water intoxication.” So as not to suffer from
this dangerous condition, never participate in a water-drinking contest!

Q: How much water does the average person use per day?
A: The average U.S. citizen uses between 300 and 400 liters of water daily. Not
surprisingly, most of the water used is for washing and flushing the toilet!

Q: Is it best to drink pure water during high-intensity exercise? rf /iq Rae nN

A: Not really. When you sweat during exercise, you lose electrolytes such as calcium ie NOTICE! ; aie
and potassium. If you’re doing very heavy exercise and sweating a lot, it’s better to r INL.
drink a sports drink so that electrolytes are replaced. 2 Look at the underlined
ST cue dna) phrase in the text. What |
_ does this phrase express?
B ANALYZE Read the FAQs in Exercise A again.
Form & Function Complete the table with examples from the text.

Expression of purpose Formality Function : Example

for + gerund (ing) : neutral : to express the use or purpose of a thing, especially (1) washing
for and _
: when the thing is the subject of the verb: : flushing the toilet!
: A knife is for cutting. :
BO hI A GIO USAC DISC eh Se Gia lle pala hn ae ee a et. LC. oo Pua a igi os ca alike he”

to + base form : neutral : to express why someone does or uses something: :(2) body's functions, .
in order (not) to / > more formal : The store was closed to / in order to /so as to : (3) In order to be healthy “
so as (not) to + base form : very formal allow the workmen access. : (4) So as not to suffer mae
HCV Le ver ecescesensersswonesceccvacves lcrstenstntredieneosentntntntenereneoemtentntntnaninicneeceerbthis GORGRROUS cone

so (that) + noun + clause : neutral : to express why someone does or uses something: : (5) =-S° that electrol
: The store was closed so that the workmen could are replaced.
: have access.

C PRACTICE Choose the correct options to complete the sentences.

1 We did an experiment in class @aordep/ for to understand how water is used by plants.
2. They add a special chemical to the water in the pool to(keep)/ keeping it clean.
3. Drink lots of water so as not get/ fo ge} dehydrated.
4 Water therapy is great for help Khelpin@stressed-out people to relax.
5 Water houseplants regularly Go that) in order they will not die. WATCH OUT!
6 Some companies claim bottled water has health benefits for /Go as tObe able ¥ | went swimming
to charge a higher retail price. to relax.
7 | use tap water(to)/ for refill my reusable water bottle when | go to the gym. X | went swimming
8 The city has initiated new restrictionsGo a3)/ so that to save water. for relax.

D NOW YOU DO IT Work in pairs. Discuss the questions.

Use expressions of purpose.
1 Do you prefer drinking bottled water or tap water? Why?
How many different uses for water can you think of?
How many reasons can you think of for why it is important to clean up polluted lakes
and rivers?
5 Grammar: expressions of - Cc
¢ Give the students time to read the instructions and the
purpose sentences, and think about the correct expression of
purpose for each.
¢ Have the students work individually to complete the
sentences, and then compare answers in pairs.
¢ Have the students close their books. Tell them you are ¢ Check the answers with the class.
going to ask them some questions related to humans ¢ Direct the students’ attention to the Watch out! box.
and water. Ask the FAQs from the text, and call on Elicit/explain that the second sentence is incorrect
individual students to tell you the answers. Encourage because the preposition for needs to be followed by a
them to make guesses. Write their guesses on the gerund in expressions of purpose.
board.
e Have the students open their books and read the text. D
e Ask the students which answers were close to their ¢ Ask the students to think about the opinions they read
guesses, and which facts they found most surprising. in Ex. A.
* Give the students time to read the questions, and think
about their answers. Have them make some notes if
NOTICE! they wish.
e Direct the students’ attention to the Notice! box. Put the students in pairs, and have them discuss
e Ask them to look at the underlined phrase and say the questions. Circulate and monitor, checking that
what it expresses. expressions of purpose are used correctly.
¢ To wrap up and assess the students’ grasp of the target
grammar, ask for a few volunteers to report on their
discussions to the class.
a purpose (why the body needs water) :
PILES TRCN RE REAR AOE ERNE TETRA OY PEN

Extra: grammar practice

Have the students generate more statements with
Form & Function the expressions of purpose. Give the students several
questions to discuss in groups, or to write about for
e Have the students read the text again, paying attention
homework, for example:
to the expressions of purpose.
Why is it important for people to conserve water?
¢ Direct the students’ attention to the table, and present it
What are some reasons people should stop drinking
from left to right. Ask the students to complete the table
individually with examples from the text. bottled water?
What are some creative uses for plastic water bottles?
e Put the students in pairs to compare answers, and then
Encourage them to try to use a variety of expressions
check the answers with the class.
of purpose in their discussions/writing.
¢ Highlight an important difference between to + base
form and so (that) + (pro)noun + clause. To express
purpose, to + base form can only be used when the
subject of the main clause is the subject of the clause
expressing purpose. If the subjects are different, it is
necessary to use so (that) + (pro)noun. Compare:
| walked to work. | wanted to save money. = | walked to
work to save money.
with:
| walked to work. My husband wanted to use the car. =
| walked to work so that my husband could use the car.
NOT *! walked to work my husband to use the car.

Something in the water

 Cc
“6 Listening: to an interview Put the students in pairs to discuss any of the bold
words or phrases they already know, and share their
Lead-in meanings.
Have the students complete the matching exercise,
Write the phrase water poverty on the board, and ask the
referring to the text to check their answers, and using
students to tell you what they think it means (poverty and
the context to figure out any words they don’t know.
lack of opportunities caused by lack of access to clean
They could also use a dictionary to help them.
water). Ask the students to name some areas of the world
Have the students compare answers with another pair.
where this is a problem, and to discuss how they think/
Then check the answers with the class.
know it affects people in those regions.

A By) 1.26
Give the students time to read the questions, and think
e See p. 1168 for the audio script.
about their opinions.
e Tell the students they are going to listen to a radio
Put the students in pairs to discuss the questions.
interview with a representative from an organization
Direct the students’ attention to the examples in the
called Water Watch. Elicit a few predictions about what
How to say it box, and encourage them to use the
the organization is/does.
expressions in their discussion. Encourage them also
¢ Give the students time to read the questions. Remind
to use expressions of purpose, and to support their
them of, or elicit from them, the meaning of charity (an
ideas using the statistics and facts from the interview, if
organization to which you give money so that it can give
appropriate.
money and help to people who are poor or sick, or who
Have the students share their ideas. Ask them to use as
need advice and support).
many of the new words and phrases from Ex. C as they can.
e Play the audio. Tell the students they can take notes as
To wrap up, lead a class discussion. Call on individual
they listen, if they wish.
students to share their ideas, and encourage the rest of
¢ Put the students in pairs to discuss their answers to the
the class to ask follow-up questions.
questions.
¢ Elicit the answers from the class.
Extra: homework
Answers | pat
Have the students write an essay responding to the
1 to prevent water poverty questions in Ex. D.
2 (any two) to improve hygiene, education, standard of
living
3 They have to travel long distances to collect water for
their families.
4 volunteers
D> Workbook p.31,Secioné gee
Culture note
A charity is a type of nonprofit organization (NPO). The
purpose of a charity is to achieve philanthropic goals
and improve activities that serve the public interest.
Charities depend on donations from individuals and
companies. In 2013, the largest charities in the United
States included United Way, the Salvation Army, The
Task Force for Global Health, and Feeding America.

¢ Give the students time to read the notes. Highlight

the fact that this time they are listening specifically for
numbers and, like scanning when they are reading, they
do not need to listen to everything the speakers say,
but should focus their listening on the phrases from the
prompts and the numbers.
e Play the audio, and have the students complete the
notes. Check whether they need to listen one more
time.
¢ Have the students compare answers in pairs.
¢ To check the answers, call on individual students to
write the correct numbers on the board. Make sure the
students have all written the numbers correctly, and
review any difficulties they had with number format.
6 to an interview
A 1.26 Listen to a radio interview with a spokesperson
for Water Watch. Then answer the questions.
1 What is the primary purpose of Water Watch?
2 What are two of the charity's other goals?
3 Why do many girls in Africa not have access to an education?
4 Apart from money, what else is the charity appealing for?

B Listen to the interview again.

Complete the notes with the
numbers you hear.
1 Number of people in the world
without access to clean water:
oot milion
2 Amount of money needed by
Water Watch:
—215 million _
3 Approximate number of households
in the U.S.A.:
115 million _
4 Minimum donation per household
to reach target:
15 cents
5 Number of volunteers already
working for the charity:
3,500 i as
Pale

Cc VOCABULARY: ENVIRONMENTAL ISSUES Work in pairs. Match the bold words and
phrases (1-8) with their correct definitions (a-h). Use a dictionary if necessary.
1... help in the fight against water poverty ... a) the practice of keeping yourself and the things
2. ... to improve hygiene, education, and the around you clean
standard of living ... b) the process of damaging water with chemicals
3... because of diseases caused by water and/or other substances
pollution. c) the condition of not having enough clean water
4... no child should die from a disease that's easily for drinking, cooking, or sanitation
preventable. —_—_—_—_——d) a serious illness that affects people or animals
5 Climate change has made a bad situation much —_e)_ large amounts of water that cover areas that
worse. were dry
Some areas are experiencing severe drought ... f) aserious lack of food so that many people
Famines can be caused by too little water or too become sick or die
much water. g) long periods with little or no rain
8 In areas that do experience a regular rainy. h) the change that affects the world’s weather so that
season, there have been floods ... it is becoming warmer

D VOCABULARY: ENVIRONMENTAL ISSUES Work in pairs. Discuss these questions.

1 Do any of the environmental issues from Exercise C exist in your country?
If so, who should be responsible for solving the problem and how?
Do you think you have a responsibility to help people in a
different country? Why or why not? HOW TO SAY IT oe

In some parts of the country ...

In order to prevent water pollution /
disease/drought, etc., | think the
government/charities/individuals
should ...

Something in the water MSSi¢Meeaae-y

 -AIING: suggesting alternatives
When you want to help someone make a decision about something or offer them
advice, you can use certain phrases to suggest different alternatives to them.
A (@§ Work in pairs. Look at these pictures from advertising campaigns
for different charities (1-3) and match them with the texts (A-C). Say
what environmental issue each advertisement aims to address.
ry fat er’ ° fi i
4 Oo (Crougniy 2 A iwater polurOny wins
; :

"THIS LAND HAS FED

SAID’S FAMILY FOR
GENERATIONS
With your help, it still can.A
donation to Food for Thought
of just $5 per month could help
prevent famine in Africa.

B 1.27 Listen to the discussion about helping one of the charities in

Exercise A. Check the phrases used for suggesting alternatives.
What if we do ... instead? I'd suggest ...
There's always ... [.] Another option/idea would be to ...
[-] What about ...? [-] Have you considered giving ... a try?
We could try ...

Cc Work in pairs and follow the instructions. Then report to the

class.

Choose one of the charities in Exercise A that you'd like to support.

Discuss things you could do to help support it.
Suggest different alternatives as necessary.
Give reasons for your choice.
7 Speaking: suggesting B A) 1.27
relitctaateltivicte e See p. 1168 for the audio script.
¢ Tell the students they are going to listen to two people
discussing ways they can help solve one of the problems
Lead-in presented in Ex. A.
Ask the students if they have ever donated to a charity, e Play the audio, and have the students listen. Ask which
or taken part in or supported a charity in some way. Elicit problem the discussion is about (water pollution: picture 2).
some of the students’ experiences, what kind of work the *¢ Play the audio again. Have the students check the
charity did, and why they wanted to take part in it. Share phrases that are used.
any experiences you have had with charity or volunteer ¢ Have the students compare answers in pairs. Then check
work, or any charities you support and your reasons for the answers with the class.
doing so.
Ask the students to read the information in the skills panel. z
Explain that in this lesson, they will practice phrases for Extra: creating ads
suggesting alternatives. Have the students research local charities that help
people who have been affected by natural disasters.
Encourage the students to create their own ads, as
Culture note though they are employees of that charity. Have the
People can donate time or money to help a charity. students present their creations to the class. Take a
They can donate their own money or raise money to vote. Whose ad does the class prefer: the charity's ad,
donate. In the United States, people often have yard or the student's ad?
sales and bake sales to raise money. They sell used
goods that neighbors and friends donate to them.
Or they bake cakes, pies, and cookies, and sell them
for money. Sometimes people look for sponsors to Extra: in your own words
support them in a race, walk, or other event. Sponsors Have the students work in pairs to re-create the
are people who agree to paya predetermined amount conversation in their own words from memory.
for every unit the sponsored person achieves, for Then have them practice it, using the phrases for
example, they might pay dollars per mile in a race. suggesting ideas. Ask for volunteer pairs to perform
their conversations for the class.

A
¢ Draw the students’ attention to the pictures. Cc
* Have the students work in pairs to match the pictures * Give the students time to read the instructions and think
with the the advertisements below. about which charity they would like to support.
¢ Then ask them to describe the problem or issue shown * Elicit from the class the suggestions the people in the
in each picture. conversation made for how to help the charity, and list
¢ Check the answers with the class. them on the board.
e Put the students in pairs to decide on a charity and
; i suggest ways to support it. Have them come up with
Extra: class discussion four or five alternatives for ways to support the charity.
To expand on the topic, lead a brief class discussion Encourage them to be realistic and creative, and to
about the ads. Ask the students which problem they think of suggestions that would work well and be
think is the most serious. Ask whether they have successful.
similar issues in their country, what is being done ¢ When the pairs have finished, have them present their
about them, and whether they think ads like these suggestions to the class, giving reasons for the ideas
would help. Ask them to tell you which ad they think is they chose.
most effective, and why.

Something in the water

TifeSkills: developing
empathy Alternative
Ask the students to form small groups to discuss how
Step 1: Think of an experience that you have had that is much water they use compared to other members
similar to another person's situation. (Ex. A, Ex. B, of the group. Remind them to use comparative and
Exae Exc uD) superlative adjectives in their comparisons when they
Step 2: Compare the difficulty of your experience with speak.
that of the other person. (Ex. E)
Step 3: Imagine how you would feel in the other person's
situation. (Ex. E)

Lead-in
Extra: grammar practice
Put the students in small groups. Ask them to select
Read the target skill aloud and invite the students to tell
one or two expressions of purpose and use them to
you what they think developing empathy means. Elicit a
write sentences about their daily water use. Encourage
definition from the class for the word empathy, and then
the students to write sentences telling how much
read the definition in the book. Give or elicit examples
water they use for different functions each day.
of situations relating to Self & Society, in which empathy
might be helpful (forming relationships and personal
bonds with others, supporting a family member or a friend
in crisis, etc.).
¢ Have the pairs combine to form groups of four.
Then highlight the three-step strategy to develop the skill ¢ Give the groups time to discuss any water-related
of developing empathy. Point out that this skill is highly problems the students may have experienced, and how
useful in relationships and social interactions with others, they felt if they had limited access to water.
and it is also useful in the domain of Work & Career. Direct the students’ attention to the examples in the
Ask the students to think about a time when someone How to say it box, and encourage them to use the
showed empathy toward them. Ask who the person was expressions in their discussion.
and how it made the student feel to know that that person ¢ Call on volunteers to share the group members’
understood their feelings. Elicit that empathy helps people experiences and feelings. Ask the rest of the class if they
feel accepted and that they are not alone. have experienced any similar situations.

A
¢ Ask the class to tell you some of the ways they have Extra: homework
used water today, before class, for example, take a Ask the students to write a short paragraph explaining
shower, wash dishes, use it to cook breakfast, flush how much water they use in a day. Encourage them
the toilet, etc. Encourage the use of the expressions to think of ways in which they could cut down the
of purpose from the Grammar section (I used water in amount of water they use, and to include these ideas
order to boil an egg this morning; | use a lot of water for in their paragraph.
showering, etc.). List their responses on the board.
Put the students in pairs to discuss all the ways they use
water in an average day, and estimate how much they use.
Tell them to use the list showing average water usage for
different activities to help them.
¢ Have the pairs share their responses with the class, and
compare their levels of water usage. If any pairs use
exceptionally more or less water, have them discuss
the reasons why. Encourage the students not to be
judgmental if they think their classmates use too much
water.
 OPING EMPATHY
ofa 1 experience that you have had that is similar to another
uation.
difficulty of your experience with that of the other person.
Du would feel in the other person’s situation.

A_[@ Work in pairs. Make alist of all the empathy /‘empa0i/ (n.) [non-count,] the ability to
different ways you use water in one day. understand how someone feels because you can imagine what
Then try to estimate how much water it’s like to be them. When you empathize with someone, it
you use per day in liters. The following makes it easier for you to communicate with them, even if
information might help. Compare your their experience of something is very different from yours.

water usage with your classmates’.

taking a bath = approx. 150 liters per bath

brushing teeth = liters
© per minute
flushing the toilet = approx. 6 liters per flush
washing clothes = 50 liters per load
cooking and drinking = approx. 5 liters per day _

Work in groups. Discuss what kinds

of water problems you’ve experienced in your
home or community. Say how you felt.
= > ae a ee os a ~
* hs “ B “

HOW TO SAY IT
Last spring/summer, etc. we had a
drought/flood, and ...
One winter our pipes froze, so ...
It's not easy being without water
because ...

Something in the water

Cc oh | Work in pairs. Read the information
about Shartati and her family. Estimate how
much water you think she and her family
use per day. Use the notes in Exercise A for
comparison.
This is Shartati and one of her daughters. She has five
children ranging in age from six months to nine years
old. They live in a village in northern Ethiopia. Shartati’s
husband is a farmer.

D [1.28 Listen to Shartati talking about

her daily routine. How accurate were your
guesses about her family’s water usage?

E Work in groups. Discuss the questions.

1 Think about the water problems you discussed in
Exercise B. How serious are or were your problems
compared with Shartati’s difficulties in getting water?
Look back at the water usage you calculated in
Exercise A. What things would you need to give up
if you were able to use only the amount of water that
Shartati’s family uses?
With your answers to 1 and 2 in mind, imagine yourself in her situation. How would you feel?
How might the world be different if people took more time to empathize with others?

Work in groups. Discuss the questions.

Do you find it easy to empathize with people you don’t know? Why or why not?
Did the process you followed in Exercise E help you empathize with Shartati? Why or why not?

REFLECT «1s Howcan devolbbitc

empathy be useful to you in Study &
Learning and Work & Career?

RESEARCH ...
Ke,Find out about a water problem in an area of your
country or in another country and prepare a short
report on it. Make suggestions for how to deal with
it. Present your report to the class and discuss your
suggestions.
¢ Draw the students’ attention to the picture. Ask the ¢ Put the students in groups to discuss the questions.
students to describe the situation, and where they think Encourage the students to think of reasons as they
it is (Africa—Ethiopia). answer them.
* Elicit some predictions about what the information will e Ask for feedback from the groups and focus on their
say about the woman. reasons. Then lead a class discussion about why the skill
¢ Have the students read the information. of developing empathy is useful in the domain of Self &
¢ Put the students in pairs to estimate how much water Society.
Shartati and her family use. Remind them to refer to the
notes in Ex. A.
© Elicit some estimates from the class, and ask the @)® REFLECT
students to predict some other information they might ¢ Discuss the question with the whole class. Ask the
hear about Shartati and her family. students to say what they feel are the most useful
points they learned from this lesson, and how the skill of
Possible answers developing empathy might be useful in the domains of
for taking a shower = 0 Study & Learning and Work & Career, either now or in
for taking a bath = approx. 5 liters (They probably take a the future.
sponge bath with water they collect.) Elicit the following ideas: trying to understand the
for brushing teeth = 0 (They probably don’t have running views and experiences of others, helping make useful
water.)
suggestions and positive changes at home, school, or in
for flushing the toilet = 0 (They probably don't have their community, etc.
running water.)
for washing clothes = 10 liters (Or 0 if they take their
clothes to a river to wash.) Extra: focus on the issues
for cooking and drinking = 5 liters Provide the students with regular opportunities to
Total: about 20 liters continue to develop empathy in class. Present case
studies or bring in articles about issues from the local
community, region, country, or around the world. Have
D By) 1.28 the students discuss the issues, and think about the
¢ See p. 1169 for the audio script. way people in those places are being affected by the
e Play the audio, and encourage the students to take issues.
notes about how much water the family uses.
e Put the students in the same pairs as in Ex. C to come
up with a brief summary of the listening in their own
words, and to discuss how much water the family = RESEARCH
probably uses. ¢ Go through the task and check that the students are
¢ Elicit some of the pairs’ original guesses, and compare clear about what they have to do.
them with the actual amount of water used by the ¢ Suggest a water-related charity or specific issues or
family. articles for the students to explore.
e Have them do research and make notes on the problem
Possible answer and its effects, and make suggestions for how to
It appears that they sometimes use about ten liters and improve it in a report to the class.
sometimes a little more.

¢ Have the students read the discussion questions, and

think about their answers.
e Put the students in groups to discuss the questions.
¢ When the groups finish, elicit some responses to each
question, and lead a class discussion about items 3
and 4.
e Ask the students to think about other situations in their
country or around the world that might be improved if
more people knew about them and empathized with the
people who lived there.

Something in the water

 e You can also use the Language wrap-up to review the
material in the unit with the class and work on the
exercises together as a class activity. In this case, you
There are several approaches that you can use for the can ask the students, for example, to look back at the
Language wrap-up exercises: appropriate Grammar section in the unit and review the
e inclass as a test main points to clarify any misunderstandings before they
e in class as a review begin an exercise. Similarly, you can ask the students
* as homework to first work in pairs to check the meanings of words to
be used in fill-in-the-blanks exercises in the Vocabulary
Class test
section.
e Ask the students to do the exercises in test conditions, ¢ Note that the more assistance you give the students, the
and give a time limit (e.g., 20 minutes). higher the score you should expect them to get when
¢ Check answers with the class and deal with typical errors they do the exercises.
or problems.
Class review 1 Vocabulary
e If you decide to do the exercises in class, you can A
approach the Language wrap-up as a two-step review. * Go over the phrases in the box.
First, ask the students to do the Vocabulary section e Encourage the students to read through the ad, and
individually. When they finish, ask them to check their focus on the overall meaning before they choose the
answers carefully, and then put them in pairs to compare correct word or phrase for each blank.
answers and discuss any differences. e To check the answers, call on individual students to
¢ You can then apply the same procedure to the Grammar read the sentences aloud, inserting the correct answers.
section. Ask the rest of the class to say whether the sentence is
e Self- and peer-correction are two excellent ways of correct or not.
developing learner independence and creating a
cooperative learning environment.
Homework * Give the students time to read through the text before
e If you give the exercises for homework, you can ask they choose their answers.
e To check answers, call on individual students to read the
the students to do them in test conditions, i.e., without
sentences aloud, inserting the correct answers. Ask the
referring to the language they covered in the unit, their
notes, the Grammar reference section, dictionaries, etc. rest of the class to say whether the sentence is correct
or not.
¢ Give them a time limit (e.g., 20 minutes).
¢ Check answers with the class in the next lesson and deal
with typical errors or problems. 2 Grammar
e The scoring system has been designed to give the A
students an idea of the progress they are making. Each ¢ Before the students begin, tell them to think about the
section has a total score of 10 or 12, depending on the rules for forming the passive. Elicit one or two examples
complexity of the language covered and the nature of verbs in the passive in different tenses, and write
of the exercises. Whichever approach you take to the them on the board.
Language wrap-up, after checking the answers to each ¢ To check the answers with the class, call on individual
section, ask the students to write their score. If they students to write their rewritten sentences on the board.
have a score lower than 8 (out of 10) or 10 (out of 12), Ask the class to say whether each sentence is written
direct them to the appropriate sections of the unit and correctly.
encourage them to read them again for homework.
After that, ask the students to complete the exercise(s)
again at home.
¢ Point out to the students that there may be more than
Alternatives one correct answer.
e With any of the approaches above, you can assist the e Ask the students to read each sentence through first
students by looking at the exercises with them before before completing the exercise. Encourage them to say
they start, and discussing how they should go about each sentence silently to themselves before deciding on
them. For example, if they have to fill in the blanks their answers.
in a text, encourage them to read through the whole ¢ Check the answers with the class by asking individual
text first to get an idea of the general meaning of it. If students to read the sentences aloud. Where possible,
they have to choose the correct option to complete a elicit the alternative structure(s) for the sentence.
sentence, encourage them to make sure they read the
whole sentence first to understand the context.
A Complete the text with the correct form of = Sy
phrases from the box. (5 points) The most refreshing and convenient
water money can buy, delivered to your
to be as much about... as... to make ... worth ...
to market... as... to put ... up against ...
door! When we (1) __PU"_s Water 2U
to range from ... to... _up against __our competitors, nine times
out of ten people preferred our water.
are as much about
That's because we (2) quality
B Choose the correct options to complete the —___35_ service. Is it expensive? It
text. (5 points) depends on your perspective. Our prices
Water-related disasters can cause many problems even (3) lange from_¢i5_to_— $95 er
after the event is over. When a tsunami hit Indonesia in bottle, but we think the quality and service
(4)__make our water__worth__ the
2004, many villages in coastal areas were washed away
price! We don’t (5)__arket__ our water
by the (1loodsy drought. But the disaster had other
eS ying its not lt yourmon «
consequences: (2) water poverty /@iseasedspread rapidly like it, we'll give you your money back!
due to poor levels of (3) water pollution Chygien® It was
am > Ree Ee
also difficult to find clean sources of drinking water because
of (4) climate change Water pollutiomand a lack of medical supplies. Disasters like this
one can even cause (5Xfamine)/ water poverty because of the loss of animals and crops.

ocabulary and words to describe environmental issues.

3 2and 6 on pages 59 and 62. SCORE: /10

A Rewrite what these people said in the passive. (5 points)

1 “Climate change has seriously affected the environment.”
“The environment as been seriously affected by climate change:
2. “The water company cut off our water supply last week.”
“Our water supply “2s cutoff(bythe water company) last week
3. “Before we bought the house, a flood had damaged the basement.”
“Before we bought the house, the basement ___hadbeendamagedbyaflood
4 “They’‘re charging me $10 for this bottled water!”
u| 'm being charged $10 for this bottled water»
5 “They limit water usage in some areas.”
“Water usage is limited in some areas Yi,

B Complete the sentences with a suitable expression of purpose. More

than one answer may be possible. (5 points)
1 | use tap water __for___ cooking, but not drinking.
2 So __28 10__ avoid wasting water, turn off the faucet when you brush your teeth.
3 Take an umbrella (that)__
so you don’t get wet!
4 In
order /SOa5not to have a big water bill, water your lawn only once a week.
5 We use rainwater
£0/in order to clean the patio.

expressions of purpose.
|and 5 on pages 58 and 61. SCORE: /10

Something in the water UNIT5 66

 Interpreting data

A Read the writing assignment and a student’s answer. Do you think

the student has answered the question? Why or why not?

The table below shows the consumption of bottled water in the U.S.A. over a
ten-year period. Write a report of about 200 words to summarize the information,
reporting the main features and making comparisons where relevant.

U.S. Bottled Water Market The table shows changes in the annual per capita consumption
of bottled water over a ten-year period in the U.S.A. We can
Year Annual % Change clearly see that consumption rose sharply between Year 1 and
Year 5, but that it fell in Years 6 and 7. It started to rise again in
21.6 2 : Year 8, and it rose steadily from Years 8 to 11. By the end of the
eee 7.5% ~— _ period, Americans were consuming over 10 gallons more bottled
: 6A BEES 9.7% -_water per person per year than they had in the first year.
a In Year 1, Americans consumed an average of 21.6 gallons of
27.6 : 8.4% bottled water each. The figure rose each year over five years, with
peat =) 6 88% ___ the sharpest rise in Year 3 (9.7%). Consumption continued to rise
Be toa -1.8% over the next two years. However, in Years 6 and 7, it dropped
276 3.2% drastically, with a decrease of 1.8% and 3.2% respectively. In
— Year 8, consumption began to rise again, but it rose much more
28.3 | 27% slowly in the last four years than it had in the first four.
(8 br cs e Overall, we can clearly see that the consumption of bottled water
30.8 5.3% in the U.S.A. increased over a decade although the rate of change
- was much lower at the end of the decade than at the beginning.
a0 | 40%
Their source: Beverage Marketing Corporation

B Look back at the model answer and discuss the questions as a class.
1 What do the phrases in bold mean? Discuss any you are not sure about.
2. What kind of information does the first paragraph give? How is it different from the
second paragraph? What is the purpose of the third paragraph?

C Make notes for a report based on the data in the following table.
Global Bottled Water Market
Total annual consumption by leading countries D Write your report, using the
ee a Millions of Gallons model in Exercise A and your
rank Yeart | Year2_——_—| Se change notes from Exercise C. Write
A, 67255. OF LO 723 2.0% +e about 200 words.

4,163.3 7,686.4 — 13.0%

5,359.9 qf 9207 ent Ole
3.301.6 4,500.9 © | ease us
_
5 Indonesia 2,155.9 3,760.6 11.8%
6 Thailand 1426.2 8 S aiie 8 5 ieee
Bs tay ———si8, 118 BOsdr Ss Sica
WM Germany ———(i‘ 0H 2,954.2 10%
WR france si, 285.3 22910 4: (oes
GE Spain S24. 15146. 7 0

Their source: Beverage Marketing Corporation

 Cc
Writing workshop: interpreting ¢ Have the students read the instructions and the

data information in the table.

e Ask the students to give you an overview in their own
words of what the data in the table shows.
¢ Give the students time to make some notes for their
reports. Remind them of the structure of the model
¢ Write the target skill interpreting data on the board
report in Ex. A, and encourage them to organize their
and elicit what it involves (analyzing and understanding
notes according to that same structure.
different types of information, such as facts, figures, and
¢ You could put the students in pairs to compare their
statistics).
notes.
e Explain that the students are going to review a writing
assignment for which a student has interpreted and D
summarized data about bottled water consumption in
the U.S.A. e Make sure the students understand the assignment—
e Ask the students to read the assignment and look at that they should write three paragraphs, following the
the table. To ensure that the students understand the structure in Ex. A.
assignment, ask for volunteers to summarize it in their ¢ Have the students write their report in class or for
own words. Elicit some predictions about some of the homework. Remind them to write about 200 words.
key information the student might include in the report. ¢ Give extra credit for including the bold terms from the
e Ask a few questions to orient the students to the model report, as well as reported speech, or other new
information in the table, for example, ask how many vocabulary from the unit.
years the data covers (11), ask about the overall trend in How are you doing?
bottled drinking water in the U.S.A. (It has increased.), e Ask the students to read the statements and check the
ask which years saw a decrease (years 6 and 7). ones they believe are true.
¢ Give the students time to read the student's report. e Ask them to discuss their essay with another student in
Have them discuss in pairs whether the student the class and identify things they could improve on next
answered the question in the assignment fully. time.
¢ Then check the answer with the class.

Answer
(Yes.) The student has presented the main points of the
data and represented the data correctly in written form.

¢ For item 1, have the students look at the vocabulary in

bold in Ex. A, and make sure they understand the terms.
Encourage them to refer to the data in the table in order
to deduce the meaning of any unknown terms.
e For item 2, look at the structure of the model
report. Elicit the information included in each of the
paragraphs.

Possible answers
1 per capita: for each person
rose sharply: went up a lot
rose steadily: went up at a gradual, regular rate
over 10 gallons more: more than ten gallons more
an average of: an amount per person of the population of
sharpest rise: most dramatic increase
dropped drastically: fell at an alarming rate
decrease: fall
respectively: for each one (year)
over a decade: through the course of ten years
the rate of change: the speed at which change took place
2 Paragraph 1 gives a general summary or overview of
the information in the table.
Paragraph 2 gives more specific information about
fluctuations between particular years.
Paragraph 3 gives the overall conclusion of all of the
data.

Something in the water

 TRADITIO

Unit opener
Unit opener (p. 69) 20 min. Lead-in
1 Grammar: be used to / Ask the students to look at the unit title and the pictures,
get used to (p. 70) 40 min. and to predict what the unit will be about. Draw attention
2 Listening: for main ideas (p. 71) 30 min. to the background picture of an American-style parade.
3 Reading: a book excerpt (p. 72) 30 min. Ask the students if anyone has been to a parade like this.
* Vocabulary: institutional Ask the students to describe other types of parades they
know about. If the students are from a variety of cultures,
traditions 15 min.
make a list on the board. If the students are from the same
4 Grammar: verb + object +
culture, ask them to list a type of dress that is common for
infinitive (p. 73) 40 min.
their culture. Direct the students’ attention to the points
5 Pronunciation: stress in in the unit objectives box and go through the information
words with —tion/-sion (p. 74) 15 min. with them. To get your students to think about the skills
6 Speaking: talking about being developed in this unit, ask them to look at the
personal rituals (p. 74) 30 min. questions in the cogs.
* Vocabulary: phrasal verbs Listening: for main ideas
for personal rituals 15 min. e Survey the students to find out how many of them are
concerned when they don’t understand every word in
Zen ung: aveiding funron English. Tell them that understanding details might not
thet (Be) oe always be important. Present the question and give the
lifeSkills: managing distractions students time to make a list of situations. Compare their
(Study & Learning) (p. 76) 50 min. answers as a Class.
¢ Optional downloadable lifeSkills Writing: avoiding run-on sentences
lesson (Self & Society) 50 min. e Put the students in small groups to answer the question,
* Optional downloadable lifeSkills and have each group present its list of comma uses.
lesson (Work & Career) BONE lifeSkills: managing distractions
Language wrap-up (p. 78) 20 min: ¢ Give the students a few minutes to read the survey and
Speaking workshop: comparin
to check the option that best describes them. Take a
P 9 P Poe survey of the class, and list the results on the board.
pictures (p. 79) 30 min.
Video and downloadable video worksheet 45 min.

Common European Fr
Unit 6 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand be + used to table 1:Table De Sections 5.21 2: é4.re7 &,
47.6
and get + used to structures
2 Listening can listen for main ideas Table 1 Table >:‘Sections 4,
4.2.A 4.5.2.2 1 ‘sin
3 Reading can read and understand an excerpt Table iz Table 2:Sections 4.4. a 2 4.4.2.4:
4.5.222
from a book
4 Grammar can use and understand verb + object + Fable (lfTables
2 Gachenn rs2.12. rsA7.7: 6A 8
: infinitive structures
5 Pronunciation can correctly apply stress in words ___,_Seiction 5aie tana ae bal a
on | ending in -tion and -sion :
6 Speaking can talk about personal rituals aa Table 1;
As Table 2:
- Sections 44.4, 1.1; 4.4.3.1; 4.4.3.5; 4.5.2.1;
tae ee ee Sei, 5.2.3.2
7 Writing can avoid run-on sentences | "Table 1:Table 2;Sections 4
4,4,12 4.a Wranl bao rp ide!
IN THIS UNIT YOU
learn language to talk about
traditions and personal rituals
listen to interviews with members
of the public expressing opinions
on traditions
write a blog post about a family
tradition
read about a tradition involving an
animal
talk about personal rituals
What do we use
rareneies ohhh aed ge Ns
P commas for? Make 4 in N oh . a
learn about managing distractions 3m a list of as many — ba Sere " ot
: Hesse 2 ‘ ae
F * 4 = p
watch a video about everyday petite to oesa * . Cee
. > o>
fs
think of.
rituals Sah: Pres
Bee ee 3 ni

Be eal ee ae
laa
. / ss
y ‘if
¢ ¥
* Z <a e.

> 4 \
a.
bi
In which situations might it
be important to understand |
the main ideas without
worrying too much about
the details?

SKILLS you distracted when you are’

work or study? :
@ | find it hard to concentrate, andI
STU DY ° Twitter, etc. : ; 2
Sometimes | get distracted, bu’
& LEARNING toget
eno ughthings deal
@ |'m never distracted from thewe
 Work in pairs. These people are all wearing
traditional dress from their countries. Match the pictures to
the countries and describe each kind of traditional dress.
Albania Ecuador Kenya Morocco Norway Wales

+8
“hut ao

B Discuss the questions.

1 Describe traditional dress from your country. Are there different traditional dresses?
2 What other traditions (festivals, events, family traditions, etc.) are there in your region/
country? Do you think they are relevant to the modern world? Explain why or why not.

©
A
Put the students in pairs. Draw attention to the pictures, Have the students continue working with their partners,
and explain that these people are all wearing traditional or hold a whole-class discussion to answer the questions.
dress from their countries. Ask the students to match the Listen to their ideas as a class. Note that there could
pictures with the countries, and to use their own words be a wide variety of answers, and even students from
to describe each kind of traditional dress. the same country might answer differently based on
Listen to their ideas as a class, and then check the regions, religions, or other factors.
answers.
lf there are students familiar with any of the cultures
pictured, ask them to give more details of the traditional Alternative
dress. Ask if the students know of any other traditional
Ask the students to bring in pictures of traditional dress
dress from around the world. Elicit examples and the
from their country or region, or from another country
countries they come from. or region they are familiar with, for show-and-tell. Ask
them to point out the features of the clothing, and
to discuss for which events or in what settings the
Extra: discussion clothing is worn. Discussion can be with partners, in
Bring in a map and ask the students to locate the small groups, or with the whole class.
countries in Ex. A. Albania is in southeastern Europe,
If time allows, schedule time for a fashion show in
Ecuador is in South America, Kenya is in Africa, which the students wear traditional clothing to class.
Morocco is in Africa, Norway is in Scandinavia, and
Wales is in the United Kingdom.

Culture note
Extra: homework Many countries have different traditional clothing
based on different regions. In the United States, for
Choose one country for each student and ask them example, there are various types of Native American
to do some research about the country. Ask them to (Indian) clothing. In the southwestern United States,
write a short report on the country’s facts, such as cowboy hats, cowboy boots, jeans, and western shirts
population, size, government, capital, and official are popular. Some communities still preserve their
languages, to share with the class. traditional clothing, for example, the Pennsylvania
Dutch and the Amish.

Culture note
A parade is a procession. The procession can include
many things, such as bands, floats, balloons, clowns,
dancers, etc. Parades are held for many reasons, but
they are usually celebrating an event or a holiday.
Parades are often led by a grand marshal; being a
grand marshal is an honor.

Culture note
The terms folk costume, regional costume, and
national costume all express the identity of a region
or time period. In some cases, folk costumes come in
two varieties—one for everyday use and the other for
special occasions, such as festivals or formal events.

Living traditions
 ¢ Highlight the fact that in the present tense, we use
*¥ Grammar: be used to / get get (used to) in the progressive rather than the simple
form: She's getting used to driving on the left after three
used to weeks in the U.K. (NOT She gets used to ...).
e Direct the students’ attention to the Watch out! box.
Lead-in Remind them that be/get used to is followed by the
gerund and not the infinitive.
Before opening the book, ask the students to list as many
American holidays as they can (New Year's Day, Martin Function
Luther King Jr. Day, Presidents’ Day, Memorial Day, Labor e Ask the students to name something that they are already
Day, Independence Day, Columbus Day, Veterans Day, familiar with. Elicit answers such as how to play a game or
Thanksgiving Day, Christmas Day). Make a list on the how to do math. Then ask them if they are learning how
board. Set a time limit of three minutes. Make this a team to do something new right now. Accept any reasonable
event and see which group can think of the most. Then ask answers, e.g., living in another country. Explain that these
them to open their books and refer them to the picture. functions have different grammatical forms. Ask the
Ask them if they can guess what event this is. students to choose the correct option to complete the rules.
A Be 1.29 Cc
¢ See the Student's Book for the audio script. e Ask the students to complete the exercise individually.
e Have the students read the question first. Then play the e¢ When you check the answers, make sure the students
audio. understand why they needed to use the negative form.
e Ask them what traditions were mentioned. Ask them if they
are familiar with them, and if they learned anything new.
Extend the discussion by asking if they have participated,
or would like to participate, in these traditions.
Extra: grammar practice
If the students need extra practice with be used to /
get used to, schedule time for a quiz. Write these fill-
Answers , ears in-the-blank questions on the board, or type them for
Families get together and eat Thanksgiving dinner, distribution as a written test.
which includes turkey and sweet potatoes. 1 We always go to the same restaurant. | to the
Everyone watches the Macy's Thanksgiving Day Parade spicy food.
on TV. 2 | didn’t drive my car much at all last year. |
The President pardons a turkey. walking everywhere.
3 My parents visiting me every summer.
4 | have a new job, but | am getting up at
7 a.m. yet!
Culture note 5 | have to getting up early since my boss
Macy's is a famous department store, founded in expects me at the office at 8.
New York City by Rowland Hussey Macy. The Macy’s 6 My sister is dancing, so she is tired after
Thanksgiving Day Parade is an annual event. The first dance class every night.
parade was in 1924. Today, the event is three hours
long and always starts at 9 a.m. It is held in New York
City, but people across the United States watch the
1amusedto 2gotusedto 3 are used to
parade on television.
4notusedto 5getusedto 6notused to

D
NOTICE! ¢ Explain to the students that they are going to describe a
¢ Direct the students’ attention to the Notice! box. time when they were in a new situation. Then put them
e Explain that there are examples of the common in pairs, and ask them to discuss the questions.
phrases be used to and get used to in the ¢ Remind them to use be used to and get used to, and to
conversation. Have the students underline them. use the correct tense and negative forms as appropriate.
e Ask the students to notice what part of speech ¢ Ask each pair to share some of their experiences with
follows each instance of used to. the class. Correct any errors in the use of be used to and
get used to.

A noun, gerund, or noun phrase follows used to.

ee Extra: homework
Ask the students to write a short paragraph about
another tradition in their country, explaining what they
Form look forward to, enjoy, and/or dislike about it.
e Ask the students to read the conversation again, paying
attention to the phrases with used to.
e Ask the students to complete the table using examples > Workbook p. 34, Section1 oe52
from the text in Ex. A.

170)
 be used to /get used fo
A [1.29 LANGUAGE IN CONTEXT Listen to the
conversation. What traditions are mentioned?
Harry: So, Brandon, I’m going to be in the U.S.A. for Thanksgiving
this year. Are there any traditions or customs | should know
about before | go?
Brandon: Well, the main tradition is that everyone gets together with
the whole family and has Thanksgiving dinner. There's lots of
traditional food, like turkey and sweet potatoes.
Harry: I'm used to big family meals, but I'm not used to eating that
kind of food, so that'll be interesting! Anything else?
Brandon: Everyone watches the Macy's Thanksgiving Day Parade on TV.
That's a really important tradition. And one unusual tradition
is that the President pardons a turkey.
Harry: Excuse me?
Brandon: The President goes on TV, and there's a ceremony with a live turkey. That turkey is
allowed to live, instead of being eaten for Thanksgiving dinner. It’s a kind of joke
tradition, really.
Harry: __|'ll never get used to the President pardoning a turkey, and I’m not sure I'll ever get
used to the American sense of humor, either!
Brandon: You'll have to get used to a lot more than that in my country, NOTICE!
believe me!
Underline all the examples of
B ANALYZE Read the conversation in Exercise A again. used to in the conversation.
What part of speech follows
Form Complete the table with examples from the text. each one?

Form Example
ie ee a Se core Ce eee oem one i ee

be + used to + ing /noun ) I'm not used to eating that kind offood... __ -

(3) _!'!l never

get used to the President pardoning a turkey... _
get + used to + -ing/ noun : (4) /™ not sure I'll ever get used to the American sense of humor...
2 (5) __ You'll have to get used to a lot more than that...

Function Choose the correct options to complete the rules.

1 We use(be)/ get used to to talk about things we may or may not already be familiar with.
2 Weuse be /(getused to to talk about the process of becoming familiar with something.

C PRACTICE Complete the sentences with the correct form of be used to

or get used to. Use negative forms where appropriate.
Ican't___getusedto__|iving overseas. The customs are just so different here.
It's traditional to take care of old people in my country, so people __are used to__ it.
got used to / didn't get used to. ; we
| eating with chopsticks when | lived in Vietnam for a year.
aren't
If you usec
seh used to
f° _ spicy food, you might find some of our dishes too hot!
Did you _getusedto speaking English all the time while you were there?
=
DY
W
fF
oa Don't worry about the local traditions—you _!//w! get used t0_ them in no time!
D NOW YOU DO IT Work in pairs. Think of a time when you were in
a new situation (e.g., a new school, a new neighborhood,
etc.). Ask and answer the questions. WATCH OUT! t
1 What things did you have to get used to in your new situation? J/ \'m used to cooking Thanksgiving
2 Are you completely used to them now? dinner for everyone. A
3 Did it take you long to get used to them? X I'm used to cook Thanksgiving f
4 What helped you get used to them? dinner for everyone. ’
5 Was there anything you couldn't get used to? [nisi pean erecmacemamecevememenaanrit

Living traditions
 If you know what fie oat is ee china: te to predict some a the things the
people will talk about and the vocabulary they will use. While listening, pay
attention to clues such as verbs of attitude (love, dislike, etc.), adjectives (wondertul,
horrible, etc.), signal words and phrases (because, etc.), and tone of voice.
A Read the description in an online program guide. Answer the questions below.

This week on KTMU |

nterviewer Katie Miles hits

the streets to ask people their
opinions on the importance of
traditions in society. Should
weworkhardtomaintainour =k
traditions, or should we allow
them to change or disappear over
time? Hear what people on the
street have to say on the subject.

1 What specific traditions do you think people might mention? What vocabulary would you
expect to hear related to those traditions?
2. What reasons might people give for maintaining traditions?
3. What reasons might they give for not maintaining traditions?

1 Listen to the interviews. For each interviewee, check the box

if the person thinks it’s important for traditions to be maintained and put
an X if not. Then underline the sentence that best states the main idea.
Interviewee 1 [x] Interviewee 3 [YJ
a) Most young people don’t know about traditions. a)) Traditions are important and should not be lost.
b) Old people want to keep traditions. b) Kids don't like the city history festival.
¢)) Traditions are not relevant to young people. c) Some kids are interested in traditions.
Interviewee 2 [x] Interviewee 4 [YJ
a) Traditions are important to society. a) Many young people find traditions boring.
b)) Each generation changes traditions in some way. b)) Traditions support family and society identity.
c) Graduation ceremonies are different each year. c) A traditional wedding is best.

C Listen again. Make a note of the reasons the interviewees give for their opinions.
Interviewee 1: Interviewee 3:

Interviewee 2: Interviewee 4:

D Work in groups. Say which of the opinions expressed you agree with and why.

@
2 Listening: for main ideas Extra: discussion
Have the students brainstorm a list of traditions
Lead-in that are important to them. In pairs, have the
Write the words fantastic and terrible on the board. Ask students compare lists and discuss any similarities or
the students to brainstorm as many other positive and differences. Invite the students to share an important
negative adjectives as possible. Make a list on the board tradition with the class.
for each category. Elicit answers such as great, splendid,
fabulous (positive) and disgusting, boring, miserable
(negative). Ask the students to think of verbs of attitude
B By 1.30
and signal words and phrases as well. Expect answers such ¢ See p. 1169 for the audio script.
as love, hate, want, can’t stand, dislike for verbs, and such ¢ Explain to the students that they have two things to
as, but, so, that said, and, also, because for signal words. do for each interview: first, decide if the person thinks
traditions should be maintained; and then, decide which
Ask the students to read the information in the skills panel.
of the statements best summarizes the main idea of
Remind them that it is not always important to notice
what they say.
all the details. Emphasize the importance of prediction
e Play the audio. Then ask the students if they want to
in making listening easier. Explain that key words and
hear the audio again before checking the answers.
phrases help us understand main ideas, while signal words
like but and so help us follow the speaker's ideas.
Cc
e Explain that you will play the audio again, and this time
Culture note the students should listen for and write the reasons the
people give for their opinions.
In the United States, some weddings are traditional e Ask them to compare their answers in pairs before
and others are more informal. In a traditional wedding, checking the answers as a class.
the bride usually wears a white wedding gown,
often with a veil. Guests throw uncooked rice at the D
newlyweds as they leave the place where the ceremony e Put the students in groups. Ask them to discuss the
was held. Often a reception follows the wedding and opinions of the people in the interviews, and whether
includes the symbolic cutting of the wedding cake. they agree or disagree with them.
The newlyweds hold the knife in both their hands
and cut the cake together. Before they leave for their
honeymoon, the bride tosses her bouquet of flowers
over her shoulder to guests waiting to say goodbye
to the couple. Sometimes, people attach cans and
ribbons to the back of the couple's car. They may also
hang a sign that says “Just Married.”

A
e Ask the students to look at the picture and read the
excerpt from the online guide. Then ask them to read
the questions and note possible answers. Listen to their
suggestions as a class.

Possible answers
1 Common traditions such as weddings, funerals,
and holidays. Verbs of attitude (love, hate, etc.) and
adjectives (great, splendid, etc.).
2 They help to maintain family and community unity,
make us feel secure, and are important for cultural
identity.
3 Younger generations may not be interested in old
traditions. Families tend to live in different places now.

Living traditions
= 3Reading: a book excerpt Extra: vocabulory
Create a word quiz for the following: pooch, belly,
Lead-in bark, pack up, slam. Ask the students what they think
Write the phrase institution on the board. Hold a each word means. Have them use each word in a
brainstorming session for the students to call out types sentence. Give the students a few minutes to look
of institutions they are familiar with. Elicit answers such as back at how the words are used in the text.
schools, hospitals, banks, the military, or businesses. Write the
phrase institutional tradition on the board. Ask the class to say
what they think this term means, and to give some examples. pooch: slang for “dog”
(An institutional tradition is a tradition within a formal belly: slang for “stomach”
organization rather than within a family, community, or bark: the sound a dog makes (noun and verb)
country; some organizations that typically have strong pack up: to put one’s things away
traditions are schools, colleges/universities, and the military.) slam: to move forcibly against something

A
e Refer the students to the picture, and ask them to work Cc
in pairs to discuss what role they think the dog might e Ask the students to work individually to match the words
have. with the definitions.
e Ask them to read the paragraph and check whether ¢ When you check the answers, go over the pronunciation
their ideas were correct. When you check the answer, of each word. Point out the word stress on these words:
point out that a cadet is a trainee soldier. Check that ritual, symbolic, mascot, and initiation.
the students understand that a freshman is a first-year
student at a university or college. Explain that in the
case of Texas A&M University, the traditions and rituals e Ask the students to read the questions, and check that
associated with their mascot are particularly strong they understand them. Give them a few minutes to think
because they are a combination of military as well as about what they are going to say, and to make a few
university traditions. notes. Then put them in groups and ask them to discuss
the questions.
Listen to some of their ideas as a class.
The dog is the mascot of Texas A&M University.

Extra: homework
Ask the students to write a paragraph about an
Culture note initiation ritual or mascot in their country. Encourage
Reveille (pronounced /'revali/) is a piece of music them to use some of the vocabulary from Ex. C when
traditionally played on a bugle in the morning to wake writing their paragraph.
up soldiers. The word is also used to refer to the time
when this music is played, e.g., Reveille is at 6 a.m.
> Workbook p. 35, Section 3

e Explain that the students are going to read an excerpt

from a book. Draw attention to the questions, and ask
the students to work in pairs to find the answers in the
excerpt.
e¢ When you check the answers, check that the students
understand the word linger (to stay somewhere longer
than necessary).

Answers
The dog wears a blanket showing her status and is
allowed to go where she likes. She is very well treated
and goes to classes with the students. Sometimes, when
she barks during class, the professor takes the students
for a walk. Freshmen, or “fish,” have to treat the dog
with a lot of respect.
One reason why they treat the dog this way is that getting
the students to be loyal to the dog and to show respect
encourages them to be loyal to and to show respect to
the whole college and their fellow Corps members.
3 a book excerpt
A Work in pairs. Look at the picture and discuss what role you
think the dog might have. Then read and check your ideas.

>

Texas A&M University differsfan other universities in that it has a School of

. Military Science. Aggies (A&M students) who want to receive military training
aswellasa college degree |join the Texas A&M Corps of Cadets. Freshman |
Corps members are called “fish,”i. and during their first year, they participate in
a number of initia ion rituals. Some of the most famous rituals are associated
BD Withy the oy)
u oe a allie dognamed peveile :
er
ae

B Work in pairs. Read the excerpt. How is Reveille treated at

bas
suniversi Why do you think this is?
WSN in ce SUAUSfed Sau

Miss Reveille, ma’am

‘ Reveille is certainly more of a princess than a * According to A&M tradition, when Reveille barks
pooch. Her custom-made blanket, which drapes in class, the professor is supposed to pack up the
across her back and snaps under her belly, is lesson plan and give the class a walk. Even today,
adored with five diamonds, symbolic of her status many of the professors—especially those with A&M
as the highest-ranking member of the university’s ties or an appreciation of Aggie traditions—still
Corps of Cadets. honor the walk-for-bark tradition.
* She has access to any building on campus, attends ° Fish are not allowed to let their eyes linger
virtually every football game and many other on Reveille, and they must greet her with a
sporting events, travels in style, lives and sleeps in respectful, “Howdy, Miss Reveille, ma’am,” when
the Corps dorms, attends classes, and occasionally she is in their presence. The greeting is preferably
determines when those classes should end. From performed while looking away from her and after ONSEEE
RA
TREY
the days of the original Rev, she has been called the the freshmen have slammed their backs against a
“Queen” or the “First Lady of Texas A&M.” wall in a show of respect for the highest-ranking
> One of the things that makes Reveille particularly member of the Corps of Cadets. After the greeting,
unusual among all the other college mascots is fish are expected to run in another direction
that she attends class with the student body of from her, so she will not be forced to linger in the
Texas A&M. presence of a “lowly” fish.
Taken from Reveille: First Lady of Texas A&M
Sa s ES At

C VOCABULARY: INSTITUTIONAL TRADITIONS Match the words (1-6) with their

definitions (a-f).
initiation (n.) a) a process or ceremony in which someone becomes a member of a group
symbolic (adj.) b) 1. a formal ceremony; 2. something that you do regularly and always in the same way
an animal, person, or object used as a symbol of a team or organization
freshman (n.) ) a first-year student in a high school or college
ritual (n.) ) ina position of importance in an organization
=
DY
WwW
our mascot (n.) representing something important; it might be an idea or something that cannot
be touched

D VOCABULARY: INSTITUTIONAL TRADITIONS Work in groups. Discuss the

questions.
1 What other examples of mascots can you think of? Do you know of any other mascot traditions?
2 Are there any rituals or traditions at your school or college? Do freshmen have to show respect to older
students in specific ways?
Why do you think some organizations have initiation rituals?

Living traditions
BAE ANLAMANGR:UAGEverINb +COoNTbEXjT +einfcinittive
[21.31
Listen to the conversation. How does the
woman’s new job compare to a traditional job?
Keith: So, how’s your new job?
Lorena: Oh, it was strange at first, but I’m getting used
to it! They allow people to arrive at any time they
want, and they don’t ask us to work exactly eight
hours. | end up working more hours because
there’s no specific quitting time! They say they i a oa
“) : gE
don't force people to work if they aren't feeling
creative. They even ask
us not to work at our a ~
desks all day. They encourage us to move around, i if iii
talk to people, and work in different places. If i Bae
someone needs you to do something, they text NOTICE!
you. It’s nice, | guess, just not what I’m used to. Find and ani Fie soe
that are followed by an object of
B ANALYZE Read the conversation _ = that verb and then an infinitive
in Exercise A again. (one has been done for you as an
example). Where do not and don’t
Form Complete the table with examples from the text. go in these types of structures?
verb + noun + : negative verb + noun: verb + noun + not + — canes os
infinitive : + infinitive : infinitive

They allow : They don't ask : They even ask Ove ee! an inert
(1) People to arrive: (ay us to work : (3) __us not to work : expect, force, get, invite, need,
at any time they want. : exactly eight hours. : at our desks all day. : order, permit, persuade, tell,
: want, warn, would like

Function Which statements are true?

The structure verb + object + infinitive is used to report ... WATCH OUT!
advice encouragement X They tell us don’t work
requests commands at our desks all day.
warnings [] emotions ¥ They tell us not to work
at our desks all day.
C PRACTICE Rewrite the sentences with the verbs in
parentheses.
1 In the military, people have to show respect for higher-ranking members.
The military forces people to show respect for higher-ranking members . (force)
2 Many colleges tell freshmen that it is a good idea to join an organization.
Many colleges e7courage freshmen to join an organization, (encourage)
3 Doctors say that people shouldn't look at a computer screen for too long.
Doctors “2! people not to look at a computer screen for too long : (warn)

4 \|have to ask someone for help with this project.

eee creonelp me winins poet!
5 Atsome colleges, freshmen don't have permission to live off campus.
Some colleges 20"'t allow
freshmen to live off campus . (allow)
6 Our boss says it isn't a good idea to eat lunch at our desks.
Our boss 20vises us not to eat lunch at our desks _ . (advise)

D NOW YOU DO IT Work in pairs. Discuss the advantages of these

traditional and nontraditional ways of working. Can you think of any others?
Choose the ways of working that you think suit, or would suit, you best.
Traditional Nontraditional
working in an office working from home
working office hours setting your own schedule
4 Grammar: verb + object + Form
infinitive ¢ Ask the students to read the conversation again, paying
attention to the verb + object + infinitive structure.
Lead-in ¢ Draw attention to the three forms presented in the
Write traditional and nontraditional on the board. Ask table. Ask the students to complete the table with
the students if they know what these words mean. Add examples from the conversation.
the phrase work environment to the board. Ask the e¢ When you check answers, have the students look at the
students what characteristics each of a traditional and a verbs in column 4 of the table. Point out that the same
nontraditional work environment might have. See if they structure is used with these verbs. Write the example
think they prefer one over the other. ! want you to go, and point out that we don't use that
after these verbs when they are followed by an object,
A BR) 1.31 except with advise, persuade, tell, and warn. In these
cases, we often use that + should + base form, e.g. He
e See the Student's Book for the audio script.
advised me that | should leave immediately.
e Ask the students to read the question. Then play the
¢ Explain the differences between the examples in
audio, and have them listen and follow the conversation
column 2 and column 3. Write these two contrasting
in the book.
examples on the board: She didn’t ask us to talk and
e After you check the answer, ask the students to describe
She asked us not to talk. Ask the students to explain the
how the woman's new job is less traditional than her
difference in meaning (in the first example, she didn’t
previous job.
say that we should talk; in the second example, she
specifically requested that we not talk).
Answer e Direct the student's attention to the Watch out! box.
Her previous job was more traditional. She talks about Elicit why the first sentence is incorrect (we can’t use
how her new job is unstructured, and gives examples of don’t to form the negative infinitive).
the newer, less traditional working models: people can Function
arrive and leave at any time, and they don't have to work
if they're not feeling creative. They are not supposed ¢ Point out the beginning of the sentence above the six
to work at their desks all day and they are supposed to options. Explain that this structure is used for several
move around and talk to people. They also text you if reasons, and ask the students to check the statements
they need you to do something. that are true.

e Ask the students to complete the exercise individually.

NOTICE! You may want to let them compare their answers in pairs
Direct the students’ attention to the Notice! box. before checking the answers with the class.
e Ask the students to find and underline the verbs in e Elicit some further examples with these and other verbs
the text that are followed by an object and then an from column 4 of the table to ensure that the students
infinitive. understand how to use each verb.
¢ Point out the underlined verb, and elicit the object e¢ Check the answers with the class.
(people) and infinitive (to arrive) that follow it.
e Ask the students to notice where not and don’t go D
in these types of structures. ¢ Give the students a few minutes to work individually
to think of more advantages of working both in a
traditional and a nontraditional setting, and to decide
which way of working would suit them best.
The word not goes before the infinitive. The word Put them in pairs to share their ideas.
don't goes before the verb. Listen to some of their ideas with the whole class.
FDEP ARNG EU OPEL TOTAGO OL
Correct any errors in the use of verb + object + infinitive.

Culture note Extra: homework

There are two kinds of office space: open and closed.
In an open-plan office, the office shares large, open
Ask the students to write a short paragraph about
changes in traditional working models. Encourage
spaces. There are few small, enclosed rooms or
them to use as many verbs from column 4 of Ex. B as
cubicles. There are advantages and disadvantages.
The advantages include better teamwork, less division possible.
between management and employees, and better
relationships among employees. The disadvantages
include more noise, less privacy, and weaker
performance due to distractions.

Living traditions
 Cc nD 1.34

e See p. 1169 for the audio script.

¢ Tell the students that they will hear three people talking
about their personal rituals. Ask them to listen, and take
notes on the rituals that each person mentions.
A yy 1.32 e Play the audio, and check progress. If necessary, play
¢ See the Student's Book for the audio script. the audio again.
e Ask the students to look at the group of words, and ¢ Check the answers. Ask the students if they ever do
notice that the last syllable is tion or —sion, which have any of the things mentioned in the conversation. Point
the same sound. out that another phrasal verb, try on, is used toward
e Play the audio, and ask the students to notice how the the end of the conversation, and play the audio again if
stress falls on the syllable before -tion and -sion. necessary to demonstrate.
e Play the audio again, and ask the students to repeat the
words. Answers ee ao eh,
B Ke) 1.33 Speaker 1: eats three cookies while watching the news.
: Before going to bed, the speaker plans the next day by
* See the Student's Book for the audio script. writing down the things that must be done the next day.
e Play the audio as the students read along. Then put the In the morning, the speaker goes over the list.
students in pairs, and ask them to take turns reading the Speaker 2: goes through the mail while eating breakfast
text aloud to their partner. Remind them to pay attention and puts it into three piles. The speaker always gets the
to the stress in the words ending in -tion and -sion. same kind of coffee at the same place every day and
drinks it in the car on the way to work.
Speaker 3: tries on her work clothes the day before she
6 Speaking: talking about plans to wear them.
personal rituals D
Lead-in e Ask the students to work individually and make notes
about their personal rituals. Tell them that these could
Write examples of your daily rituals on the board, but in
be in a personal context (their daily routine), at work,
the wrong order, e.g., lock the door, walk to work, feed the
or about their leisure or free-time activities (when they
dog, have coffee, get up, read email. Ask the students to
play sports, for example). Remind them that they do
work in pairs to put the activities in a logical order. Listen
not have to mention any rituals that they don’t feel
to their ideas, and then tell them what the actual order is.
comfortable sharing with the class.
A
e Ask the students to work in pairs, and talk about
¢ Put the students in pairs. Explain that they should take
whether or not they think that most people follow rituals
turns talking about their rituals, using the notes they
in their everyday lives.
made. They should each speak for about one and a
e Ask the students to read the text. Then ask how many
half minutes. While one student talks, the other should
pairs had predicted the answer correctly.
listen and take notes but should not interrupt or ask
TRADES questions.
Answer _ i : ¢ Ask the students to use their notes to tell the whole
According to the paragraph, everyone has personal class about their partner's rituals.
rituals.

B Meiers d ers X Pps Ms a Hea bs ot & ad

e Remind the students that a phrasal verb is a two- (or

three-) word verb that contains a verb and a particle
(preposition). Point out that phrasal verbs are common
in spoken English. Explain that they should do the task,
and check the meanings of the phrasal verbs in their
dictionaries if necessary.
¢ Check the answers. Make sure that the students
understand the meaning of all the phrasal verbs. Elicit
another example sentence or two for each verb if
necessary.
 stress in words with —tion/—sion
A 1.32 Listen to the words and notice the way the stress falls on
the syllable before the endings -tion and -sion. Practice saying the words.
tradition initiation institution permission distraction graduation

B 1.33 [§¥ Listen to the text. Work in pairs and take turns reading
it. Pay particular attention to words ending in -tion or -sion.
There's an initiation ritual at our institution which is a very old tradition. All the freshmen
have to take a test while the sophomores make noise and throw water at them. You have
to try and ignore all the confusion and the distractions, and it takes all your powers of
concentration! It’s a fun occasion and a real celebration!

6 talking about personal rituals

A {§% Work in pairs. Say whether you think most people follow rituals in
their daily lives. Then read the paragraph to see if it supports your opinion.
When you think of rituals, you probably think of traditions at
weddings or activities at club initiations. But there is another type
of common ritual—personal rituals. For example, an athlete may do
things in a certain order on the day of a game, or a singer may always
greet'an audience in the same way. Personal rituals can be very
simple; for example, maybe you always sit in a favorite chair to have
your morning coffee, or maybe you write down the things you have
to do every day and cross them off your list as you do them. Other
rituals are a little more unusual or even obsessive. There are people
who can't sleep if they haven't put away everything in their bedroom
or cleaned out their email inbox. Other people count exactly how
many times they chew their food before swallowing. Whether they are
simple or complex, personal rituals are a part of everyone's life.

B VOCABULARY: PHRASAL VERBS FOR PERSONAL RITUALS

Complete the sentences with the correct forms of the verbs
from the box. One of the words can be used more than once.

clean cross go line plan put write

1 Every spring, |___c/229__ out all my closets and organize the house from top to bottom.
2 To get organized, |__ "te __ down everything | have to do; then | ___c'0sS__ things off my
list when | have done them.
3. | don’t make a list, but every morning | mentally ___9° ___ over the things | have to do.
4 | 9° ___ through my closet on the weekend and —___£/29___ out what I’m going to wear for
the whole week.
5 |always___PU4t__ on my clothes in the same order every day—socks first!
6 Before an exam or a test, | always —_//€__ all my pens up in a certain order on the desk.

C fh) 1.34 VOCABULARY: PHRASAL VERBS FOR PERSONAL RITUALS Listen to three
people talking about their personal rituals. What rituals do they mention?

D Think about your personal rituals. Make notes about the things you do and why
you do them.

E Independent Speaking Work in pairs. Tell your partner about your rituals.

Living traditions
©) A common error in writing is to connect two independent clauses with a comma.
These are called run-on sentences. It is important to check your work and correct
any run-on sentences.

A Read the sentences below. Check the ones that are correct. Correct the
run-on sentences.
1 | look forward to having breakfast with my family every morning and going over our
plans for the day.
2 Some of our family traditions are normal, some of our traditions might seem strange
to other people. [J
Some families are used to doing things in a certain way, they don't like to change. []
When it's a holiday, we all get together and have a big family meal.
One tradition in my family is Sunday dinner, we all relax and talk about our week. []
WwW
&
aoa Every summer we have a family sports tournament, in which we all compete against
each other!

B Read the blog post. Underline any run-on sentences. Suggest ways
to correct them.

| think family traditions are really important! One in our family is the summer picnic, we
organize one every year. Everyone makes sure they have the day off work and the whole
family helps prepare. Mom tells everyone to get things ready, she’s the one in charge!
Everyone has a job and there’s lots of activity and noise. Even the little ones have things to
do, they love getting involved. Other people think maybe it’s someone's birthday or a special
occasion, but it never is. It’s just our family day, it’s very special to all of us because it means
we're making time for each other. And the things that happen at the picnic usually keep us
laughing for the rest of the summer!
What about you? Do you have any family traditions? Are they important to you? Let us know!

Cc Work in pairs. Talk about any family traditions you have. Explain
where they come from and what they mean to you.

D Write a comment on the blog post describing your family tradition(s).

Check your work for run-on sentences. Ask a partner to read your
comment and point out any run-on sentences you have missed.
7 Writing: avoiding run-on ¢ Ask if the students are familiar with blogs. Define a blog
as a combination of the words web and log and explain
sentences that it is a discussion or collection of information written
online.
Lead-in
Write the word punctuation on the board. Put the students
in pairs, and ask them to write and name as many different Culture note
examples of punctuation as they can. Set a time limit of Blogs are discussions or collections of information
two minutes. Listen to their suggestions as a class, and
that are published on the internet. They usually have
write the punctuation and the corresponding words on the entries or posts that are dated with the most recent
board: entry listed first. Most blogs are written by individuals,
. = period , = comma ? = question mark
but there are more multi-author blogs (MABs) being
! = exclamation mark : = colon ; = semicolon developed. Blogs first started in the late 1990s and
Ask the students to read the information in the skills have grown in popularity. As of 2011, there were over
panel. Check that they understand the concept of run-on 150 million blogs available to the public.
sentences.
Teach the students the different ways of avoiding run-
Explain the task and ask the students to work
on sentences. Point out that the simplest way is to use individually to find examples of run-on sentences in the
a period and make two complete sentences. Explain blog entry. Ask them to think of one or two different
that two independent clauses that are closely related ways of correcting these.
can also be separated by a semicolon. The students can ¢ Have the students compare their answers in pairs,
also use connectors such as and, but, and or to connect
and discuss different ways of correcting the run-on
independent clauses. Other connectors include while, if,
sentences. Check the answers as a class. Include
when, and although. Remind them that using connectors different ideas for making the corrections.
in writing makes the writing more fluent. Write these
sentences on the board as examples:
Independent clause: We are having a family meeting. 0: answers : oe
Independent clause with a complement: We are having a One in our family is the summer picnic; we organize one
family meeting about our plans for the weekend. every year.
Mom tells everyone to get things ready. She's the one in
Run-on (two independent clauses connected by only a
charge!
comma): *Our family has a lot of little traditions, they bring Even the little ones have things to do, and they love
us closer.
getting involved.
Avoid run-ons by using: It's just our family day. It’s very special to all of us
a period: Our family has a lot of little traditions. They bring because it means we're making time for each other.
us closer.
a semicolon: Our family has a lot of little traditions; they
bring us closer.
Cc
e Put the students in pairs to discuss their family
connectors and, but, or: Our family has a lot of little
traditions. Encourage them to explain where the
traditions, and they bring us closer.
traditions came from.
connectors before, because, while, if, when, although, etc.: ¢ Give them time to make some notes before their
Our family maintains a lot of little traditions because they discussion if they wish.
bring us closer.
D
A ¢ Tell the students that it is their turn to be bloggers. Ask
e Ask the students to read the six sentences and decide if them to write a comment responding to the blog entry,
they are correct, or if they are run-ons. using their notes and ideas from the discussion in Ex. C.
e Have them compare their answers in pairs and decide Remind them to check for run-on sentences.
how to correct the run-ons. ¢ Schedule time for a peer review in which partners can
¢ Check the answers. Ask why the correct sentences are check for run-on sentences before the students submit
correct (1 is connected by and; 4 is connected by when; their work.
6 is connected by in which).

2 Some of our family traditions are normal, but some of

our traditions might seem strange to other people.
3 Some families are used to doing things in a certain
way; they don't like to change.
5 One tradition in my family is Sunday dinner, when we
all relax and talk about our week.

Living traditions
lifeSkills: managing Extra: class survey
distractions Have the students share the results of the quiz. Ask
them to stand up and circulate to find out the following
information from the other students: a) total time spent
Step 1: Recognize your main distractions. (Ex. A, Ex. B,
on the activities, b) the three activities that take up
Ex. D)
most of their time, and c) any activities that they don't
Step 2: Find out ways to change habits and choose ones
do. Have them work in groups to calculate the average
that work for you. (Ex. C, Ex. D)
time per day spent on the activities, the activities that
Step 3: Make a plan for managing distractions. (Ex. D)
the students spend the most time doing, and any
Lead-in common activities that no or few students do. Ask them
Read the target skill aloud and invite the students to tell to write a brief report of their findings for homework to
you what they think managing distractions means. hand in at the next class.
Ask the students what a distraction is (something that
interrupts your concentration when you are trying to do
something like work or study). Ask them to give some
examples of distractions (people talking to you, phone
Culture note
calls/texts, TV, social networking sites, etc.). Text messaging or texting describes the writing and
sending of a short electronic message. The messages
Then highlight the three-step strategy to develop the skill
are transmitted between cell phones. Text messages
of managing distractions.
can now include more than text; they can include
pictures, videos, and audio clips.
A
Instant messaging is an online chat application that
e Explain that distracted is the past participle of the verb allows users to send notes back and forth in real-time
form of distraction, to distract, and that it means not to as long as they are both online. Users can chat, send
be able to concentrate on something, often because written messages, and share links, videos, pictures,
you are thinking about something else. Give or elicit the and other files instantly.
opposite of distracted (focused).
e Draw attention to the picture. Ask the students what
is happening in the picture. Invite volunteers to say if
they've ever done the same thing as the young man in
the picture.
e Ask the students to read the excerpt from a website
aimed at college students. Check that they understand
bombarded with (hit with a large amount of something,
in this case, information).
Then ask them to read the statements in the quiz,
and check the ones that are true for them. Ask them
to estimate the amounts of time they spend on each
activity, and to write the minutes or hours in the spaces.
Have the students report back to the whole class. Find
out which of the statements in the quiz are true for most
students. Calculate the total amount of time spent by
the class on these electronic activities.

Extra: discussion
Ask the students to share the steps they take to stay
focused when they are studying or doing something
that requires concentration. Write the students’ ideas
on the board. When you have finished, read each
idea aloud and ask the students to raise their hand if
they use this method to help them focus. As a class,
identify the three most popular methods to help the
students stay focused.
 MANAGING DISTRACTIONS
© Recognize your main distractions.
os "© Fina out ways to change habits and choose ones that work for you.
_ * Make a plan for managing distractions.

A Read the webpage and take the quiz about electronic distractions.

Many students are able to remain completely

focused while they are studying for class, but
most of us allow ourselves to be distracted from
a task at least some of the time. Our brain
seems to let us know when we need a break,
so we stop what we’re doing to make a phone
call, talk to someone in person, eat something,
have coffee, or whatever.
This has always been true, but in the 21st
century there are more potential distractions
than ever before. We are constantly
bombarded with emails, text messages,
tweets, instant messages, and other electronic
distractions.
An important part of being an effective
student is to learn to manage those distractions
to get the best out of the time you spend
studying. Complete our quiz to get an idea of
where you might have problems dealing with
distractions.

Living traditions /UNIT6 76 |

 B Work in pairs. Compare your answers to the quiz.
Which of you is more easily distracted? Then discuss the questions.
1 What are your three main electronic distractions? How much time do you spend
doing each one every day?
2 What effect do these distractions have on your life? Do they make you less effective
when you are studying?

Cc Read the rest of the webpage. Work in pairs and discuss the
suggestions you think the website goes on to make. Make a list of your
ideas and then compare it with another pair.

Most people have personal rituals associated with their study

habits. For example, some people can’t even think about
starting to study if their desk isn’t organized. Others are used
to studying with music on, and they say it helps them stay
relaxed while they work. Still others always end their day
by answering email. These are the normal types of routines
that make us feel comfortable. The problem is when rituals or
routines become distractions. For example, studies show that
most people check their email at least once every 15 minutes.
This type of constant distraction disrupts concentration and can
make a task longer and more difficult. For many people, email
has become more of a bad habit than a useful tool.
Ifyou allow yourself to become distracted too easily, you will
have to work to break the habit. Click here to read our top
suggestions.

D Work in pairs. Identify your three main

H O W T O S
s A Y IT -T
distractions. Help each other make a plan for managing “
those distractions. You can use suggestions from Exercise
- You needto getuse
C or any other suggestions. Write down the changes you~ | would advise you to.
plan to make in each area. Don’t you get tired Oe
A: | always answer text messages immediately, even if they‘re not It might bea good idea a ae
urgent. I’m constantly interrupting what I’m doing Get someone
s to
sas —
to go through my messages. | feel nervous if |don’t
check them.
B: Well, why don’t you check them once an hour? You REFLECT ... How can the skill of
can answer any that are important and answer the managing distractions be useful to you in
rest after work. Work & Career and Self & Society?
A: Yeah, I’m going to force myself not to check them
every ten minutes! >

E Work in groups. Discuss the Bal RESEARCH ...

questions. oJ Research techniques to help you avoid distractions
4 What have you learned about distractions (e.g., the Pomodoro Technique). Choose one
technique and in your next class, be ready to explain
and avoiding them?
how this technique works. Consider using it, or the
BR How will you manage distractions in the ideas behind it, the next time you study.
future?

@
* Put the students in pairs and ask them to compare their Extra: homework
lists of distractions from Ex. Aon p. 76. Ask them to tell Ask the students to carry out their action plan
their partner how much time they spend each day on for managing distractions, and report back on its
the various activities. effectiveness. Schedule a due date.
e Ask the students to work individually and think about
their answers to the questions. Give them two or three
minutes to make some notes.
¢ Ask them to compare and discuss their answers to the Put the students in groups to discuss the questions.
questions with their partner. Then ask some of them to Focus the students on what they still need to work on
share their answers with the whole class. in order to improve the skill of managing distractions in
the domain of Study & Learning.
Cc Elicit some suggestions from the class for how the
¢ Have the students continue working in the same pairs. students might continue to practice and develop this
Draw attention to the picture. Ask the students if they skill, for example, by setting time limits, keeping their
can relate to this student, and/or if they have ever calendar up-to-date, etc.
gotten distracted in this same way.
¢ Tell the students that the rest of the article contains
some ways to avoid being distracted. Ask them to read & REFLECT
the next section of the article and to make a list of ideas Discuss the question with the whole class. Ask the
that the website might make. students to say what they feel are the most useful
¢ When the pairs have made their lists, have them points they learned from this lesson, and how the skill of
combine to form groups of four and share their ideas. managing distractions might be useful in the domains of
Work & Career and Self & Society, either now or in the
Possible answers _ future.
Elicit the following ideas: accomplishing more in a
Be aware of how often you are Acted a oy what.
shorter time, making more money, getting done with
Don't take every opportunity for a distraction. Ask work earlier, etc.
yourself if you really need to answer that text message
instantly or have a cup of coffee right now.
Avoid being exposed to distractions. Work away from RESEARCH
other people. Turn off your cell phone. Turn off your Go through the task and check that the students are
messaging app, etc. clear about what they have to do.
Don't try to force yourself to give up all distractions. Have the students conduct research on avoiding
Allow yourself to take breaks, but schedule them and set distractions, and ask them to choose one technique
time limits for them. For example, respond to messages they think will be effective. Ask them to be prepared to
for ten minutes, three times a day. explain this technique to the rest of the class.
Have them share their findings in class. Lead a class
discussion about the advantages of each technique.
D
e Have the students work in the same pairs as before.
Explain that they each need to identify their three main
distractions, and help each other create an action plan
for managing them.
e Refer the students to the How to say it box. Explain
that these expressions are all useful ways of giving
advice to someone. Briefly check that they know which
ones are followed by the gerund (the first and the third).
Encourage them to use some of these expressions when
discussing their action plans.
¢ Give the students time to read the model conversation.
Then ask them to work together on each other's action
plans. Point out that they can use ideas from the text in
Ex. C and/or their own ideas.
¢ Invite several students to share their action plans with
the class.

Living traditions
 Alternatives
* Language wrap-up ¢ With any of the approaches above, you can assist
the students by looking at the exercises with them
There are several approaches that you can use for the
before they start, and discussing how they should go
Language wrap-up exercises:
about them. For example, if they have to fill in the
* in class as a test
blanks in a text, encourage them to read through the
e in class as a review
whole text first to get an idea of the general meaning of
¢ as homework
it. If they have to choose the correct option to complete
Class test a sentence, encourage them to make sure they read the
e Ask the students to do the exercises in test conditions, whole sentence first to understand the context.
and give a time limit (e.g., 20 minutes). * You can also use the Language wrap-up to review the
¢ Check answers with the class and deal with typical errors material in the unit with the class and work on the
or problems. exercises together as a class activity. In this case, you
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
e |f you decide to do the exercises in class, you can main points to clarify any misunderstandings before they
approach the Language wrap-up as a two-step review. begin an exercise. Similarly, you can ask the students
First, ask the students to do the Vocabulary section to first work in pairs to check the meanings of words to
individually. When they finish, ask them to check their be used in fill-in-the-blanks exercises in the Vocabulary
answers carefully, and then put them in pairs to compare section.
answers and discuss any differences. ¢ Note that the more assistance you give the students, the
e You can then apply the same procedure to the Grammar higher the score you should expect them to get when
section. they do the exercises.
¢ Self- and peer-correction are two excellent ways of
developing learner independence and creating a 1 Vocabulary
cooperative learning environment. e Ask the students to read the whole email for general
Homework understanding and to gain an idea of the context before
filling in the blanks with the words or phrases from the
¢ If you give the exercises for homework, you can ask
box. Point out that they need to think about the correct
the students to do them in test conditions, i.e., without
form of the verb.
referring to the language they covered in the unit, their
e Have the students complete the task individually and
notes, the Grammar reference section, dictionaries, etc.
then compare answers in pairs.
¢ Give them a time limit (e.g., 20 minutes).
¢ Call on individual students to say the sentences,
¢ Check answers with the class in the next lesson and deal
inserting the correct answers. Ask the rest of the class to
with typical errors or problems.
say whether the sentence is correct or not.
¢ The scoring system has been designed to give the
students an idea of the progress they are making. Each
2 Grammar
section has a total score of 10 or 12, depending on the
complexity of the language covered and the nature e When checking the answers with the students, remind
of the exercises. Whichever approach you take to the them that be used to is used to talk about things we
Language wrap-up, after checking the answers to each are already familiar with, and get used to is used to talk
section, ask the students to write their score. If they about the process of becoming familiar with something.
have a score lower than 8 (out of 10) or 10 (out of 12), ¢ Remind them of the form of the verb + object +
direct them to the appropriate sections of the unit and infinitive structure and its function (to report advice,
encourage them to read them again for homework. requests, warnings, encouragement, and commands).
After that, ask the students to complete the exercise(s)
again at home.
Complete the text with the correct forms of the words from the box.
(10 points)
cross off freshmen go over initiation line up
mascot planout ritual symbolic write down

Ae Se ee
“To: [email protected]. wd
PN Na hoe hha eae amen LW LLOR NR

| can’t believe it—I'm actually going to be a University of Georgia student! On Saturday | went to
a party for new students. It was kind of a combination welcome party and (1) _/7//ation and
all the (2) _‘reshmen___had to wear costumes. Wearing a silly costume is a University of Georgia
jee al and its (4)e of our low status at the school, but it’s fun, too! | went
dressed as a chicken because that’s the university (5) ! The party was good because I've
been kind of nervous about starting classes next week. I’ve (6) We! " everything | have to do
before next week, and the lists are all over my room. Every day | (7) ©0550"___the things I’ve done,
but the lists never seem to get smaller! I’ve walked around the campus to (8) 2/2 04" _ the fastest
ways to get from one class to another, and I've (9) ne ove my class schedule mentally lots of
times to memorize it. I’ve bought all my books and have them (10) on my desk.

nal traditions and use phrasal verbs for personal rituals.

and 6 on pages 72 and 74. SCORE: /10

Choose the correct options to complete the email. (12 points)

E To: kylie@mastermal. mac. was it

ERNE GN EE LN NTN YS LON LA ETO bis
_ From: j.patterson@ug. mac.wd :
7 SES SAO TONNE aN SN BT AI RE AE TTT ES NAT 3 ‘7
. sue ecesRe: Hey

| Hey, Kylie, I’m arriving in Georgia on Hes to move into my dorm before classes start. | just can’t
(1) be /getjused to the idea that I’m finally going to be living away from home! Did your parents finally
persuade (2) to live /Gou to liv@at home? My parents want me (3) stay /(fo stayin the dorm for at least a
year. Anyway ... you sounda little nervous. | was, too, but my brother told me (4)(hot to/ don’t worry.
He's a sophomore at the college, so he’s totally (5) use /(used)to the place. | think I’m going to need
(6) he /(him)to show me around! He said that the first week is pretty light. They don’t (7) expect)/ p
freshmen to do lots of homework, and they kind of allow you (8) settle /o settl@in. They encourage
freshmen (9)(f0 go)/ going out and (10) be /(getjused to the campus and the city. | was going to take six
classes, but my brother warned me not (11) take /(fo takasuch a heavy load my first semester, so I’m
taking the normal five-class load. Anyway, once I'm settled I'll invite (12) to stay /(you to stay! See you soon!

d verbs followed by object + infinitive.

onpages 70 and 73. SCORE: N12

Living traditions
 Comparing pictures

A 1.35 [4 Listen to someone comparing these two pictures and answering

the question. Make a note of the main points the speaker makes. Work in pairs and
compare your notes.
Why might these traditions be important to these people?

B Listen again for phrases the speaker uses to compare the pictures. Write a word or
short phrase in each blank.
1 Both ______ pictures show ...
2 While the first picture is of a traditional meal, ...
3 One thing the pictures have ___incommon
4 Inthe first one it’s a family, ae Whe inthe secona a
5 The pictures are __similar_ ss because ...
6 _!n contrast to ____ the first picture, the second picture shows ...

Cc wh | You are going to compare the pictures and answer the question from Exercise A.
First, complete the table with your own ideas. Work in pairs and compare your ideas.

What do the pictures have in common? How do the pictures differ from each other?

These traditions might be important to these

people because —_ ne ee

D Work in groups and

discuss the question in Exercise A. | HOW ARE YOU DOING?
©) | used good phrases to say what the pictures have in common.
©) | used good phrases to say how the pictures differ.
©) | answered the additional question after comparing the pictures.
Speaking workshop: Ask the students to look at the phrases and point out
; that the speaker used them to compare the pictures.
compar! Ng pictu res Play the audio again, and ask the ee has for
; the missing words, and write them in the blanks.
Lead-in Repeat the audio only if necessary.
Ask the students if they like to take pictures of food. Ask ¢ Check the answers with the class.
if they have ever taken a picture of a meal that they have
been served at a restaurant. Continue the discussion by :
asking the students if they have any family pictures from a Alternative
holiday dinner or special event.
Ask the students to try to fill in the blanks before the
audio is played. Have the students check their answers
° as the audio is played.
Alternative ee
Ask the students to bring in a personal picture of a
family dinner or special event. Invite them to share the
tradition behind the picture. ¢ Explain that the students will now prepare their own
comparison of the two pictures in Ex. A. Encourage
them to follow the same process by making notes about
A By 1.35 their own ideas in the table.
e See p. T170 for the audio script. ¢ Point out that they can refer to the first picture as A, and
¢ Explain that comparing and contrasting is an important the second as B.
concept in academic studies. Give examples of ¢ Give the students time to think and make notes. Then
assignments such as writing a compare/contrast essay put the students in pairs to compare their ideas. Remind
or giving a presentation comparing and contrasting two them that they will present their comparison orally.
objects.
¢ Tell the students they will listen to someone comparing D
the two pictures and answering the question Why might ° Put the students in groups. Schedule enough time for
these traditions be important to these people? Ask each student to present their comparison of the pictures
them to take notes about the main points the speaker to their group. Each student should talk for about one
makes. minute.
° Play the audio once. Play it again if necessary. e Remind the students to discuss and answer the question
¢ Put the students in pairs to compare notes. Then discuss in Ex. A.
their answers as a class.

Answer ee Extra: role-play

The traditions remind the people of their family and Put the students in two groups: one is a family eating
national histories. They bring people together, and a traditional meal in a restaurant, as in picture A. The
remind them what they have in common. other is people in the community wearing traditional
dress and marching in a parade, as in picture B. Give
the groups a few minutes to talk about why these
: b | gr traditions are important to them. Then have the groups
Extra: vocanu ary expansion share their ideas. Encourage them to talk about how
Point out that we use specific words and phrases when their reasons are the same and how they are different.
we compare and contrast two items. List these words
and phrases on the board: both, similar, unlike, have in
How are you doing?
common, alike, different, in contrast. Ask the students
to work in pairs to make two lists: one with words and e Ask the students to read the statements and check the
phrases that compare and another with words and ones they believe are true.
phrases that contrast. Challenge them to use as many e Ask them to discuss their talk with a member of their
of these words and phrases as they can to compare or group and identify things they could improve on next
contrast two items. time.

Living traditions
 1snowadays. can ! Je
The expression ecghel to please bie to the fact that many iitems
made, meaningtoile can be Si a vela ne Glens‘Custom: scann choose the s

Unit opener (p. 81) 20 min. Lead-in

1 Reading: inferring factual Ask the students to look at the unit title and the pictures,
information o (p. 82) 30min. and to predict what the unit will be about. Ask the
¢ Vocabulary: design 15 min. students to give examples of design features that make a
product more desirable, for example, in relation to houses,
2 Grammar: possessive
cars, technology, fashion, etc. Direct the students’ attention
apostrophe (p. 83) 40 min.
to the points in the unit objectives box and go through the
3 Listening: to a radio call-in (p. 84) 30 min. information with them. To get your students to think about
¢ Vocabulary: phrasal verbs 15 min. the skills being developed in this unit, ask them to look at the
4 Grammar: past perfect vs. questions in the cogs.
past perfect progressive (p. 85) 40min. Reading: inferring factual information
5 Speaking: distancing language (p. 86) = 30 min. ¢ Remind the students that inferring means getting
6 Pronunciation: ‘s after names information from the text that is not directly stated.
Ask why this skill is important when they are reading:
that end in /s/, /J/, or /z/ (p. 87) 15 min.
information may not be stated directly in a text; the reader
7 Writing: a biography (p. 87) 30min.
can understand a text more fully. In Unit 5, the students
lifeSkills: showing initiative inferred the writer's opinion; in this unit, they will infer facts.
(Work & Career) (p. 88) = 50 min. Speaking: distancing language
¢ Optional downloadable lifeSkills e Ask the students to think about situations in which they
lesson (Self & Society) 50 min. would need to make a polite request: when asking a big
¢ Optional downloadable lifeSkills favor of someone, asking a boss to leave work early, etc.
lesson (Study & Learning) 50 min.
lifeSkills: showing initiative
¢ Ask the students what it means to show initiative, and
Language wrap-up (p. 90) 20min.
elicit some examples. Elicit reasons why it is useful or
Writing workshop: writing a review (p.91) 30 min. important to show initiative in our work lives. Ask the
Video and downloadable video worksheet 45 min. students whether they generally feel confident showing
initiative, and to say why or why not.

Unit 7 Competence developed CEF Reference (B2 competences)

1 Reading can infer factual information Table 1; Table 2; Sections 4.4.2.2. 4.4.2.4:
Aleye
2 Grammar can correctly use the possessive Table 1; Table 2; Sections 5.2.1.2; 5.2.1.5;
apostrophe GAS aIA Orde
3 Listening can understand a radio call-in Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1;
4433.5)4 512-2
4 Grammar can use and understand the past perfect Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7;
and the past perfect progressive 6.4.7.8
5 Speaking can make a request or suggestion using Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1;
distancing language 44.3255 4215 2.32
6 Pronunciation can correctly pronounce the possessive Section 5.2.1.4
apostrophe after names ending in /s/,
/{/, and /2/
7 Writing can write a biography Table 1; Table 2; Sections 4.4.1.2; 4.5.2.1;
Dee elie eA oe .Ge Seovoue
4O learn language to talk about
_ design mt
a so4read about 3D printing in design Bess

% talk about interior design \

2

i oO listen to a conversation about

Rg celebrity designers
write a biography about a
designer
oO learn about showing initiative
watch a video about
supermarket design

for employees who can show

SKILLS work. What is initiative
WORK
& CAREER
?TTATT
Designed to please Menii 7
j J} .' §
pra DNs
 A {3 Work in pairs. Discuss the questions.
1 Is design important in our lives? Why or why not?
2 Discuss each of the types of designs and how their design affects our lives. Then number the different
types in order of importance from 1 (most important) to 5 (least important).

@ fashion design —

* eee Fa :
@ architecture and interior design

Parts Dates onnonate in

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'z ri ke by

ABCDEHGHI Hal tar a. PDE

JKLMNOPOQ ~ DaDOPPORST
RSTUVWXY fe Sa TuWiak YLANG
mene ean kifod
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i graphic design

B (3 Work in groups. Discuss the questions.

1 Who or what influences our choices in design? Are the influences different for each type of design?
2 What makes a design fashionable?

@
A Automobiles
e Ask the students to raise their hands if they are wearing the Beetle—Volkswagen
designer clothing or accessories, or have designer goods Lamborghini—Ferruccio Lamborghini
with them. Ask for volunteers to say why they chose the the Smart Car—Daimler AG
product, and what it is about its design that makes it Fashion
special or different from a non-designer brand. Coco Chanel
Have the students look at the pictures, and describe the Run-D.M.C./lce-T/LL Cool J
design of each item shown. Elicit their overall reactions to Jacqueline Kennedy Onassis
each design, whether they like it, whether they would buy Kurt Cobain
it, and why or why not. Issey Miyake
Give the students time to read the questions and think
about their responses.
Put the students in pairs and ask them to discuss how Alternative
design is important in people's lives. Have the pairs list as If possible, bring in pictures to represent some of the
many ways as they can think of for each picture. To help top design influencers throughout history. Ask the
the students get started, you may wish to share some of students to identify them and discuss what makes
your own ideas about which design types are important them unique and fashionable.
in your life.
¢ Have the pairs rank the types of design in order of their
importance. As the ranking task is somewhat subjective, Put the students in groups to discuss the first question.
and the students may not agree on all of the rankings, Have the students try to come up with at least two
encourage them to support their opinions with reasons influences for each type of design represented in the
and examples. pictures. Then ask for a volunteer from each group to
¢ Combine the pairs to form groups of four. Ask the share the group's ideas.
students to share their rankings and talk about which Ask the students to discuss what they think makes a
types of design are important in their lives. design popular or fashionable. Again, have them try to
come up with at least two ideas for each design type
pictured.
Extra: class discussion
Extend the conversation about the importance of
design by having the class focus on how different
Alternative
design features are important depending on the To lead into or to expand upon discussion of the
person. Lead a class discussion about what design- second question, refer the students back to the
related factors may be more important to: reading in Unit 5 about Bling H20, and ask them
men vs. women how the company used design in order to make their
single people vs. married people product fashionable.
younger people vs. older people
taller people vs. shorter people
parents vs. non-parents
people who live in cities vs. people who live in the
Extra: design differences
country Ask the class to brainstorm some everyday items, for
people who live in warmer regions vs. people who live example, cars, telephones, TVs, computers, shoes,
in colder regions books, etc., and list them on the board. Have the
college students vs. working people. students discuss the ways the design of each has
changed over the years. If possible, allow them to
go online and find pictures to exemplify some of the
older designs, and compare them with the features of
¢ Ask the students to think about people or factors that the newer designs. Have the class discuss the possible
influence design. Elicit several examples from the class. reasons behind the design changes.
Some examples could be:
Technology
the iPhone/iPad—Apple Inc./Steve Jobs
the internet—Sir Tim Berners-Lee Extra: homework
Architecture Have the students choose a product that they own, for
the Guggenheim Museum—Frank Lloyd Wright example, a car, a bicycle, their cell phone, a computer,
the Eiffel Tower—Gustave Eiffel their textbook, a backpack, etc. For homework, have
the Pyramide du Louvre—I.M. Pei them think about ways the design could be improved,
Art and then write a letter to the manufacturer listing the
the statue of David—Michelangelo suggested changes to the design, and explaining why
Seated Woman—Picasso the product would be improved by the changes.
Campbell's Soup Can (Tomato)—Andy Warhol
The Starry Night—Vincent Van Gogh

Designed to please
 e Have the students read the article again, and write

‘1Reading: inferring factual which paragraphs contain the information needed to

make the inferences.
information © e Have the students compare answers in pairs, using
information from the text to support their answers.
Lead-in e Check the answers with the class.
¢ To expand the task, ask the students to share any other
Remind the students that they practiced inferring
facts they can infer from the text.
—opinion—on p. 59. Give the students time to read

D>Virkbookp. 41,Secon 3
the information in the skills panel. Explain that in this 4
section they will practice “reading between the lines” to
infer facts. Elicit/explain that making deductions means
using the information that is stated in a text to infer other
information that is not stated. Cc
To lead into the article, elicit what the students know or * Go over the pronunciation of the bold vocabulary words
have heard about the process of 3D printing from articles in the article. Call on individual students to read the
in the news, online, etc. words aloud, and correct pronunciation as needed.
Give the students time to read the partial sentences.
A Remind them to use the context of the sentences and
the full reading text to figure out the general meanings
¢ Focus the students’ attention on the title of the article.
of the words.
Elicit the meaning of the phrase revolutionizing the
Have the students complete the sentences, and then
design process (completely changing the design process).
e Ask the students to read the article, and think about check their answers in pairs.
¢ Check the answers with the class.
how 3D printing is changing the way objects and
products will be designed in the future.
e Put the students in pairs to summarize the article.
¢ To wrap up, ask for a volunteer to describe the 3D Alternative
printing process. Lead a brief class discussion about the Before the students complete the sentences, put them
ways 3D printing is changing the design process. in pairs and have them discuss the words in bold,
defining them in their own words, and explaining any
Answer : De ESE words they know that are unfamiliar to their partner.
It's changing the design process by allowing customers
to be involved in the design process, and allowing
designers to manufacture products from digital templates
¢ Give the students time to read the questions and think
using plastic, paper, and many other types of materials.
about their responses.
¢ Put the students in pairs to discuss the questions.
Encourage them to support their responses with details,
Extra: reading practice reasons, and examples.
e When the pairs finish their discussions, go over the
Have the students answer the following questions questions with the class and elicit a few responses to
about the article to check comprehension. each one.
1 What is printing technology making it easier for
consumers to do?
2 What materials are being used to make products?
3 Why is 3D printing good forjewelry design?
Alternative
4 What other industries are using 3D printing? For question 3, ask the pairs to come up with an idea
for a 3D-printed product they would like to see for
each of the design categories in the Unit opener.
Encourage them to be creative. Have the pairs make a
1 get more involved in the design poster with a drawing and a brief description of each
2 plastic and paper, among other things idea. Then combine the pairs and have the students
3 It's easy to make individual designs; costs are present their ideas in groups.
low; consumers can buy cheaper versions with
alternative materials.
4 food, footwear, eyewear, toys, clothing, furniture
Extra: homework —the future of design
B Have the students write a short essay on the future of
design, predicting and describing new types of design
¢ Give the students time to read the statements. Remind
possibilities brought about by the 3D-printing process.
them that the statements are inferences that are not
In their essays, have the students discuss the possible
directly stated in the article. They will need to use the
applications of 3D printing for the types of design
information given in the text to deduce this information.
shown in the pictures on the Unit opener page.
lf further clarification is needed, do the first item with
the class as an example.

> Workbook p. 40, Section1

 inferring factual information wx:
As well as inferring a writer's attitude or opinion, you can often infer facts. Making
deductions about what must be true or can’t be true will help you understand facts
that are not stated explicitly.
A Read the article. How is 3D printing changing the design process?

‘¢

the 6)
| From Tshirts to sneakers, many websites now make it possible for
consumers to customize their own products, but developments in printing
technology are making it easier than ever for consumers to get involved
in the design process.

2 3D printing is a technology that purchase cheaper versions of

allows designers to manufacture top quality jewelry products
products from digital templates using using more affordable materials.
layers of plastic, paper, and many 4 Another area where 3D printing
other types of materials. is making interesting pro gress is
3One area where 3D printing is in the kitchen. It is now p ossible to
already gaining ground is jewelry. print multicolored candy in intricate company has created a range of
Not only can independent jewelry designs with layers of flavored sugar. 3D-printed shoes for women that
designers more easily manufacture Elaborate shapes can al so be made can be made at home overnight.
their own designs, customers can from chocolate and pas ta. Imagine Consumers can download digital files
also create their own unique designs a wedding cake with miniature from the internet and print them out in
for a piece of jewelry for themselves, chocolate figures of the happy the size and color of their choice.
or a romantic personalized gift for couple, or pasta shapes fora birthday — 6 Footwear jewelry, eyewear, toys,
a partner. This approach allows or anniversary in the shape of your clothing, and furniture—3D printing
companies to keep costs low, since friend or relative’s name! technology Is revolutionizing the
the pieces are manufactured only °As the cost of 3D printers decreases, way we think about design. With 3D
when requested by the customer. they will be more commonplace printing, everyone has the potential to
If may also allow consumers to in people’s homes. One innovative become a great designer.

B_ Read the article in Exercise A again. From which paragraphs (1-6) can you infer the
following? There may be more than one answer for each.
1 3D printing allows consumers to have more influence over design. “
2 Itis easy to buy customized products online. pec ace
3 3D printing is much more versatile than 2D printing. g
4 It is expensive to buy 3D printers right now. )
5 3D printing can save money for consumers. eee

C VOCABULARY: DESIGN Complete the sentences below with the words in bold from
the article.
1 The machine followed a femplate 5 You can design a miniature axe model

provided by the designer. of yourself in sugar or chocolate.

2 The new shoes are made from cheaper materials 6 Customers can buy Pefsonalized _
and are therefore more 2/fordable ; products by adding their own name and logo.
3 You can create Unique fashion 7 Some of our top quality jewelry
items that no one else is wearing. items cost thousands of dollars.
4 Printers allow people to Manufacture 8 New technology is allowing people to create
products at home. designs full of innovative | ideas.

D [¥ VOCABULARY: DESIGN Work in pairs and answer the questions.

41
Is it important to you to have unique or personalized thi ngs? Why or why not?
2 Do you think it's more important for products to be affordable or top quality? Why?
What innovative product would you like to manufacture with 3D printing?

Designed to please
 | R: possessive apostrophe
A LANGUAGE IN CONTEXT Read the article. Why was the designer
clothing sale so popular?

Celebrities Victoria and David Beckham, both well known for their trendsetting
fashion sense, recently donated 500 items of clothing for a charity event. The sale
included several of Victoria’s and David's designer suits and 100 pairs of Victoria’s
designer shoes.
“It’s a bargain-hunter’s dream,” said one customer. “It’s amazing to own
_ something from Victoria and David's designer collection.”
Some popular items included T-shirts from Victoria’s Spice Girls days,
personalized with her nickname Posh, as well as tank tops decorated
with the couple’s sons’ names: Brooklyn, Romeo, and Cruz. In spite
of the one item per customer policy, most of the Beckhams’ designer
jackets, belts, and other items sold out soon after the store’s opening. NOTICE!
Look at the underlined phrases.
Which things are owned by both
B ANALYZE Read the article in Exercise A again. _ Victoria and David together?
_ Which things do they own
Form Complete the table with examples from the text. separately?
possessive apostrophe
Singular (1) Victoria's (2) bargain-hunter's
i een necaien ree SECIS OI VEY SOI Biry re Sar Re Nee Cetra rir re tnt cron hd

Compound (two nouns joined by and)

Victoria’ David
1 separate ownership : (5) te and Sere
2 joint ownership SC) eee I ee
Double (two consecutive nouns) (7) Mle calc aa WATCH OUT!
With gerund (to describe an action done (g) the store's opening X She mainly designs
by someone or something) womens’ clothes.
¥ She mainly designs
C PRACTICE Rewrite the sentences with possessive forms. women’s clothes.
1 My friends have a new art gallery. It's beautiful.
My friends’ new art gallery is beautiful.
2. The couple has a daughter whose design won first prize in the competition.
The couple's daughter('s design) won first prize in the competition.
3 Patricia and Jenny have a friend whose father works in the fashion industry.
Patricia and Jenny's friend's father works in the fashion industry.
4 Lorraine and Julia each have designer shoes that cost a fortune.
Lorraine's and Julia's designer shoes cost a fortune.
5 Fashions for women are in shades of green and gray this fall.
Women's fashions are in shades of green and gray this fall.
6 Teenagers are changing their fashion-buying habits.
Teenagers’ fashion-buying habits are changing.

D NOW YOU DO IT Work in pairs. Discuss the questions.

1 Would you like to own a celebrity's item of clothing? Why or why not?
2 What do you think about celebrities promoting charities? What are the positives?
Are there any negatives?
 ¢ Give the students time to complete the table
2 Grammar: possessive individually with examples from the text. Then check the

apostrophe answers with the class.

¢ Highlight the fact that the ‘sin the word It’s in the quote
in the second paragraph is not a possessive form, and
Lead-in elicit that it is the contracted form of It + is.
Direct the students’ attention to the picture. Elicit some ¢ Explain the following rules:
predictions for what the text will be about. Elicit any 1 Use ‘after plural nouns, e.g., her parents’ car, and
information the students know about the celebrity couple, proper nouns ending in -s, e.g., James’ sister. But
David and Victoria Beckham (see p. 35 for a picture of note that James’ sister and James’s sister are both
Victoria). acceptable, and are pronounced differently.
2 With compound nouns, use ‘s after each noun
to express each person's possession separately,
Culture note e.g., Maria’s and Javier's dogs (they own different
dogs). Use ‘s after the second noun to express joint
David and Victoria Beckham are a celebrity couple possession, e.g., Maria and Javier's dogs (they own
from the U.K. David is a former professional soccer the dogs together).
player, who played for several clubs, including 3 Possessive + gerund, e.g., the store's opening, is more
Manchester United, Real Madrid, Milan, the Los formal and the noun without ‘sis often preferred.
Angeles Galaxy, Paris Saint-Germain, as well as ¢ Direct the students’ attention to the Watch out! box.
the England national team. Before retiring in 2013, he Elicit that although women is plural, the possessive
became the first British soccer player to win league apostrophe comes before -s.
titles in four countries.
Victoria (a.k.a. Posh Spice) is a former member of Cc
the popular all-girl band the Spice Girls, which rose ¢ Have the students work individually to rewrite the
to fame in the 1990s. She now has gone on to build
sentences using the correct possessive forms. Then check
a solo career as a singer, as well as starting her own
the answers with the class. Ask the students to support and
fashion line for clothing and accessories.
explain their reasons for choosing each form, referring to
The couple has four children. the table in Ex. B.

A
¢ Give the students time to read the article with the Extra: grammer practice
question in mind. Have the students write additional sentences using the
e Put the students in pairs to summarize the article, and target possessive forms. Encourage them to personalize
discuss why the designer sale was so popular. the sentences using the names of family members or other
¢ Elicit the reason why the sale was so popular. students in the class.

Answer
This designer clothing sale was so popular because it ¢ Give the students time to read the questions and think
had clothes from celebrities Victoria and David Beckham about their responses. Encourage them to make notes
for sale. about the topics.
Put the students in pairs to discuss the questions.
Encourage them to support their ideas with details,
NOTICE! | reasons, and examples, and to ask follow-up questions
to find out more about their partner's ideas.
¢ Direct the students’ attention to the Notice! box. i Elicit responses from the class. Ask the students to name
¢ Have them look at the underlined phrases in the celebrities whose items they would like to own, and say why.
text, and determine which things the couple own | e Discuss some examples of celebrities who are known
separately, and which things they own together. for supporting charities, for example, Oprah Winfrey,
¢ Discuss the answer as a class, noting how the : Angelina Jolie, Lance Armstrong, etc. Discuss the
apostrophe provides this information. pros and cons of celebrities supporting charities, and
elicit examples of situations when celebrity support
of a charity organization might cause problems (for
Victoria and David own the suits separately. They example, in 2013 when Lance Armstrong was cited for
taking performance-enhancing drugs, his cancer charity
own the designer collection together.
Se ee
“Livestrong” saw a drop in donations from supporters.)

> Workboo pp.4

Form
¢ Briefly review the two possessive forms used in the text.
Have the students read the article again, focusing on
the use of the possessive apostrophe.

Designed to please
 Cc
'3 Listening: to a radio call-in ¢ Remind the students that they studied phrasal verbs in
Unit 6, and elicit that a phrasal verb is a two- or three-word
Lead-in verb + a particle. Draw the students’ attention to item 1
and ask them to change their own ranges ofproducts to
Ask the class to name any celebrities they know of who,
a pronoun (them). Elicit that when some phrasal verbs are
like Victoria Beckham, have used their fame to start other used with a pronoun, the pronoun comes between the
businesses, such as a line of clothing, cosmetics, etc.
verb and particle (What do you think of celebrities who
Give a few other examples to help them get started. Elicit
bring them out?). Ask the students to do the same with
several examples, and lead a brief class discussion about item 4: | think a lot of the time they don’t even draw them
the reasons why many people choose to buy products
up themselves.
associated with a celebrity's name.
Explain that phrasal verbs are idiomatic because their
meaning usually cannot be deduced from the meaning
A
of the words in the phrase.
¢ Tell the students they are going to listen to a radio call-in * Give some examples like the one below to clarify the
show. Explain that callers are giving their opinions about difference between a verb + preposition and a phrasal
three celebrities who have started their own designer verb.
fashion companies.
¢ Put the students in pairs, and ask them to talk about what Verb + preposition Phrasal verb
they know about the three celebrities in the pictures. Have John is getting into the car. John is getting into jazz music.
them discuss what each celebrity is famous for, and list any e Draw the students’ attention to the sentences from the
movies, TV shows, or songs they know featuring each person. audio that contain a phrasal verb.
¢ Elicit some of the students’ opinions about the celebrities’ e Have the students match the phrasal verbs with their
fashion style. definitions. Remind them to use the context of the audio
to help them.
ph 3 i ine ¢ Check the answers by saying a phrasal verb, and inviting
rs ay
Answe
individual students to give the definition.
Sarah Jessica Parker (actor), Johnny Depp (actor), Gwen
Stefani (singer)

Extra: separable and inseparable phrasal

Culture note
verbs
Write separable, inseparable, and no object on
Sarah Jessica Parker, born in 1965, is an American the board. Tell the students that the verbs in Ex. C
actor and producer who is best known for her role as can be divided into these categories. Explain that
Carrie Bradshaw on the television series Sex and the some phrasal verbs can have the object between
City. the verb and particle (separable), and others cannot
Johnny Depp, born in 1963, is an American actor, (inseparable). Point out that when the object is a
producer, and musician. He is best known for the pronoun, it has to come between the verb and particle
Pirates of the Caribbean movies. of a separable phrasal verb. Explain that some other
Gwen Stefani, born in 1969, is an American singer-
phrasal verbs do not take objects. Have the students
songwriter and fashion designer. She is the lead work in pairs to divide the verbs into the three
singer of the band No Doubt. categories. Check the answers with the class.

B By) 1.36 1 separable

¢ See p. T170 for the audio script. 2 no object
e Explain to the students that they will hear two callers 3 inseparable
during the radio show: Tony and Marianne. 4 separable
Give the students time to read the statements. Elicit 5 no object
some predictions from the class about whether the 6 inseparable
statements are true or false.
Play the audio, and have the students mark the
statements true or false. D
¢ Have the students compare answers in pairs. Then check * Put the students in pairs to complete the questions, and
the answers with the class. then check the answers with the class.
* Call on individual students to correct any false * Have the pairs answer the questions and discuss them,
statements. giving reasons for their opinions.
¢ When the pairs finish their discussions, elicit responses
to each question from the class.
Extra: agree or disagree
After checking the true/false answers, have the students > Workbook p. 42, Section 4
say whether or not they agree with the callers’ opinions,
and give reasons for why or why not.
3 LISTENING: to a radio call-i
$4 Work in pairs. Identify these people if you can, and say what they
are famous for. What do you think about their fashion styles?

B 1.36 Listen to a radio call-in show. Decide if the following

statements are true or false. Choose T (true) or F (false).
Tony
1 likes celebrities who become designers. T/@
2 thinks being good in one area makes you good in other areas. T/®
Marianne ...
3 says celebrities make good designers because they understand fashion. (/ F
4 thinks it's important that celebrities create their designs themselves. Te)

C VOCABULARY: PHRASAL VERBS Match each phrasal verb in bold (1-6)

with a definition (a-f).
1. What do you think of celebrities who bring out their own _a) become successful or popular very
ranges of products? quickly
2 ... it seems that anyone whose career takes off decides to b) create plans, designs, etc.
produce a line of clothes ... c) admire
... but does that mean they can come up with good ideas? d) produce and start to sell a new
| think a lot of the time they don’t even draw up the designs product
themselves. _e) become popular or fashionable
. it takes real talent to create new designs that catch on, ‘aks ‘f) think of an idea or a plan for the
Millions of young women look up to them for what they've first time
achieved.

D [9 VOCABULARY: PHRASAL VERBS Work in pairs. Complete

the questions with a phrasal verb from Exercise C. Then answer the
questions.
1 Doyou____/oek upto any celebrity designers? Why or why not?
2 Do you think it takes talent to _come up with clothing designs that catch
on? What kind of talent do you need?
3. Should a celebrity whose career ___ takes off bring out their own line of
clothes, or are there too many celebrity designers already?
4 Does it matter if celebrity designers don’t —___ daw up the designs
themselves? Is it cheating the public?

Designed to please
A LANGUAGE IN CONTEXT Look at the picture and say what
you know about this famous person. What is she famous for?
Then read the biography and check your answer.

i i N N |5 E [R oe Profile
EOPEZ
Jennifer Lopez had been working as an actress for over a decade and she had
already appeared in seven movies by 1997, the year she starred in Selena. Her
career took off with that role, and today she is internationally famous. Many
people look up to her because she has managed to turn her success as a singer
and actress into two very successful brands of designer goods, JLo and Sweetface.

B ANALYZE Read the biography in Exercise A again.

NOTICE!
Underline the events that happened before
Form & Function Complete the table with information 1997. How do we know they happened
from the text before that date?

Tense : Form : Function : Examples

4 : describes a completed event, action, or : She had appeared

i) eee past : a k
past perfect : SOS : state that took place before an event, : in seven movies by
P Fs : action, state, or time in the past > 1997.

: : hasi h ration of an event : :

had si eas 2 elie Se : She had been working
past perfect : (2) => + : action, or state that continued up to f
been ; : . 4 - : aS an actress Tor over
i
OVTCYSESEINE) 3: EI __ te) : another event, action, state, or time in
‘fies : a decade.

C PRACTICE Complete each sentence with the verb in parentheses in

the past perfect or past perfect progressive. WATCH OUT!
1 When | saw Scott, he 2d been working __ (work) all day and he was very tired. X By 2001, she had
2 |— had finished (finish) eating dinner when the doorbell rang. mare aang out
3 By 2012, he ____had appeared _ (appear) in over 100 movies. wegen aia iat
4 Tom couldn't tell me what the problem was because he ___had
been running __ (run)
¥ By 2001, she had
and was out of breath. ores h
5 Iwas late et the F
meeting
and they had started
__U<Cs'e""C__s
(start) by the | got there. ;
time PUSOERU
Gvinsachion ENE!
line:
6 Head been designing _ (design) clothes for some time before the look caught on. a
She _had been considering
siderin (consider) a career as a designer for a long time before
she finally decided to do it.
8 By the time she was 30, her career had taken off (take off) and she was famous.

D NOW YOU DO IT Work in pairs. Look at the notes about Justin

Timberlake and use the prompts and your own ideas to talk about his
life using the past perfect and past perfect progressive.
By 2002, he ... (sing) By 2010, he ... (appear)
By 2006, he ... (release) By 2012, he ... (date)

started singing released his released his appeared in

with ‘N Sync first solo album second solo'album several movies
1995 2002 2006 ___ 2006-10

2005 2007 2012

EERSTE, aay
brought out William started dating
Rast clothing line actress Jessica Biel Jessica Biel
LE f ¥e
403 "
 Cc
4 Grammar: past pertect vs. Have the students complete the sentences with the past
past perfect progressive perfect or past perfect progressive. Review the function
of each tense, and encourage the students to think
about whether the action in the sentence is complete,
A or whether it continued over a period of time.
¢ Have the students look at the picture, tell you who the Check the answers with the class.
celebrity is Jennifer Lopez), and say what they know about
her. Have the students say what they think she is famous for.
¢ Have the students read the biography and check their Alternative
answer. Then ask them to tell you any new information Go over each sentence with the whole class first, and
they learned about her. ask the students to decide whether the verb should be
in the past perfect or past perfect progressive. Refer
them to the table in Ex. B. Then have them work in
Alternative pairs to write each verb in the correct form.
When you have elicited the name Jennifer Lopez
from the students, write it on the board in the center
of a word web / graphic organizer oval. Elicit any
information the students know about her and add it to Ask the students to identify the celebrity in the picture
the word web. After the students read the biography, (Justin Timberlake). Ask them to say whether they are
ask for volunteers to come up and add any new facts fans, and to share anything they know about him.
from the text to the word web. Put the students in pairs to read the notes. Explain that
they should use the prompts at the bottom of the page
to talk about the events in Justin Timberlake's life, using
the past perfect and past perfect progressive.
NOTICE! | Give the students time to discuss the notes using the
prompts and the correct form of the verb. Remind them
e Direct the students’ attention to the Notice! box.
that the past perfect progressive is often followed by
¢ Have them find and circle the date 1997 in the text. —
the preposition for + a time expression.
¢ Have the students work individually to underline the
Elicit responses from the class, correcting the students’
events that happened before 1997. Then have them .
use of the verb forms as needed.
compare answers in pairs, and say how they know
these events happened before 1997. “ TTSEL ALES PERTTI:
necaihle ancwe hae ce i
ossible answers __ a
een sin ng with ‘N Sync for seven years.
We know because the verbs are in the past perfect . By 2006, he had been singing with ‘N Sync for eleven
tense. years and had released two solo albums.
OEP ELON
RASTER
ARS TT A A OP FATE By 2010, he had brought out the William Rast clothing
line and had appeared in several movies.
¢ To clarify the answer, highlight that both events
By 2012, he had been dating Jessica Biel for five years.
happened before 1997, and that to talk about events
before a certain point in the past, it is often necessary
to use the past perfect or past perfect progressive.
Also point out that the past perfect progressive is often
followed by the preposition for + a time expression.
Extra: grammar practice
Write various dates on the board, e.g., 1998, 2002,
¢ Highlight that we often use the preposition by with the 2010, 2013, etc. Ask the students to write sentences
past perfect, e.g., here, by 1997. We can also use by or make statements about themselves or their family
with the time and a clause, e.g., By the time she arrived, members using the past perfect and past perfect
her friend had left. progressive, e.g., By 1998, my parents had had two
children. By 2010, | had been studying English for five
years. By 2013, | had been working for several years.
Form & Function In 1990, | had not been born yet.

e Ask the students to read the biography again, paying

attention to the past perfect and past perfect progressive.
e Ask the students to complete the table using the
biography text as a reference.
Extra: writing
¢ Highlight that had been working as an actor refers to Have the students research another celebrity they are
activity that continued steadily over a period of time. interested in, and write a short biography like the one
She had already appeared in seven movies refers to about Jennifer Lopez. Tell them to include a variety of
seven completed actions. events in the celebrity's life, and use verbs in both the
¢ Check the answers with the class. past perfect and the past perfect progressive.
¢ Direct the students’ attention to the Watch out! box.
Elicit that the first sentence is incorrect because it uses
the progressive for a single, completed action that can’t
continue over a period of time. Le Mart

Designed to please
 Cc
5 Speaking: distancing ¢ Direct the students’ attention to the sentences. If

language needed, do the first sentence with the class as an

example.
¢ Give the students time to rewrite the sentences, and
Lead-in then have them compare answers in pairs before
Ask the students to read the information in the skills panel. checking the answers with the class.
Ask them which tenses are often used to make requests or
suggestions (past tenses). Explain or elicit that using the D
past tense distances our request or suggestion from the ¢ Tell the students that they are going to role-play a
present, so that it seems less direct and therefore more situation using distancing language to make a request.
polite. Put the students in pairs, and have them choose
Write the following categories of people on the board: Student A and Student B roles. Before they begin, give
parent, teacher, boss, neighbor, brother/sister, classmate, the students time to read the situation and their roles,
friend. Ask the students for some examples of requests and think about what they are going to say. Encourage
they might make of each person, and list their ideas on the them to note down any specific requests or suggestions,
board. Then ask the students for some suggestions they using distancing language.
might make to those same people, and list those on the When the pairs have had enough time to practice, call
board. Clarify the difference between a request (asking on a few to perform their role-plays for the class.
someone to do something for us) and a suggestion (asking
someone to do something differently from the way they
have done it). Ask the students how comfortable they feel Extra: role-play
making requests of /suggestions to the people on the Give the pairs one of the following situations to
board. Point out that making requests and suggestions can role-play in front of the class to practice distancing
be difficult, especially if the relationship is very formal or
language further:
if we don’t know the person well. If we are not careful, the 1 You need to leave work early for a dentist
way we make a request or a suggestion can sound rude appointment. Ask your boss.
or offensive to a listener, so it is important to know how to
2 You need to borrow some money from a parent or
make requests and suggestions politely. other family member.
3 You are asking a friend to help you plan a party.
A BY 1.37 4 Your apartment is a mess. You are asking your
¢ See the Student's Book for the audio script. roommate to help you clean it up.
¢ Direct the students’ attention to the conversation. Play 5 You are having trouble in your math class. Ask
the audio, and have them follow along. another student in the class to help you with the
¢ Put the students in pairs to discuss what Austin’s job homework.
involves, based on the conversation between him and 6 You did not finish the project for your English class.
Celine. Ask your teacher for more time.

Austin gives people advice about color schemes and

furniture designs they might use in their homes.

¢ Have the students stay in their pairs to look back at the

conversation and find the four phrases.
¢ Call on individual students to tell you the answers.
e Refer the students to the conversation, and ask them
what verb (or modal) form comes after each of the
phrases (I was wondering if—could; | was hoping—
might; | was thinking—might; | wanted to suggest—
gerund [-ing form)).
 distancing language
O When we want to make a request or suggestion in a polite way, we often use
certain phrases with past tenses. These distance our request or suggestion from the
present and make it less direct.
A 1.37 Listen to the conversation.
Austin is an interior designer. Work in
pairs. Discuss what his job involves.
Celine: Thanks for agreeing to help me decorate,
Austin. | had been planning to ask you for
a while. | was wondering if you could come
up with some suggestions for this room.
Austin: Well, | was thinking you might use a very
bright color scheme in here, maybe bright
yellow and green.
Celine: That's a great idea! | was hoping you might
also be able to help me choose furniture.
Austin: Of course. | wanted to suggest looking
through some magazines together and
checking out some ideas.
Celine: Fantastic! I'll make some coffee and we can
get started.

B Work in pairs. Look at the conversation again and answer

the questions.
1 What two phrases are used to introduce requests?
| was wondering if ...
| was hoping you might ...
2 What two phrases are used to introduce suggestions?
| was thinking you might ...
| wanted to suggest ...

C Rewrite the requests and suggestions with the words in parentheses.

1 | hope you will help me. (hoping)
| was hoping you would help me.
2 You should paint the walls green. (thinking)
| was thinking you should paint the walls green.
3 Can you help me paint my bedroom? (wondering)
| was wondering if you could help me paint my bedroom.
4 Weshould look on the internet for ideas. (wanted)
| wanted to suggest looking on the internet for ideas.

D Work in pairs. Do the role-play. Use distancing language as in the

conversation in Exercise A.

Student A: Student B:
You have just rented a room in a house, and Your friend has asked you to help draw up
you are moving in soon. You have asked a a plan for their new room. Ask what kind of
friend of yours to come up with some ideas interior design your friend likes and suggest
to help you make it more comfortable. Talk ways in which they might make the room
about the kinds of things you would like and more comfortable.
ask your friend for suggestions.

ner
ernment

Designed to please UNIT 7 86

 IN : ATION: ’satternames that end in /s/, /f/, or /2/
A f)1 38 People’ s names that end in /s/, /{/, or /z/ add an extra syllable
Conteused with ’s. Listen and repeat.
Josh's apartment Max's studio Liz's camera Chris's shoes

1.39 Practice saying the names. Which ones add an extra syllable?
Listen and check.
Pat's brother Chaz’s friend Rick's car Beth’s sister Ros’s teacher

7 WRITING: a biography
A Work in pairs. Look at the two hotels by the interior designer
Anouska Hempel. Explain which design you prefer and why, and what you
think it would be like to stay there.
Warapuru Hotel, Brazil Blakes, London, England

wo Read the notes about Anouska Hempel Saaleanswer re eecne

What had Hempel been doing before 1962? She hadbeen living in New Zealand and Australia.
What had she done by 1978? By 1978, she had appeared in movies and TV series and had moved to the U.K.
By 1999, how long had she been acting? By
1992,she had been acting for 36 years. _
=
>
WN What had she designed by the end of 2010? By 2010, she had designed
two hotels and
decorated her own yacht.

C Write a short biography of Anouska Hempel in your notebook. Use your

answers to the questions in Exercise B to help you start.
Before she moved to the U.K. in 1962, Hempel had been ...
 e a . B

6 Pronunciation: ‘S after Names ¢ Have the students share anything they know about
that end in i sj. jaye or Jip Anouska Hempel and her life and career.

A BR) 1.38 Culture note

e See the Student's Book for the audio script. Anouska Hempel, born in 1941, is a New Zealand-
e Have the students read the introduction and the phrases born TV and movie actress who has become a well-
with the possessives. known hotelier and interior designer.
e Play the audio once, and have the students listen. Then
play it a second time, and have the students repeat the
¢ Have the students read the biographical notes about
phrases.
Hempel, and give them time to read the questions. Ask
* Call on individual students to say the phrases. Correct
them to write their answers, and remind them to use the
pronunciation as needed.
past perfect and past perfect progressive tenses.
1D 1.39 e Put the students in pairs to compare answers. Then elicit
B the answers from the class.
e See the Student's Book for the audio script.
¢ Have the students practice reading the possessive Cc
Poleses inonicually. ¢ Tell the students that they are going to use their notes
¢ Ask for volunteers to tell you which phrases add an extra about Anouska Hempel to write a short biography,
syllable on the possessive.
similar to the ones they read earlier in the unit.
e Play the audio, and have the students check their
e Have the students turn back to p. 85, and reread the
pronunciation.
biography of Jennifer Lopez. Elicit the examples of the
past perfect and past perfect progressive in the text,
. and remind the students that they should use those
Alternative forms in their biographies as well.
lf the students are self-conscious about repeating Point out the prompt, and tell the students that they
phrases aloud to themselves, put them in pairs and should start their biographies with this partial sentence,
have them take turns saying the possessive phrases. and then use the answers they wrote to the questions
in Ex. B to complete the biography. Elicit a possible
second sentence for the biography from the class.
oot A Circulate while the students are writing, making sure
7 Writing: a biography they are using the target verb tenses correctly and
helping as necessary.
: e Have the students exchange biographies, and check
Lead-in their partner's usage of the past perfect and past perfect
Tell the students they are going to learn about a famous progressive.
interior designer from New Zealand, and write a biography
about her. Ask the class for a definition of biography (a
factual account of another person's life). Review some of Extra: homework
the biographical information they read about celebrities
Ask the students to choose a building in their city or
earlier in the unit (Jennifer Lopez and Justin Timberlake).
country, or a famous building someplace in the world
A that has a unique design. Have them research the
building's designer and then write a short biography
¢ Direct the students’ attention to the pictures of the two
of them, using the past perfect and past perfect
hotels. Ask them to say which design they prefer, and
progressive.
which hotel they would prefer to stay at. Encourage
them to give reasons for their preferences, and to use
adjectives to describe the design and what they think it
might be like to stay at each one.

Designed to please
~ lifeSkills: showing initiative * Give the students time to read the paragraphs (pointing
out that 3 and 4 are on p. 89). Remind them that they
Step 1: Understand ways of showing initiative. (Ex. A, should think as they read about whether the person
BoB) shows initiative, as well as what those who don’t show
Step 2: Identify opportunities to show initiative. (Ex. B, initiative could have done differently or better.
Ex. D) ¢ Put the students in pairs to discuss their ideas.
Step 3: Be proactive and find practical solutions. (Ex. D, ¢ When the pairs have finished their discussions, ask
Ex2E) the class whether the person in each situation shows
Lead-in initiative, and why or why not.
¢ Elicit suggestions from the class for what Justin and
Read the target skill aloud, and invite the students to
Lauren could have done differently and list them on
tell you what they think showing initiative means. Elicit a the board. Encourage the students to support their
definition for showing initiative (being self-motivated and ideas with examples from personal experience. Ask for
having the ability to think creatively and solve problems volunteers to say which ideas they think would work
independently). best, and why.
Give or elicit examples of what the students can do to
show initiative: ask the teacher questions when they don’t
understand, review material regularly on their own, ask
their peers for help solving problems, etc.
Ask the students to think about why it is important to show
initiative and elicit some of the possible benefits. Explain
that people who show initiative are often in leadership
roles and are people who have the power to improve
situations and make things work better. As a result, the
ability to show initiative is often one of the traits employers
look for when hiring or promoting employees.
Then highlight the three-step strategy to develop the skill
of showing initiative.

A
¢ Give the students time to silently read the definition
of initiative and say how it compares to their original
definition.
Ask the students to think of a time when they showed
initiative in some aspect of their lives, for example, at
school, at their job, in a relationship. Give them time to
make some notes, if needed.
To help the students get started, you may wish to
provide a model by sharing a few of your own personal
anecdotes about showing initiative.
Put the students in groups to explain how they showed
initiative and what the results were. Circulate during
the students’ discussions and encourage the students
to ask follow-up questions to find out more about their
classmates’ experiences.
When the students finish their discussions, call on a
few individuals to explain the ways they have shown
initiative.

Alternative
The students may also discuss a time when they
wished they had shown more initiative, and the
consequences of not showing initiative.
 NITIATIVE initiative /I'nifat IV/ (n.) the ability to decide in an
independent way what to do and when to do it. When you
ways of showing initiative. show initiative, you make decisions without being told what
to do. You need to have the ability to analyze the situation,
nities to show initiative.
weigh the pros and cons, and come up with solutions that
d find practical solutions. are effective.

A Work in small groups. Read the

definition of initiative. Can you think
of a time when you showed initiative?
Explain what happened.

B Work in pairs. Read paragraphs 1-4

and decide which of the people show
initiative. For those who don’t show
initiative, suggest what they could have
done differently.

Lauren takes a call from an important client. Megan works in a department store. She sees
Her manager is out of the office, and the client many young mothers trying to shop with
says it's very important. Lauren suggests that children and she notices that the children soon
the client call back later, when her manager get bored and want to leave the store. She
might be in the office. suggests to her manager that they create a
play area for children. The manager agrees and
Does Lauren show initiative? [] yes no
makes Megan responsible for the play area.
If not, what could she have done differently?
he ge ee =
INE COU ave as SG for a message
Does Megan show initiative? yes L]no
If not, what could she have done differently?

Designed to please (si ewyAlme 1:

 =

Nathan’s boss hasn’t arrived at work yet and Justin works in a pizza parlor. He notices that
he can’t get in touch with her. Nathan knows the place is very quiet on weekday mornings.
that his boss has an important meeting that He finds himself standing around a lot at those
morning so he decides to contact the other times. He gets bored until the manager gives
people who are coming to the meeting and him a task to do. ; x
rearrange it for an hour later. Does Justin show initiative? [] yes [no
Does Nathan show initiative? Myes [no If not, what could he have done differently?
If not, what could he have done differently? He could have thought of useful tasks (cleaning,
organizing supplies, etc.) to do when the pizza parlor is
quiet. He could also have suggested ways of attracting
more customers at quiet times, perhaps with special offers.

Cc 1.40 Listen to this man describing his situation

at work. What is he worried about?

D Work in pairs. Make an action plan for the man.

Decide what he should do over the next few weeks.

volunteer fo Ace the. Pears

° volunteer to give a presentation about the work
of his department at the conference
e-suggest setting up-meetings with-possible
clients at the conference
° offer to help create sees or other publicity
foran event
¢ go through local business directories to find
possible new clients
® call possible clients and try to set up meetings
withthem
© arrange a dinner with a number of possible new
clients, etc.

E Report back to the class. Tell them what you

suggest the man should do. Compare the ideas you
hear with your own ideas.

F Work in groups. Discuss the questions.

1 Do you think you would find it easy to show initiative?
Why or why not?
2 Are there any possible risks of showing initiative? Explain
what they might be and what you might do about them.

REFLECT ... How can the skill RESEARCH ...

of showing initiative be useful to —@ _‘ Find out about performance reviews. What are they
you in Study & Learning and Self & and how do people feel about them? What kind of
Society? questions do you need to be prepared for?
G By) 1.40

¢ See p. T1170 for the audio script. ee REFLECT

* Explain to the students that they are going to hear a ¢ Discuss the question with the whole class. Ask the
man talking about a situation at work. Tell them they students to say what they feel are the most useful points
should listen for what the situation is and what the man they learned from this lesson, and how the skill of showing
is feeling worried about. initiative might be useful in the domains of Study &
¢ Play the audio once and have the students summarize Learning and Self & Society, either now or in the future.
the situation with a partner. Then check whether the * Elicit the following ideas: solving problems more quickly
students need to hear it again. and effectively, maximizing their potential as a leader,
* Elicit the reason the man is feeling anxious. improving challenging situations, making things go more
smoothly in relationships with friends, family members,
and co-workers, etc.
He has an upcoming annual performance review (his
first) and is unsure how to respond to questions about
his leadership qualities and ways in which he shows Extra: role-play
initiative. He is also worried about how to show initiative Create, or have the students create, work-related
at the conference, and what to do to attract new clients. role-play situations in which a group works together
to solve an issue or a problem related to design. For
D example:
p
Your company is growing, and you have just hired ten
e Explain that the students are going to come up with a
more staff members. However, you have a small office
plan of action that will help the speaker in Ex. C prepare
and do not plan to move yet. You need to redesign
for his annual performance review.
the office to make space for ten more desks.
e Put the students in pairs to complete the task. Go over
the language in the How to say it box and encourage Your school is considering requiring all students to wear
the students to use it in their discussions. a uniform (or redesigning its current uniform). Come
e Tell the students that they will need to report their plan up with an idea for a uniform design that captures the
to the class, so they should write down their ideas. school’s character and allows for comfort and style.
¢ Circulate during the students’ discussions, and offer
help and suggestions as needed. :
=*, RESEARCH
¢ Go through the task and check that the students are
¢ Call on pairs to report their plans to the class. Following
clear about what they have to do.
each pair's presentation, encourage the other students
e Suggest some newspapers, magazines, or websites
in the class to suggest which ideas they think were
where the students may find examples of performance
the best.
reviews.
F e Have them share their findings in class. Lead a class
discussion about what they found, and how they think
e Put the students in groups to discuss the questions. employees should prepare for a performance review.
Encourage them to think about the people in Ex. B and e Asan alternative, suggest that the students research
the man in Ex. C to help them decide how they would movies or TV shows that are set in a workplace, and
feel in certain situations. ~ have them watch for examples of people who show
* Have the groups discuss their ideas oe 2 class. initiative (or a lack of initiative) and to note the results/
ee eal tiie! Ways It is,important to consequences. Some possible ideas include The Office,
show initiative in the domain of Work & Career. Ask for Parks and Recreation, 9 to 5, Office Space, Clerks, The
examples from any jobs the students have done. Man in the Gray Flannel Suit.

Alternative
You can also discuss with the students the possible
negative consequences of not showing initiative.
Highlight the fact that what may come easily for
some people in relation to showing initiative can be a
challenge for others, and elicit that the students can
reach out to others for help and support in situations
when they feel it is difficult to show initiative at first.

Designed to please
 Alternatives
With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the they start, and discussing how they should go about
Language wrap-up exercises: them. For example, if they have to fill in the blanks
e inclass as a test
in a text, encourage them to read through the whole
e inclass as a review
text first to get an idea of the general meaning of it. If
e as homework
they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
whole sentence first to understand the context.
Ask the students to do the exercises in test conditions,
You can also use the Language wrap-up to review the
and give a time limit (e.g., 20 minutes).
material in the unit with the class and work on the
Check answers with the class and deal with typical errors
exercises together as a class activity. In this case, you
or problems.
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
main points to clarify any misunderstandings before they
If you decide to do the exercises in class, you can
begin an exercise. Similarly, you can ask the students
approach the Language wrap-up as a two-step review.
First, ask the students to do the Vocabulary section
to first work in pairs to check the meanings of words to
individually. When they finish, ask them to check their
be used in fill-in-the-blanks exercises in the Vocabulary
section.
answers carefully, and then put them in pairs to compare
Note that the more assistance you give the students, the
answers and discuss any differences.
higher the score you should expect them to get when
You can then apply the same procedure to the Grammar
they do the exercises.
section.
Self- and peer-correction are two excellent ways of
developing learner independence and creating a
1 Vocabulary
cooperative learning environment. Go over the words and phrases in the box. Call on the
students to say them aloud and correct pronunciation
Homework and stress as needed.
lf you give the exercises for homework, you can ask Encourage the students to read through the whole text
the students to do them in test conditions, i.e., without before they choose the correct word for each blank.
referring to the language they covered in the unit, their Remind the students to use the context of the sentence
notes, the Grammar reference section, dictionaries, etc. to help them choose the correct words.
Give them a time limit (e.g., 20 minutes). Have the students complete the task individually and
Check answers with the class in the next lesson and deal then compare answers in pairs.
with typical errors or problems. Call on individual students to say the sentences,
The scoring system has been designed to give the inserting the correct answers. Ask the rest of the class to
students an idea of the progress they are making. Each say whether the sentence is correct or not.
section has a total score of 10 or 12, depending on the
complexity of the language covered and the nature 2 Grammar
of the exercises. Whichever approach you take to the Encourage the students to read through the whole
Language wrap-up, after checking the answers to each text first before filling in the blanks and correcting
section, ask the students to write their score. If they the mistakes. Encourage them to focus on the overall
have a score lower than 8 (out of 10) or 10 (out of 12), meaning and context of the story, and choose the
direct them to the appropriate sections of the unit and correct form to convey the meaning.
encourage them to read them again for homework. Check the answers by calling on individual students to
After that, ask the students to complete the exercise(s) read the sentences of the paragraph aloud, inserting the
again at home. correct forms.
Complete the paragraph with words from the box. (12 points)
affordable bring catch comeup innovative manufacture
miniature personalized take template top quality unique

Myamazingdesign.com is an (1) —/0novative _new website for anyone who has ever
dreamed of being a fashion designer. Simply (2) _©O™M*® YP with aay ___unigue_ idea
for a new fashion trend in clothing or accessories and send your design to us. The design
can be (4) personalized with your name or logo. We will (5) _manufacture_ a (6) _miniature_
3D model of your design and send you the model as well as a digital (7) template_
that can be used to create a full-scale model. All the designs will be shown to the very
best (a) quality
t0P designers in the field. The low cost makes it an (9) affordable _way
to find out if your designs are going to (10) ___take __ off. Who knows? Maybe your
idea will (41) catch___ on and you'll (42) 2/99 out your own fashion range.
Your career in fashion design starts here!

J phrasal verbs connected to design.

_and 3 on pages 82 and
84. BOSS ie

Read the paragraph. Correct the mistakes with apostrophes and

complete the sentences with the verbs in the past perfect or past perfect
progressive. Write your answers on the lines below (12 points).
Stella McCartney is a British fashion designer as famous for her innovative designs as
for her (1) fathers’ celebrity status. Daughter of the former (2) Beatles’s bass player and
singer, Paul McCartney, her childhood was spent traveling around the world with her
(3) parents’s band Wings. By the time she was a teen, Stella (4) ______ (already design)
her first jacket. Before bringing out her own fashion label in 2001, she (5) (work)
for famous designers in Paris and Milan for over two years. By 2003, she (6) ____. (open)
53 stores worldwide and (7) (launch) her own perfume. Influenced by her
(8) mother campaign against animal cruelty, Stella refuses to use animal fur or leather
in her fashions. Many people admire (9) Stellas brand name which promotes ethical
and sustainable fashion. She (10) create fashionable and ethical clothing for many years
before she was appointed designer of the British (11) athlete’s uniforms in the London
Olympics in 2012. It was the first time a fashion designer (12) ______ (be) responsible for
the design of the British Olympic and Paralympic Team uniforms.
(1) father's (5) had been working (9) Stella's
(2) Beatles' / Beatles (6) bad opened (10) bad been creating
(3) Parents: (7) had launched (11) athletes’
(4) had already designed (8) mother's (12) had been

apostrophes, the past perfect, and the past perfect

and 4 on pages 83 and 85. SCORE: /12

Designed to please UNIT7 90

 | stayed at the da Vinci Hotel in London for three days last April because | wanted to visit some

CD
popular art exhibitions in the city. The hotel’s exterior has the appearance of an old-fashioned
18" century town house, but inside it is full of surprises. Each room is designed in the style of a
different artist so that whatever room you choose to stay in, you will have a unique experience.
| chose the van Gogh Room, which was decorated to look like one of van Gogh’s most
famous paintings, Bedroom in Arles. This was done so effectively that | felt as if |had traveled
back in time to when he painted it in 1888. The room was simply furnished and the dominant
Jeff Conley colours were yellow and bright blue, reminding me of the sunflowers and the sky of the south
Peeve of France. It was delightful to be surrounded by furnishings of such unique character and
atmosphere.
| also enjoyed eating in the hotel’s restaurant, which offered an innovative combination of Italian
2 helpful cae = . : : 4
votes and Japanese cuisine. It was disappointing to find that breakfast was not included in the price;
however, the service was friendly. The hotel is conveniently located near art museums and
galleries. The main drawback was the traffic noise because my room overlooked a busy street,
but this is difficult to avoid in central London.

B Complete the phrases with words from the text in Exercise A.

Expressing approval Expressing disapproval
You will have a __UN'SGUE experience. It was Gis2PP2iNtiNg to find that ...
It was —Gelightful__ to be surrounded by... The main —drawback _ was ...
lalso__©Moved eating in...

C Either choose a hotel from the picture on page 87 or a hotel that

you have stayed at in the past. Make some notes under the following
headings before you start to write: room, location, food, service.

D Write your review. Remember HOW ARE YOU DOING?

to include some positive and some
negative points. Write about 200 CO |used phrases to express my opinion.
words. ©) | described several aspects of the hotel, including the design.
©) | balanced positive and negative comments.
Writing workshop: writing Extra: review practice
a review Put the students in pairs, and give each pair a set of
cards of written prompts about various aspects of a hotel.
Include a “+” ora wom to indicate whether they should
Lead-in ens ;
Si
make a positive or a negative review, for example:
Ask the students what a review is, and what the purpose is the pool +
(a written or spoken opinion about something—a movie, thereoniein es
book, restaurant, product, etc.—which either recommends the-tood atthe restaurenie
it to others or advises them against it). Ask the students the service at iheirestatea nies
whether they ever consult reviews before buying a product Have the students take turns choosing a card and
or using a service, and if so, what kinds of products/services. giving a review using one of the phrases in Ex. B.
Ask for a volunteer to talk about an experience when they
stayed at a hotel, and to say what they liked and disliked
about the place. Tell the students that they are going to Cc
read a review of a hotel, and then write their own. ¢ Have the students read the instructions.
¢ Elicit some additional categories to include in their
A reviews. Encourage the students to think of their own
e Have the students look at the pictures. Elicit some of experiences, if applicable.
the similarities and differences between them, and ask * Give the students time to make some notes describing
the students which place they would be more likely to the aspects of the hotel.
choose to stay at, and why.
¢ Give the students time to read the review. Answer any
questions about unfamiliar vocabulary. Alternative
° Ask which place is being reviewed, and elicit some of If the students have not stayed in a hotel recently,
the words and phrases that indicate the answer, e.g., encourage them to write a review of a restaurant or
Hotel, town house, designed in the style ofa different other service they have used recently.
artist, the van Gogh Room, to be surrounded by
furnishings of such unique character.
e Ask the students about the reviewer's overall opinion a
of the place, and whether they would recommend it to ¢ Have the students write their reviews in class or for
others. Ask which aspects of the place received positive homework. Remind them to write about 200 words.
reviews, and which received negative comments. e Encourage the students to use new language and
structures from the unit in their writing. Give extra credit
5 for including the verb tenses or vocabulary from the unit.
¢ Give the students time to review the prompts.
¢ Have them complete the phrases individually, and then How are you doing?
compare answers in pairs. e Ask the students to read the statements and check the
¢ Check the answers with the class. ones they believe are true.
e Ask them to discuss their reviews with another student
in the class and identify things they could improve on
Extra: alternative answers next time.
Have the students work in pairs to come up with as
many alternative words as they can to complete the
blanks in Ex. B, for example:
Expressing approval: wonderful, delightful, thrilling,
fantastic; great, amazing, enjoyable; liked,
had a great time
Expressing disapproval: unfortunate, depressing;
downside, disadvantage

Extra: online reviews

Have the students research travel review websites, and
list examples of additional useful phrases they can use
to express approval and disapproval.

Designed to please
 Unit opener
Unit opener (p. 93) 20 min. Lead-in

STU TEMES as TS Ask the students to look at the unit title and the pictures, and
would prefer (p. 94) 40 min. predict what the unit will be about. Ask them if they have
2 Reading: biographical profiles _(p.94) — 30 min. ever seen similar housing, or homeless people like the man
* Vocabulary: social issues 15 min. pictured. Refer to the title and ask if they think homeless
3 Listening: for main ideas ve} (p. 96) 30 min. people are getting a fair deal. Direct the students’ attention
4 Pronunciation: the contracted to the points in the unit objectives box and go through the
information with them. To get your students to think about
form of would (6. 96)2 21 S-min
the skills being developed in this unit, ask them to look at
5 Speaking: talking about
the questions in the cogs.
social justice (p. 97) 30 min. Listening: for main ideas
* Vocabulary: social justice 15 min. ¢ Remind the students that learning to listen for the main
6 Grammar: noun clauses as ideas will help them understand lectures better. Explain
subjects (p. 98) 40 min. that speakers often use words or phrases before main
7 Writing: sentence variety (p. 99) 30 min. ideas to help listeners recognize when a main idea is
lifeSkills: understanding rights and being delivered. Give them time to suggest phrases to
answer the question.
responsibilities (Self & Society) (p. 100) 50 min. ae :
‘ : ; Writing: sentence variety
ee roadaple tiers ¢ Tell the students they will learn ways to write a variety
lesson (Study & Learning) 50 min. of sentences in this unit. Ask the question and elicit
* Optional downloadable lifeSkills answers. Explain that using a variety of grammatical
lesson (Work & Career) 50 min. structures makes their writing more academic and more
Language wrap-up (p. 102) 20 min. interesting.
Speaking workshop: proposing a lifeSkills: understanding rights and responsibilities
sataher (p. 103) 30 min. e Ask the students if they agree that we all have rights
and responsibilities in the different roles we play. Ask
Video and downloadable video worksheet 45 min.
them to think of the roles they have in their lives. Elicit
other family relationship roles (siblings, aunts/uncles,
grandchildren), specific work roles (babysitter, office
worker, employer), and other answers.

Competence developed CEF Reference (B2 competences)

1 Grammar can correctly use would rather and would prefer Table 1;Table 2; Sections 5.2.1 2; OA. ra7; 6.4.7.8
2 Reading can read and understand biographical profiles Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4; 4.5.2.2
3 Listening can listen for main ideas Table 1; Table 2; Sections 4.4.2.1; 4.5.2.2 _
4 Pronunciation —_can correctly pronounce the contracted form Section 5.2.1.4
of would pe ; ;
5 Speaking can talk about social justice Table 1; Table 2:Geckos 4.4.1.1: 4.4.3.1: BABS: 452.45,
Senate 9.2.1.2; 9.2.3.2
6 Grammar can use and understand noun clauses . Table 1; Table 2; Sasha 5.2.1t2, OA Oey gis :
as subjects : SAA ee
7 Writing can use connectors to make writing more Table 1; Table 2; Sections 4.4.1 ae 4.5.2.1; Dies oF 5.2.1.6 i
interesting
 A FAl
_IN THIS UNIT YOU
learn language to talk about social
problems and solutions
listen to a lecture about fair trade

.
write about international aid

read about celebrities involved in

c
"
humanitarian work

E
talk about social problems
learn about rights and
responsibilities n
watch a video about a scheme for 0
lending money to small businesses
in the developing world

E
What phrases help you
identify the main ideas in a
lecture or a talk?

Why is it important to use

a variety of grammatical
structures in your writing?

LIFE understanding rights and responsibilities

We all have rights and responsibilities as
SKILLS citizens, parents, children, students, and ©
workers. Why is it important to be. aware
SELF
& SOCIETY
A fair deal?
 A [4 work in pairs. Discuss the questions.
1 What does the infographic show? What information does it give us?
2 What other types of social inequality exist? Use the pictures to help you.

Global Wealth Distribution

a Eee

Each horizontal band

represents an equal fifth
of the world’s people
World population World income ee os Hes
M Richest 20% 82.7%
Second 20% 11.7%
Third 20% 2.3%
@ Fourth 20% 1.9%
@ Poorest 20% 1.4%

B ff work in groups. Discuss the questions.

1 Do any types of social inequality exist in your country? If yes, what are they?
2 What are some ways we can try to reduce social inequality?

93)
A
Ask the students if they know what an infographic is. Have the students work in groups. Ask them to
Define it if necessary (a visual representation of a lot brainstorm ways to reduce social inequality, both locally
of complex information in a quick and easy way). Give and in the world.
examples (weather maps, illustrations accompanying Listen to their ideas as a class. Note that answers will
directions on how to make things, public transportation vary, and the aim is to encourage critical thinking and
maps, etc.). for the students to have the opportunity to express and
Put the students in pairs. Ask them to look at the explain their ideas.
pictures and the infographic. Elicit or explain vaccine/
vaccination (something put into the body, usually by
injection, in order to provide protection against a Alternative
disease), and soup kitchen (a place where food is given
If students find answering the questions difficult,
to people who are hungry). Give them time to discuss
answer the first one together as a class. Brainstorm
the questions. a list of types of inequality. You could include
Listen to their ideas as a class. Point out that answers
these types if students don’t think of them on their
will vary depending on what they know about other
own: economic, healthcare, education, gender,
countries. Remind them that everyone may have
racial. Explain a specific example to the students:
different opinions. Sometimes men are paid more than women for
the same job. Give the students time to work with
a partner or small group to choose one type of
Culture note inequality and think of ways to reduce it.
Although modern technology has made it much
easier to create infographics, they have existed for a
long time. For example, in 1626, Christoph Scheiner
wrote a book about the sun. In that book, he included
illustrations showing how the sun rotates. The famous
nurse, Florence Nightingale, used infographics to
show the number and causes of death during the
Crimean War. She used her infographics to persuade
Queen Victoria to improve the conditions in the
military hospitals.

Alternative
Ask the students which numbers they found most
surprising, and why. Encourage them to discuss any
differences in opinion.

Culture note
A soup kitchen is a place where food is given to
people who are hungry. The food is free or served at
a very low price. Most soup kitchens are located in
poor areas and are staffed by volunteers from local
charitable organizations. Soup kitchens got their name
because many locations only served (and still only
serve) soup because soup is a low-cost and easy way
to give nutritious food to a large number of people.
The earliest soup kitchens date back to the 1790s.
Soup kitchens are now available throughout the world.

A fair deal?
 Cc
| rammor: would rather ¢ Ask the students to complete the exercise individually.

aa would prefer e Direct the students’ attention to the Watch out! box and
make sure they understand that the second sentence is
incorrect, because would rather is followed by the base
Lead-in form, not by the infinitive (with to). Write extra examples
Ask the students to name as many charities as possible, on the board if necessary.
e.g., United Way, the Salvation Army, the American e When you check the answers, make sure the students
Cancer Society, Feed the Children, Habitat for Humanity understand why each answer is correct.
International, Goodwill. Then ask if anyone has ever
donated to a charity, and if so, which one(s), and why.
e Ask the students to read the instructions. Explain
A BY) 2.01 that the events listed are common ways that charities
e See the Student's Book for the audio script. earn money or gather donations of items to give
¢ Refer the students to the picture. Have the students away.
read the questions. e Put the students in pairs and ask them to choose one
e Play the audio and have the students read along. Then or more of the events that they feel would be most
elicit the answers from the class. effective and easy to organize.
e Ask each pair to discuss the reasons for their choice.
‘Answers Give them time to work individually first, thinking of
ideas and making notes if they wish. Then allow enough
No, she isn’t. She'd prefer to start her own campaign. time for discussion.
e Remind them to use would rather and would prefer in their
discussion. Tell them to pay attention to the following verb
NOTICE! form.
e When they have finished, ask each pair to present their
¢ Direct the students’ attention to the Notice! box. | choice to the class and to explain it.
Have them find and underline all the examples of
prefer and rather in the conversation.
e Ask the students what kind of verb follows each
example.

is .
2 Reading: biographical
profiles
An infinitive verb (or an object + infinitive) follows
prefer.
A base form verb or a past tense verb in a clause
follows rather. Lead-in
Direct the students’ attention to the pictures on p. 95 and
ask them if they know who the two women are (Angelina
Jolie and Shakira). Ask the students what they know about
Form & Function these two women and make a list on the board.
Have the students read the conversation again, paying
attention to prefer and rather. A
Point out that the table presents the function and form e Present the questions in the Student's Book. Give the
and gives examples of would (‘d) rather and would (‘d) students time to read the profiles to find the answers to
prefer. Remind the students there is a difference between the questions.
expressing their own preferences and someone else's. ¢ Check the answers. Ask the students to explain what
Make sure the students notice that the phrases can be part of the profile helped them find each answer.
used in either a positive or negative way.
Ask the students to complete the table using examples
from the text in Ex. A. ¢ Remind the students that reading for details is an
¢ Check the answers with the class. important part of studying. Discuss skimming and
scanning for details, too.
e Put the students in pairs. Give them time to check for
Extra: speaking the details mentioned in the biographical profiles.
Ask the students to write sentences about themselves ¢ Check the answers as a class.
and their friends using the four forms in the table.
Have them share their sentences with the class, or
create small groups for sharing.
 ] y would rather and would prefer
A Fe) 2.01 LANGUAGE IN CONTEXT Listen to the conversation. Is Kate
in favor of donating to charities? Why or why not?
Kate: | think we should get more involved in campaigning for social justice and equality.
Josh: Do you mean donating money to charity or something?
Kate: No, not really. I'd rather we didn’t just donate money. I'd rather we took some
positive action ourselves instead. You know, like collecting clothing for the
homeless, or starting a food bank.
Josh: So does that mean you’d rather not work through a charity?
Kate: Yes, | think |’d prefer not to do that. I'd rather get directly involved and =
start our own campaign. NOTICE!
Josh: Yes, I'd prefer to do that, too. | think most people would prefer charities :
to organize campaigns, but it would be cool to start our own! Underline examples of prefer
and rather. What kind of
B ANALYZE Read the conversation in Exercise A again. verb forms follow each one?
Form & Function Complete the table with examples from the text.
Function : Form : Example

express the subject's would rather (not) + base form 2 (1) = ou’d rather not work through
a charity?
preference about their own: : (2) I'd rather get directly involved ...
actions :Meta fatetas lalate sfutalalofule\>’ cla/atalstavels/sihialulwis;0j clea jo\ainieve\els/a/«) ie Vetele siuse)s\aieia\alai :ainiele ‘nelayayovaiaya-ai6 uuevdra'h sald(ahate, ahipave a,© Byptaie eueasje. erate dW] Maw k aye a reat eosfale

: would prefer (not) + infinitive : (3) I'd prefer not to do that.

: (4) I'd prefer to do that

express a preference about : would rather + subject + (negative) base : (5) /d rather we didn't just donate money
the actions of the subject : form in past tense : (6) [‘d rather we took some positive action...
and someone else, or :mietetatets ateiairie)ose cieinvetelotalelel eis p/sic/sisla(tiaisles sisieisls alsvess ie.» cleisisisiajelsinatene ate :o:0 079[as)e,u ofa e\e'c[oisjeja(eia bincke!so, alu(aibinimweiviv.eie y,e\eleta sin,a'e ‘ :mevsinreiolela isles

someone else alone : would prefer + object + (not) + infinitive: (7) most people would prefer charities to_
: organize campaigns,

C PRACTICE Choose the correct options to complete the sentences.

I'd ratherGtarb/ to start my own campaign.
I'd prefer get /€o
gebdinvolved directly. WATCH OUT! i
They'd prefer us donate /o
donat®money to a charity. U7 Ae ARS Bante q
We'd rather theydidn’t organiz&/ not organized the campaign. M (eon ona pane ak
You'd preferfot to worky not work for a charity. Eel eaSTRN ues
aout
WN
= I'd rather didn’t raise / Got rais® money on my own. seen — |

D NOW YOU DO IT Work in pairs. Your school is planning a charity event.

Discuss what kind of event would be most effective and easy to organize. Say which
one(s) you would prefer to do and why.
¢ fashion show ¢ — charity run ¢ bake sale ¢ clothing drive ¢ basketball game

2 biographical profiles
A Read the profiles on page 95. Answer the questions.
1 Who works to help people who have had to leave their home country? Angeline
2 Who works to help promote education? Shakira
3 Who also works to protect animals? — Angelina _
B Work in pairs. Look at the details mentioned in each biography
and write A (Angelina), S (Shakira), B (both), or N (neither). Discuss the
evidence for your choices.
date and place of birth 8 causes they support B awards/recognition they received 8
occupation B charities they are involvedin 8 reason why they became
what they studied A how they raise money N interested in humanitarian issues =©
how they became famous B

A fair deal?
 ' Angelina Jolie was born on June 4, 1975 in Los Angeles, California. Her parents were both movie
actors and she began acting at a young age, studying at the Lee Strasberg Theater Institute at the
age of 11. She later majored in film studies at New York University. At 16, she took up a career in
modeling. She started acting in movies in the 1990s and in 1999 won an Oscar for Best Supporting
Actress in the movie, Girl Interrupted. She has since become one of Hollywood's top names, having
starred in over 30 movies.

? Off-screen, Angelina Jolie devotes considerable time and money to humanitarian causes. One
of her main interests is helping internationally displaced persons. She began visiting refugees
in camps around the world to draw attention to their needs. She was appointed as a Goodwill
Ambassador for the United Nations High Commissioner for Refugees (UNHCR). She also received
the Global Humanitarian Action Award from the United Nations Association of the U.S.A. for her
activism on behalf of refugee rights. In addition to forming the Jolie-Pitt Foundation, whose aim
is to help eradicate poverty and conserve wildlife, she regularly donates money to organizations
such as Doctors Without Borders and travels the world drawing attention to global issues.

' Born on February 2, 1977, in Barranquilla, Colombia, Shakira is a

hugely successful pop singer and dancer. She wrote her first song
at the age of 8. Her music is a blend of Latin, rock, and Arabic music
styles. Her hit album, Pies Descalzos, meaning “bare feet,’ sold more
than 3 million copies. By 2012, her U.S. album sales had reached
nearly $10 million and her worldwide album sales had reached
more than $70 million. She is the highest-selling Colombian artist
of all time.

*In addition to her busy music career, Shakira is known for

philanthropic work in her native Colombia. As a young girl, she
often saw street children who slept in the park each night and she
promised to do something to help them someday. After achieving
her phenomenal musical success, she created the Fundacion Pies
Descalzos (Barefoot Foundation) to fight against social injustice.
The aim of the foundation is to help underprivileged children
escape a life of poverty. Since 2003, it has opened six schools
in Colombia providing education, nutrition, and counseling to
more than 4,000 children and their families. Although it is based
in Colombia, the Barefoot Foundation is planning to expand to
other countries and has started projects in South Africa and Haiti.
Shakira is also a UNICEF Goodwill Ambassador and was named a
member of President Obama's Advisory Commission on Educational
Excellence for Hispanics in 2011.

C VOCABULARY: SOCIAL ISSUES Match the words (1-8) with the definitions (a-h).
4 humanitarian (adj./n.) a) a situation that is not fair or equal
2. refugee (n.) b) the state of not having enough money to pay for basic needs
3. ambassador (n.) c) someone who leaves their home country because it is not safe there
4 foundation (n.) d) helping people, especially by giving money to those who need it
5 philanthropic (aqj.) e) not having as many advantages as other people
6 poverty (n.) f) an organization that provides money for a charity or things such as
medical research
7 underprivileged (aqj.) g) concerned with helping people who are suffering
8 injustice (n.) h) someone who represents an organization

D 4 VOCABULARY: SOCIAL ISSUES Work in pairs and discuss the questions.

1 Which humanitarian causes do you feel are most important in the world today? Why?
2. What do you think is the role of a Goodwill Ambassador for an organization like the UN?
3 What do you think is the best way to help refugees? What about people who live in poverty?
4 What kind of social injustice is most serious in your country, in your opinion?
 D
Extra: reading skills Give the students time to read the questions.
Draw the students’ attention to the information on Put the students in pairs to discuss answers to the
the board about Angelina Jolie and Shakira. Ask the questions before holding a whole-class discussion.
students to identify any facts that were mentioned in
the profiles. Point out that activating prior knowledge
about a topic before they read will help them Extra: in your own words
understand the material better during the reading Have the students write a few sentences in their
process. own words about the importance of charity work.
Encourage them to use the grammar and vocabulary
from this section.

Culture note
Angelina Jolie’s recent movies include Maleficent, The
Tourist, and Salt. She's also the voice of the Tigress Extra: homework
in Kung Fu Panda. Jolie is married to Brad Pitt and Ask the students to write a paragraph about a famous
together they have adopted several children from humanitarian. If the students need help thinking
around the world. of someone, provide this list: Ricky Martin, Nelson
Shakira is a Colombian singer-songwriter, dancer, Mandela, Mother Teresa, Princess Diana, Florence
and model and is known for her hit songs Whenever Nightingale, Audrey Hepburn, Mia Farrow, Ben Affleck,
Wherever and Hips Don't Lie. She's in a relationship George Clooney, Oprah Winfrey, Sean Penn, Bono.
with Spanish soccer player Gerard Piqué, and they
have one son together.

Cc
e Direct the students’ attention to the list of words (1-8).
Explain that these are all social-issue words.
Point out that the part of speech is given for the words,
and that the definitions provided are formal definitions.
Have the students work individually to match the words
with their definitions.
Put the students in pairs to compare their answers
before checking the answers as a class.

Extra: discussion
Review the definition for refugee (someone who
leaves their home country because it is not safe there).
Ask the students what might make a place unsafe.
Elicit answers such as war, persecution, or natural
disasters. Extend the discussion by asking the students
if any of these would make them relocate to another
country.

Extra: vocabulary
Elicit from the students current examples of each
vocabulary word. Ask them to write sentences using
the vocabulary word and their examples. Provide two
examples on the board if students need help getting
started: Many refugees have come from Somalia
since the Siad Barre regime collapsed many years
ago. There are many people suffering from famine in
Somalia and the country needs humanitarian help.

A fair deal?
 € ning: for main ideas 6 e Explain to students that they are going to listen to the
lecture again to focus on the details. Ask them to read
Lead-in the statements and decide whether each statement is
true or false.
Remind the students that they practiced listening for main
e Play the audio once. Play it again if necessary before
ideas on p. 71.
checking the answers.
Give the students time to read the information in the skills
panel.
Write these sentences on the board:
1 It consists of 50 states and other territories.
2 For example, Texas and California are states in the
United States.
3 The United States is a large country.
A Pronunciation: the contracted
Ask the students which sentence is the main idea (3), a form of would
detail (1), and an example (2).
Remind the students that they listened to a lecture in A BR) 2.04
Unit 4, and if necessary remind them what a lecture is
e See the Student's Book for the audio script.
(a speech on a topic, often given by a professor or an
¢ Explain what a contracted form is in English (words or
expert). Point out that in lectures, the main ideas are
supported by details and examples, and that speakers phrases that have been shortened by dropping letters
and then combined). Mention that contracted forms use
often use key phrases to help their listeners know what
they are going to say next. an apostrophe. Draw attention to the grammar section
that covered would prefer and would rather. Explain
A BR) 2.02 that would is often contracted.
e Play the audio, and make sure the students notice the
¢ See p. T170 for the audio script.
contracted forms in the second sentence of each pair.
¢ Tell the students that they will hear an academic lecture.
Have them look at the pictures and say what they think
the speaker will talk about. Ask volunteers to share their
predictions. Do not confirm any answers.
e Put the students in pairs to take turns choosing a
¢ Play the first part of the lecture, and have the students
sentence from each pair to read aloud.
check their ideas.
¢ Circulate to help as needed.

Extra: pronunciation practice

The speaker is talking about fair trade.
Ask the students to write two sentences with | would
and two with I’d. Then put the students in pairs and
B By) 2.03 have them take turns reading their sentences to
¢ See p. T170 for the audio script. their partner. Partners should monitor each other's
e Explain to the students that they are going to listen to pronunciation and correct as needed.
the rest of the lecture. Ask them to read the notes about
the lecture. Tell them that as they listen, they should
choose the sentence, a or b, which best expresses each
main idea.
e Play the audio and give the students time to choose the
options.

Culture note
Fair trade is a nonprofit social movement that
exists to help improve conditions for trade in
disadvantaged communities. Its goal is to help
farmers in developing countries build sustainable
businesses and use the free market to their
advantage.
The following website has a wealth of information to
share with students: http://fairtradeusa.org/
3 for main ideas men O
A lecture usually consists of a series of main ideas, each followed by further details
and examples. Often, key phrases tell you whether you are hearing the next main
idea (The next point I'd like to discuss is ..., etc.) or further details and examples
(such as ...; for example ...).
A [2.02 You are going to listen to a lecture. Look at the pictures and
say what you think the speaker is going to talk about. Then listen to the
introduction to the lecture and check your ideas.

B By) 2.03 Listen to the rest of the lecture. As you listen, choose the option
that best expresses each main idea. Work in pairs and compare your choices.
Tea,

Purpose:
to give producers a fair price
b) to make sure that the producers make more
money than the company selling the product
History:
a) Fair trade started with the selling of handmade objects
in the 1960s, including things such as jewelry and fabrics.
(b) There has been a change from an emphasis on handmade
objects to an emphasis on agricultural products.
Labeling:
Labels allow fair-trade products to be identified more
clearly in supermarkets.
b) Coffee is one of the products that often carries a fair-
trade label on the packaging.
Criticism:
a) A number of economists think that coffee producers
find it hard to make a living.
Several economists say that by paying higher prices, fair
trade could make things worse.

C Listen to the lecture again and choose T (true) or F (false).

Changing fashions impacted on the kind of fair trade products produced. (D/ F
Most fair trade these days involves agricultural products. (P/F
Fair-trade labels help consumers make their decision. (D/ F
Anyone can decide to put a fair-trade label on a product. T/)
Few people have benefited from fair trade. T/P)
=
DY
W Fair-trade products are usually cheaper than other products.
aouwr T/®

4 the contracted form of would

A Ee) 2.04 Listen to the sentences. Notice that the contracted form of
would (’d /d/ or /ad/) is used in the second sentence.
1 a) | would prefer them to give money to local people.
b) I'd prefer them to give money to local people.
2 a) | would give money to this organization.
b) |'d give money to this organization.
3 a) It would be better to provide medical equipment.
b) It'd be better to provide medical equipment.

B Work in pairs. Practice saying one sentence from each pair in

Exercise A. Your partner will identify the sentence.

A fair deal?
 HEAKONG: talking about social justice
A 2.05 Listen to someone taking part in a debate
and explaining why he agrees with the statement.
Check the points he makes that support his argument.
“A fair society helps its poorer members.”
1 Everyone should have enough to eat.
2 Each of us could be poor one day.
3. [_]We may know some poor people personally.
4 We should give children a good chance in life.

B VOCABULARY: SOCIAL JUSTICE Replace each phrase

in italics with the word or phrase from the box that the
speaker in Exercise A actually used.
benefits (n.) can’t afford (phr) have a responsibility (phr)
have the right (phr.) live on (phr. v.) unemployed (aqj.)

1 Some people manage to survive on very little money every day.

oe Ser ee ee live on as :
2 They don’t have enough money to buy food for their families. a
can't afford
3 The government should provide money for the poor so that no one goes hungry.
benefits
4 Weshould all be allowed to eat.
have the right
5 Anyone can lose their job and be out of work.
unemployed
6 We all have an obligation to help the next generation.
have a responsibility

C VOCABULARY: SOCIAL JUSTICE Complete each sentence with a

word or phrase from Exercise B in the correct form.
1 We should all have
the right to freedom and a good standard of living.
2 Many people who are unemployed would prefer to work.
3 Unfortunately, life is expensive and we _can't afford to care for weaker members of
society.
4 |'m shocked that some people —_live
0n ___ almost no money.
5 The benefits _ you get when you are out of work make life a little easier.
6 Do you agree we avea__ to help other people if we can?
responsibility
D Work in pairs. Read the statement. Student A is for the statement.
Student B is against the statement. Think of three reasons to support
your opinion and make notes.

“People who are unemployed should get financial support from the government.”

E [$i Independent Speaking Work in pairs. Explain your opinion to

your partner. After you have both spoken, say whether your partner has
convinced you to reconsider your opinion.
 Cc
5 Speaking: talking about ¢ Ask the students to complete each sentence with a word

social justice or phrase from Ex. B. Remind them to use the correct
form.
e¢ Check the answers with the class.
Lead-in
Remind the students that throughout this unit, they have D
been reading and hearing about social issues. Explain that * Put the students in pairs and ask them to read the
everyone has a slightly different idea of what social justice statement about unemployment benefits.
means to them. Ask volunteers to share their idea of * Choose one student in the pair to be for the statement,
social justice. Read the statement in Ex. A to the students: and the other to be against it. Have the students look at
A fair society helps its poorer members. Ask them what the statement again. Ask them to think of three reasons
this statement means to them, making sure that they to support the opinion they have been given. Remind
understand the meaning of fair in this context (without them they must support their answers, and their reasons
prejudice). should be included in their notes.

A BR) 2.05
e See p. T1171 for the audio script. Alternative
¢ Define debate (a formal argument presenting two Put the students into AA/BB pairs to think of the three
different opinions or points of view on a particular reasons to support their opinion and to make notes
topic). Ask the students if they have ever watched a about their reasons.
debate, such as a presidential debate on television, or
watched or participated in a debate at school. Ask what
they think might be challenging about participating in
a debate. Explain that they are going to hear a person e Put the students in pairs. Explain that they should
taking part in a debate and explaining why he agrees take turns giving their opinion to their partner. Each
with the statement, A fair society helps its poorer student should speak for about one and a half minutes.
members. They should use the notes they made to help them
¢ Direct the students to read the four points. Tell the stay focused and remember everything they want to
students that as they listen, they should check the points say. While one student speaks, the other should listen
the debater makes that support his argument. without interrupting.
e Play the audio once and check progress. Play the audio Ask the students to tell the class whether their partners
again if necessary. have convinced them to reconsider their opinions.
¢ Check the answers with the class. Encourage them to say why or why not.

¢ Focus the students’ attention on the words from the Extra: speaking
box. Tell them that these words were used in the audio
Organize a class debate on the issue of whether poor
they just heard. Have the students repeat each word or
people should receive support from the government
phrase to practice the pronunciation.
to buy food and other necessities. Put the students in
¢ Point out that the part of speech of each word or phrase
two groups: those who are for the idea and those who
is given in parentheses. Mention that the students
are against it. Give the students a few minutes to share
should notice this because it will help them complete
their ideas and prepare their statements. Then have
the exercise. Have the students fill in the blanks with the
the groups debate the issue.
vocabulary word that is the closest in meaning to the
word or phrase in italics.
e Check the answers with the class.

A fair deal?
 e Explain that noun clauses like this begin with a question
mmar: noun clauses as word. Remind them that the whole clause operates as
the subject of the sentence and not just one word.
e Refer the students to the table. Point out the two
different noun clause forms shown in the table, and
Lead-in explain that different modals such as could, should,
can, and would can be used in the second noun clause
Write these sentences on the board:
structure.
1 The world needs love now.
e Ask the students to scan the conversation in Ex. A and
2 What the world needs now is love.
find one example of each form to write in the table.
Focus attention on sentence 1 and ask the students what
Have them underline the verb in the noun clause and
the subject is (The world) and what the verb is (needs).
circle the verb in the main clause. Allow enough time for
Shift focus to sentence 2 and again elicit the subject (What
the students to do this individually, and then check the
the world needs) and the verb (is). Tell the students that
answers with the class.
both sentences mean fundamentally the same thing even
e Direct the students’ attention to the Watch out! box,
though the subject takes different forms. Explain that and explain that even though noun clauses begin with
this section will explain how nouns can be one word or a
the question word What, they use affirmative subject-
clause. Leave the sentences on the board.
verb word order rather than question order.
A By) 2.06
e See the Student's Book for the audio script.
¢ Point out that each numbered item in Ex. Cis a
¢ Point out the question, and ask the students to answer it
sentence, but the parts are out of order.
after they hear the audio.
e Ask the students to work individually to put the parts in
e Play the audio once and ask the students for the answer.
order, beginning each sentence with a noun clause.
¢ Have them compare their answers in pairs, and then
Answer Dag UU co x GOs ae at es on check the answers with the class.
It's difficult for young people to get jobs because
employers want people with work experience, and
students don’t have work experience. Put the students in pairs, and ask them to explain to each
other what they would do to reduce youth unemployment
in their country or city. Point out that they can start
with the sentence beginnings provided. Encourage the
NOTICE! . students to use these, and other noun clauses, in their
¢ Direct the students’ attention to the Notice! box. . discussions.
¢ Ask them to find and underline all the examples of
what, how, who, and where in the conversation. Ask
them what kind of clause the words introduce. Extra: homework
t
Ask the students to write a paragraph about their plan.

|
D> Workbook pp. 48-49, Section 5
Form & Function
¢ Ask the students to read the conversation again, paying
attention to the noun clauses.
¢ Draw the students’ attention back to the two sentences
about love on the board. Point out that although the
two sentences mean basically the same thing, the
second sentence is more emphatic. Explain that in the
second sentence, the subject is a noun clause (What the
world needs) and that the noun clause itself contains
both a subject and a verb. Point out that using a noun
clause at the beginning gives a sentence stronger
emphasis. Ask them to think of times when they might
want to be more emphatic.
) : noun clauses as subjects
A [2.06 LANGUAGE IN CONTEXT Listen to the conversation.
According to Lisa and Joe, why is it difficult for young people to get jobs?
Joe: Unemployment is a real problem for young people
these days. What's really difficult for them is getting
their first job, because employers always look for
people with work experience.
Lisa: That's right. And if you don’t have experience, you
can't get a job in the first place! It's really unfair. What
students need is good work experience while they're
in school so they have a better chance of getting a
job after they leave.
Joe: That's a good point. How students prepare for work
is so important. Who gets the best job very often
depends on already having the right skills and
experience.
Lisa: Yes, | agree. And where you get your first job can
influence your whole future career.

B ANALYZE Read the conversation in

Exercise A again.
Form & Function Complete the table with NOTICE!
examples from the text. Underline the verb in the Underline examples of what,
how, who, and where in
noun clause and circle the verb in the main clause. the conversation. What kind
We can use a noun clause at the beginning of a sentence to highlight of clause does each word
introduce?
information that we think is important.
Form : Example
we ee se rnc rere sees cence scene lee esse eee reer cee ree eereeeeeeeeseseereeeeceeseseeeees prrsereereeestye resetive difficult for them G getting
SD

noun clause about a subject: PTY WVETEeee

eae eee eee eee TG eat st TOL
What/Who + base form + noun/adjective : Who gets the best job very often @epends)on ee

noun clause about an object: : What students need(is)good work experience ...
What/How/Who/Where + noun + base form (2) HowStudents prepare forwork(s) so important.
: (3) ... Where 2—— get your first job€aM _ influence
your whole future career.

C PRACTICE Put the sentences in the correct order. Begin each one
with a noun clause.
1 need / young people / are / what /more training opportunities
What young people need are more training opportunities. eae
2 your job application / you write / is / very important / how WATCH OUT! f
How you write your job application is very important. Lye ity / What young people need |

3 you/a big difference / makes / who / interviews ag ;

Who interviews you makes a big difference. X% What do young people §
4 your self-confidence / you / where / work / affect / can Pea ieate k
Where you work can affect your self-confidence. PFI TE ANP LT A LTE

5 can create / a good impression / what / a positive attitude / is

What can create a good impression is a positive attitude.

D NOW YOU DO IT Work in pairs. Explain what you would do to

help reduce youth unemployment in your country or city.
What | would do first is ...
What's really important is ...

A fair deal?
 ae
b You can often choo se different grammatical structures to express an idea. Using a
wider range of grammatical structures will make your writing more interesting.
A Read the extract. What problems does the writer suggest that
international aid may cause?

2 6 Giving aid to countries that are facing economic

problems seems like a good idea. | It helps people in
a time of crisis. “It's important to continue to support
very poor people in the world. However, there are also
some dangers associated with giving aid. © 6 han
aid organization provides money and food, it can create
dependence that is harmful for the local economy.
3 6 Importing cheap food can also hurt local producers
who cannot compete, and therefore lose their income.
2 6 What world aid organizations need to do is
provide training that will enable countries to develop
their own economies. *~ When a country has all its
aid supplied in the form of money or food, it can
easily become dependent. ~ Providing medical care
and education is a much better way of helping other
countries. 5 If all countries have access to good
healthcare and education, they can develop the ability to
become independent participants in the global market.

B Read the extract again. Find and underline examples of the following grammatical
structures (1-7). Label each one with the number of the structure. Some sentences have
more than one structure.
subject + verb + object sentence structure conditional
noun clause as subject relative clause
gerund as subject causative (have/get something done or have
-&
=
WN It's + adjective + infinitive someone do / get someone to do something)

Cc Rewrite each sentence starting with the words given. Use some of the grammatical
structures from Exercise B.
y| It is not right to provide aid to countries that are 4 Giving suffering people a little money or food is
at war. fair.
Providing aid to countries that are at war is not right, It's fair to. give suffering people a little money or food .
We should provide aid or people will suffer. The government should increase the size of aid
i we 20m: provide aid, people will suffer payments. the government to increase the size
We should make people work for the aid they We should get of aid payments
receive. We provide aid to many countries. It has both
What we Should do is make people work for the aid__ advantages and disadvantages.
they receive
Aid, which we Provide to many countries, has both
advantages and disadvantages
D Write two or three paragraphs explaining your opinion of international aid.
Use different grammatical structures in your sentences.
You might want to write about
how important you think international aid is and who you think should receive it.
whether you think international aid should be increased or decreased.

99)
 oe o e Cc

7 Writing: sentence va riety e Refer the students to the sentences and ask them to
rewrite them using the words given. Remind them to
Lead-in use the grammatical structures in Ex. B.
* You could put the students in pairs to rewrite the
Ask the students to read the information in the skills panel.
sentences together.
Point out that just as there are several different ways of
¢ Check the answers with the class.
saying the same thing, there are several different ways
to write the same thing. Explain that variety in writing is D
especially important because it makes it more interesting
for the reader. Tell the students that using the same ¢ Tell the students that they will write two or three
grammatical structures repeatedly in writing can make it paragraphs explaining their own opinions of
sound repetitive and not academic. international aid. Direct their attention to the two
points, and tell them they can choose to write about
Refer the students to the picture. Ask them if they are
one or both of these topics, or another topic regarding
familiar with any international aid organizations that offer
international aid.
help in the wake of a natural disaster. To get the students
Remind the students that they should use different
started, suggest the United Nations as one example. (The
grammatical structures in their sentences in order to
UN is an international organization that is committed to
make their paragraphs more interesting. Circulate while
peace and security around the world.) Make a list on the
the students are working and give help as needed.
board of the organizations and the things the students
Collect their papers and correct any errors.
know about them.

Alternative
Culture note After the students complete their paragraphs, put
The United Nations was founded in 1945, immediately them in pairs for a peer review. Ask the partners to
after World War Il. Fifty-one countries were involved, check each other's sentences and correct errors.
and their mission was to maintain international peace Collect the papers and correct any remaining errors.
and security. Although today the organization is
best known for peacekeeping, conflict prevention,
and humanitarian aid, it also works on issues such as :
sustainable development, disaster relief, and counter Alternative
terrorism, among others, with the goal of making the
Ask the students to write the paragraphs for
world a safer place for future generations.
homework, to be collected in the following class.

A
¢ Direct the students’ attention to the extract and the
question. Ask them to read the extract silently to find
out what problems the writer thinks international aid
may cause. When they have finished, elicit the answer
from the students.

Answer
The writer suggests that international aid may cause
a country to be dependent rather than solving its
problems. It can also hurt local producers.

¢ Tell the students that good writing uses many types of

grammar. Ask the students to look at the grammatical
structures in the exercise. Review with them the
meaning of each of the structures and point out that
they should be familiar with all of them.
¢ Direct the students to read the extract in Ex. A again.
Ask them to find and underline examples of the
grammatical structures listed, and to label each one with
the number of the correct structure. Remind them that
some sentences have more than one structure.
e Check the answers. Go through each structure in turn,
and ask the students to give the example or examples
of the structure that they found in the text.

A fair deal?
lifeSkills: understanding rights Extra: discussion
and responsibilities Extend the discussion about other types of legal
documents. Ask the students to think of examples
Step 1: Understand what rights and responsibilities are. for each category of legal documentation they listed
(Ex. A) earlier. For example, legal documents might include
Step 2: Decide what rights and responsibilities are valid visa applications, business contracts, licenses, or
in a given environment or situation. (Ex. B, Ex. C) agreements.
Step 3: Be aware of rights and responsibilities in different
contexts. (Ex. D, Ex. E)

Lead-in A
Read the target skill aloud, and invite the students e Ask the students to read the definitions. After they have
finished, hold a class discussion about what is meant by
to tell you what they think understanding rights and
responsibilities means. “rights” and “responsibilities.”
Draw attention to the document in the picture, and ask
the students what it is (an official document that gives Possible answers | |
an overview of human rights). Invite the students to say Rights are the freedoms we enjoy and the things we can
what connection they think this document might have choose to do.
to the title. Ask the students if they can name any other Responsibilities are the obligations we have and the
official documents. Expect answers including government things we have to do.
documents, school documents, or legal documents. Make
a list on the board.
Then highlight the three-step strategy to develop the skill
of understanding rights and responsibilities. ¢ Have the students read the statements about parents’
and children’s rights and responsibilities. Make sure the
students understand all the vocabulary.
¢ Put the students in pairs. Ask them to discuss each
Culture note statement and decide whether it is a right or a
The United Nations offers a Universal Declaration of responsibility, or both. Encourage them to discuss
Human Rights. The document has a preamble and whether they agree or disagree with each statement,
30 articles (an article is a part of a legal document and to check the appropriate box. Remind them that
or agreement that deals with a particular point). The partners might not always agree with each other and
Universal Declaration of Human Rights was adopted that this is OK.
by the UN General Assembly in 1948 after World e When the students have finished, discuss the answers as
War II. Part of the reason for its writing was so that a Class. Invite the students to share whether they agree
the rights of every individual would be protected or disagree with each statement, and take a class poll.
everywhere. Ask the students if opinions might change if their role
changes. For example, ask them if they think their ideas
might change if they actually become a parent.

Culture note
Eleanor Roosevelt was the wife of Franklin Delano
Roosevelt, the 32"? President of the United States.
Roosevelt was President for four terms (1932,
1936, 1940, and 1944). Eleanor was a reformer and
political activist who fought for social and economic
justice, civil rights, and women’s rights. In 1948 she
chaired the U.N. Commission on Human Rights. She
played a major role in drafting the Declaration and in
securing its adoption.
 NDING RIGHTS AND RESPONSIBILITIES
hat rights and responsibilities are.
ights and responsibilities are valid in a given environment

ts and responsibilities in different contexts.

A {% Read the definitions of right and

responsibility. As a class, discuss what is right (n.): something that you are morally or legally allowed
to do or have
meant by “rights” and “responsibilities.” Many new laws have been introduced to protect workers rights.
Examples of workers’ rights include fair pay, equal pay for
equal work, and the right to work in a safe environment.
Common terms include: human rights, women’s rights,
workers’ rights, children’s rights, equal rights
responsibility (to/toward) (n.): a moral or legal duty to
behave in a particular way
What is the individual's responsibility to others in modern
society?
Examples of responsibilities include the responsibility to
follow the law, to be tolerant, and to respect the rights of
others in society.
Common terms include: individual responsibility, social
responsibility, collective responsibility
Eleanor Roosevelt with the
Universal Declaration of Human Rights

B Work in pairs. Read and discuss the statements. Decide whether each one is a right
or a responsibility. Some statements may be both. Which ones do you agree with?
Parents have the right/responsibility to: Right Responsibility Agree Disagree
1 provide food and shelter for their child Cc] [a] CT] =]
2 bea good role model for their child iz) [] C] [=]
3. send their child to school C] ol C] CJ
4 help choose their child’s school / school subjects C] (F} CL LJ
5 teach their child at home [si LJ C] CJ
6 discipline their child C] C] i=] C]
7 choose their child’s husband or wife Ey tet C] LC]
8 provide their child financial support after the age of 18 C] C] C] pet
9 es
10 2.
Children have the right/responsibility to:
1 study hard and get good grades in school LJ CL] a) CJ
2 help choose their school / school subjects lel C] CJ CJ
3. work part-time after school or on weekends lod C] fe] [4
4 get help and support from their parents when
they are in trouble CJ CO LJ iat
5 help their parents with cooking and household chores CJ cl 2 C]
6 take care of younger siblings CJ CJ CJ i
7 take care of their parents when they are old or sick C] a C] L
8 get financial support from their parents after the age of 18 LJ LJ L O
9

A fair deal?
Cc Work in pairs. Add two more rights or responsibilities
that parents have and two more rights and responsibilities that children
have to Exercise B. Compare your ideas with another pair.
A: | think parents have the right to ...
B: | don’t agree. Parents should never ...

D Work in pairs. Consider your society as a whole. Make lists of the rights and
responsibilities you believe citizens of your country have. Think about the areas below.
Citizenship

E [% Share your lists with the rest of the class.

Did anyone come up with any rights or
responsibilities that weren’t on your lists?
REFLECT ss» Howcan awareness of
F Work in groups. Discuss the questions. rights and responsibilities be useful to you in
1 Do you feel you now have a better understanding Study & Learning and Work & Career?
of rights and responsibilities in general? >
2 What have you learned about your own a
rights and responsibilities? ~ RESEARCH ...
s Find a website that gives advice about citizens’ rights
and responsibilities in the U.S.A., the U.K., or another
English-speaking country. Which of these rights and
responsibilities do you think are international and
apply in all countries, and which might be different
elsewhere?
Cc
e Have the students work with the same partners as in Ex. B ¢ Put the students in groups to discuss the questions.
to add two more rights/responsibilities for both parents Have them think about the domain of Self & Society
and children. Direct their attention to the sample as they talk about how they feel and what they have
conversation, and encourage them to use these learned.
expressions in their discussion. ¢ Have them brainstorm a list of things they have learned,
e When the students have finished, put each pair with and a list of things they would like to learn, about their
another pair to compare their ideas. Circulate while the rights and responsibilities.
students are discussing, and then listen to their ideas as ¢ Have a class discussion and write the students’ ideas
a Class. about what they would like to learn on the board. Ask
how easy or difficult it might be to learn about each one.

Extra: discussion
Ask the students to think of two rights or
@P REFLECT
responsibilities for other roles. For example, they ¢ Discuss the question with the whole class. Ask the
could list rights and responsibilities for teachers, students to say what they feel are the most useful
students, siblings, employees, employers, friends, points they learned from this lesson, and how the skill
other relatives, etc. of understanding rights and responsibilities might be
useful in the domains of Study & Learning and Work &
Career, either now or in the future.
D Elicit the following ideas: actively seeking out rules and
¢ Draw attention to the pictures. Ask the students what regulations, talking with others about their civic duties, etc.
they think is represented by the two pictures. Elicit
that the young man dressed in an “alternative” way
represents freedom of expression or the right to dress Extra: discussion
however we want, and that giving money to a homeless Ask the students whether they are also aware of their
person represents the responsibility to take care of responsibilities when they insist on their rights. Invite
others in society. Continue the discussion by asking individuals to share their thoughts.
the students if they agree or disagree with what these
pictures represent and if they have ever expressed
themselves the same way.
=*. RESEARCH
>

e Ask the students to work with the same partner as

before to consider their society as a whole. Have them ¢ Go through the task and check that the students are
make lists of the rights and responsibilities they believe clear about what they have to do.
citizens of their country have. If the students have ¢ Suggest that the students research citizens’ rights and
trouble thinking of ideas, suggest money, work, politics, responsibilities in several different countries in order to
the law, freedom to do / from something, helping other compare and contrast them. Depending on class time
people as ideas. Provide vote in general elections and and availability of computers, this could be done in class
pay taxes as examples of a right and a responsibility rather than outside of class.
in the United States. Draw attention to the list in the e Have them share their findings in class. Lead a class
Student's Book and encourage them to fill it out, or to discussion about how citizens’ rights and responsibilities
make their list in a similar way. are similar and different around the world.

¢ Write What we all have a right to do is ... and What we

all have a responsibility to do is ... on the board. Explain
that these are noun clauses that the students can use as
subjects as they share their ideas with the class.
e Invite pairs to share their lists with the rest of the class.
Take a class poll to determine whether they came up
with more rights or more responsibilities.

A fair deal? Meisivue-ia ati)!

 e You can also use the Language wrap-up to review the
material in the unit with the class and work on the
exercises together as a class activity. In this case, you
There are several approaches that you can use for the can ask the students, for example, to look back at the
Language wrap-up exercises: appropriate Grammar section in the unit and review the
e inclass as a test main points to clarify any misunderstandings before they
e in class as a review begin an exercise. Similarly, you can ask the students
e as homework to first work in pairs to check the meanings of words to
be used in fill-in-the-blanks exercises in the Vocabulary
Class test section.
e Ask the students to do the exercises in test conditions, Note that the more assistance you give the students, the
and give a time limit (e.g., 20 minutes). higher the score you should expect them to get when
* Check answers with the class and deal with typical errors they do the exercises.
or problems.
1 Vocabulary
Class review
Ask the students to read the whole paragraph for general
e If you decide to do the exercises in class, you can
understanding and to gain an idea of the context before
approach the Language wrap-up as a two-step review.
filling in the blanks with the words or phrases from the
First, ask the students to do the Vocabulary section
box.
individually. When they finish, ask them to check their
answers carefully, and then put them in pairs to compare
answers and discuss any differences.
e You can then apply the same procedure to the Grammar Extra: vocabulary
section. Put the students in two teams. Ask them to write ten
¢ Self- and peer-correction are two excellent ways of sentences using the vocabulary words. Tell them their
developing learner independence and creating a sentences will be a quiz for the other team. Circulate
cooperative learning environment. to help as needed. Collect their sentences. Type them
into a quiz leaving a blank where the vocabulary word
Homework
should be. Distribute the quizzes to the opposite
¢ If you give the exercises for homework, you can ask teams during the next class period.
the students to do them in test conditions, i.e., without
referring to the language they covered in the unit, their
notes, the Grammar reference section, dictionaries, etc. 2 Grammar
¢ Give them a time limit (e.g., 20 minutes).
A
e Check answers with the class in the next lesson and deal
e Ask the students to read each sentence through first
with typical errors or problems.
before completing the exercise. Encourage them to say
e The scoring system has been designed to give the
each sentence silently to themselves before deciding on
students an idea of the progress they are making. Each
their answers.
section has a total score of 10 or 12, depending on the
e¢ When checking the answers with the students, remind
complexity of the language covered and the nature
of the exercises. Whichever approach you take to the
them or elicit that would rather and would prefer can
have one of two functions: expressing the subject's
Language wrap-up, after checking the answers to each
preference about their own actions; and expressing
section, ask the students to write their score. If they
have a score lower than 8 (out of 10) or 10 (out of 12),
a preference about the actions of the subject and
someone else (or someone else alone).
direct them to the appropriate sections of the unit and
encourage them to read them again for homework.
After that, ask the students to complete the exercise(s)
again at home. ¢ Remind the students that they may need to add words
when rewriting the sentences since there is a verb in the
Alternatives noun clause and in the main clause.
¢ With any of the approaches above, you can assist the ¢ When checking the answers, point out that noun clauses
students by looking at the exercises with them before can begin with a variety of question words, such as
they start, and discussing how they should go about what, who, when, how, and where.
them. For example, if they have to fill in the blanks
in a text, encourage them to read through the whole
text first to get an idea of the general meaning of it. If Extra: discussion
they have to choose the correct option to complete a
Put the students in small groups. Ask them to discuss
sentence, encourage them to make sure they read the
if they agree or disagree with each of the sentences
whole sentence first to understand the context.
used in Ex. B in Grammar. Ask them to support their
answer with a reason or example for their opinion.
Complete the paragraph with the words and phrases from the box.
(12 points)
afford Ambassadors foundations humanitarian injustice live on
poverty refugees responsibility right underprivileged unemployed

Too many people in the world today are facing (1) __P°’e"'Y_ and hunger. There are
too many (2) _“efugees__, who have been forced to leave their homes by war or
natural disaster. Everyone has a (3) ___'9"__ to basic necessities such as food,
water, and shelter, but many people cannot (4) _2//0ro_ them. There are too many
isyinderprivilegedchildren who lack access to education and healthcare. How can we help
people who have lost their homes and are now (6) U2employed without enough money
to (7) __liveon__? Charities and aid organizations believe it is our (8) fesponsibility
to help fight against social (9) __2ustice_, and some celebrities use their fame to
support (10) Humanitarian causes; some have started their own aid (11) foundations _
and others have been appointed as Goodwill (12) AM2ss20rs for organizations like
UNICEF and the United Nations.

social issues and social justice.

ns 2 and 5 on pages 94, 95, and 97. SCORE: dae

A Choose the correct options to complete the sentences. (6 points)

We would prefer /would rathePdiscuss the best way to raise money for charity.
I'd prefer charities provide (to provide> ore health education.
They'd rather us not send Kwe didn’t sendfinancial aid.
I'd rather to start /Gtartja program to provide job training.
We'd preferco organize/ organize our own charity foundation.
=
WD
tk
aw I'd prefer(them)/ they to support local organizations.

B Rewrite each sentence using a noun clause as a subject. (6 points)

1 The world needs more tolerance and understanding.
What the world needs is more tolerance and understanding
2 The topic of tonight's debate is the reason some countries are poorer than others.
Why some countries are poorer than others is the topic of tonight's debate
3 Most help is needed in schools and hospitals.
Where Most help is needed is in schools and hospitals oe ee ee ee
4 The international community decides which countries receive the most aid.
Who receives the most aid is decided by the international community
5 The worst time to think about training is just after you've lost your job.
When you've just lost your job is the worst time to think about training ee
6 It's really important to get help to people who need it most.
What $s feally important is getting help to people who need it most

qr er and would prefer. | can use noun clauses as subjects.

1 and 6 on pages 74 and 98.
tions SCORE: N12

A fair deal?
 Proposing a solution

A 2.07 Read the problem. Then listen to someone proposing some

solutions. Complete the notes as you listen. What solutions are proposed?

The problem in my city is that rents are much too *

high. They just aren’t affordable. For many people, rent - N ips
takes up over half of their income. Landlords raise the rent
every year and there’s nothing we can do about it. If rents RDAR LE
continue to rise, I'll have to leave the city and I'll lose my
job. Soon, only rich people will be able to live here. It isn’t
fair. |think the city council should do something about it.

Karina Gomez, 32, mother of two children

eae

&
5
=e] BE

Sevvrion /. Limit rent increases to one or two __

percent per year.

Seiurtion @: Provide cheaper housing, using taxes _

from rich people.

B Listen again. Check the items below.

The speaker ...
restated the problem in her own words. [-] explained why one solution was better than another.
[-] suggested one solution. [] added details to support each solution.
suggested two solutions. made a concluding statement.

C Read the problem and make notes for your answer. t+boebtrbeeebea &€ |

College fees set to rise ... Solution /:

The problem in my country is | don’t have education and ~ =
that college fees are too high. training? | don’t think it’s fair.
| can’t afford to go to college. Can’t the government do
Seivusion &:
How can! getagoodijobif something about it? :

D Present your ideas to the class and answer |

the question in Exercise C. —_____— ———}

HOW ARE YOU DOING?

O)| restated the problem in my own words,
O) | suggested two possible solutions with supporting details. _
O)| made a concluding statement.
 Cc
Speaking workshop: ¢ Explain that the students will now propose solutions to
proposing a solution a different problem. Ask them to read the problem, and
check that they understand it. Then give them some
time to think of possible solutions. Encourage them to
Lead-in decide on two solutions to present to the class.
Ask the students to share some world problems they think Remind the students that they should restate the
need to be addressed. Elicit answers such as poverty, problem in their own words, add details to support their
hunger, the economy. Tell them this workshop will focus on solutions, and make a concluding statement.
how to propose solutions to problems. ¢ Allow enough time for each student to prepare.
Explain that proposing solutions is an important concept in Circulate and help as necessary.
academic studies. Give examples of assignments such as
writing a problem/solution essay or giving a presentation
about a problem and its solution. Culture note
The U.S. Department of Education awards $150
billion a year in grants, work-study funds, and low-
Alternative interest loans to more than 15 million students.
Ask the students to think of problems specific to the Federal student aid covers such expenses as tuition,
city where the school is located. Put the students in accommodation, books, and transportation. Aid also
small groups to share their ideas. can help pay for other related expenses, such as a
computer and dependent care.
Many colleges have a financial aid office, and the
A BY] 2.07 staff combines various forms of aid into a “package”
¢ See p. 1171 for the audio script. to help meet a student's education costs.
e Ask the students to look at the picture and read about
the problem. Check that they understand the problem.
D
¢ Tell the students they will listen to someone proposing
two solutions to the problem. Ask them to complete the e Schedule enough time for each student to present their
notes as they listen. solution proposal to the class. Each student should talk
e Play the audio once. Play it again if necessary. Then for about one minute.
discuss the answers with the class. e When everyone has finished, take a class poll on which
solutions stand out as the best.

How are you doing?

Culture note e Ask the students to read the statements and check the
In the U.S.A., families who pay more than 30% ones they believe are true.
of their income for housing are considered cost e Ask them to discuss their talk with another student in
burdened, or in need of financial help. An estimated the class and identify things they could improve on next
12 million renter and homeowner households now time.
pay more than 50% of their annual incomes for
housing. To help these individuals get housing
assistance and reduced rent, the U.S. Department
of Housing and Urban Development offers several
programs.

e Ask the students to read the descriptions of what the

speaker did. Ask them to listen as you play the audio
again and check the things the speaker did in the
presentation.
e Play the audio again. Repeat only if necessary.
¢ Check the answers with the class.

MWiiaccitas UNIT 8 T103

 COMPETITIVE EDGE
The expression competitive edge fers to the ad rson or company has over their
competitors. Competitive means e iccesstul others and an edge is an
advantage that makes someone or something mor ess than other people or things.

a Unit opener
Unit opener (p. 105) 20 min. Lead-in
1 Grammar: gerunds after Ask the students to look at the unit title and the pictures,
prepositions (p. 106) 40 min. and to predict what the unit will be about. Ask the
2 Listening: to experts’ opinions (p. 107) 30 min. students if they know anyone who is competitive, and
¢ Vocabulary: scientific nouns if they think this is a good quality. Encourage them to
and verbs sie tice expand on their answers and give examples. Direct the
3 Pronunciation: nouns and verbs
students’ attention to the points in the unit objectives box
and go through the information with them. To get your
ae ares eee ete Rg ie sae students to think about the skills being developed in this
ppb age paraphrasing B18) peal unit, ask them to look at the questions in the cogs.
5 Grammar: verb + gerund (p. 109) 40 min. Reading: understanding text organization
6 Reading: understanding text e Ask the students what they like to read. Elicit answers to
organization (p. 110) 30 min. the questions, and ask them what factual topics interest
e Vocabulary: expressions of them, and why.
emotion 15 ore Speaking: paraphrasing
7 Writing: a description (p. 111) 30 min. e Make sure the students understand that paraphrasing
is saying the same thing but using different words. Ask
lifeSkills: synthesizing information east ; '
y g them to answer the question in pairs, and then discuss
(Study & Learning) (p. 112) 50 min. different situations as a class.
* Optional downloadable lifeSkills lifeSkills: synthesizing information
lesson (Self & Society) 50 min. e Ask the students if they know what synthesizing means
¢ Optional downloadable lifeSkills (combining different ideas into a single piece of work).
lesson (Work & Career) 50 min. Explain how this is important in academic studies
Language wrap-up (p. 114) a0 min. because the students will have to combine information
Wrcne wershop onic they learn. Elicit ideas in answer to the question.
business letter (p. 115) 30 min.
Video and downloadable video worksheet 45 min.

Unit 9 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
preposition + gerund structures
2 Listening can understand an expert's opinion Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1; 4.4.3.5:
4.5.2.2
3 Pronunciation can correctly pronounce nouns and Section 5.2.1.4
verbs spelled the same (homographs)

4 Speaking can paraphrase a text Table 1; Table 2; Sections 4.4.1.1; 4.4.1.3; 4.4.3.1;
4.4.3.5; 4.4.4.1; 4.5.2.1; 5.2.3.2
5 Grammar can use and understand verb + Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
gerund structures
6 Reading can understand the way texts are organized Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4: 4.5.2.2
7 Writing can write a description of a Table 1; Table 2; Sections 4.4.1.2; 4.5.2.1; 5.2.1.1;
reality TV show HiZeliZ oeenlOneee oe
O learn language to talk about oe
competition, personality types, Do you often read factual
and science ‘ texts? If so, for what
= reasons? What types of
so4read about the reasons for Se information do writersof
competitiveness ee factual texts tend to
% talk about different aspects of ee include?
competition In what situations do you
listen to experts’ opinions about | need to paraphrase (say in
the effects of competition on different words) what
young people another person has
said or written?
@) write a description of a TV contest
learn about synthesizing
information
D> watch a video about a cat show
competition

——

a co skill of synthesizing info:

| to the skill of paraphrasi
STUDY
& LEARNING
Competitive edge
A Look at the pictures of competitions in different places
around the world. Number them in order of how strange you
think they are from 1 (strangest) to 6 (least strange). Then
work in groups and discuss the questions.
1 Did most people in the group have similar choices for
the strangest and least strange competitions?
2. Do you know of any other unusual competitions? If so,
do they take place in your country or other countries?

a
AS ;
air-guitar world championships
Challenge: to pretend to play a guitar
Winner: most creative; best ironing skills Winner: best technical accuracy and artistic form
— Seen are”
(i)3

IBS
be: he competitions | . Eaar.——_- ———-—— -
Challenge: to grow facial hair Challenge: to roller skate under low objects
Winner: most creative style Winner: the skater who clears the lowest object

| | championships
Challenge: to throw a cell phone
Winner: farthest throw Winner: the jumper who lands first

B &§ work in groups. Come up with an idea for a new and unusual
competition. Explain it to the class. Take a class vote on the best idea for
a competition.
A
Ask the students to look at the six pictures and captions Culture note
of competitions from around the world. Give them a Extreme sports are growing in popularity. Extreme
few minutes to work individually to rank them from the sports are activities that are considered very dangerous
strangest to the least strange. because they usually involve high speeds, great
Put the students in small groups to discuss the heights, or specialized equipment or outfits. They are
questions. also called action sports or adventure sports. Examples
Ask group members to share answers on behalf of their include freeflying, wakeboarding, skydiving, and rock
group. Remind the students there is no correct ranking. climbing.
Ask the students if they know of any other unusual
There is a television channel devoted to extreme
competitions. Brainstorm as a class and see who can
sports: Extreme Sports Channel (ESC). This television
come up with the most unusual ones. Provide examples,
channel started in 1999 in Amsterdam and is now
e.g., cheese rolling in the UK; running while carrying
available in over 60 countries and in 12 languages.
your wife in Finland. Extend the discussion by asking
the students if they would participate in any of these The X Games is an annual sports event that focuses
competitions. on extreme sports. The first X Games event took place
in 1995 in Rhode Island in the United States. Like
the Olympics, athletes compete for gold, silver, and
Extra: discussion bronze medals. They also win prize money.
Ask the students if they are familiar with the Guinness
Book of World Records (a reference book that lists
world records in both human and natural world e Put the students in small groups. Ask each group to
achievements). Write these facts on the board and develop a new and unusual competition to present to
see if the students think they are true or false. (They the rest of the class. Set a time limit.
are all true according to the Guinness World Records e After the presentations, take a class vote to see
available at www.guinnessworldrecords.com, but which idea is the best. If circumstances allow, have
change the details to make some of them false.) the students present to other classes and let outside
The most people extreme ironing underwater is 173 students be the voters.
(achieved by de Waterman Diving Club (Netherlands)
in Oss, the Netherlands, on March 28, 2011).
The largest air guitar ensemble was 2,377 participants, Alternative
and it took place in Highland, California on Ask the students to bring in a picture of a competitive
September 22, 2011. activity they like to participate in. This activity does not
The longest beard measured eight feet and two and a need to be an extreme sport, just anything they like
half inches on a man named Sarwan Singh, who lived to do. The picture can be one from a magazine or the
in Canada. It was measured in 2011. internet or it can be a personal one. Put the students
in groups to describe this activity and explain how it is
The longest limbo skating is 180 feet and 5.35 inches.
competitive (or not), and why they like it.
It was achieved by Li Mingfen in Beidaihe District,
Qinhuangdao City in China on May 7, 2010.
The farthest distance that a cell phone has been
thrown by a male competitor is 314 feet and 5 inches. Extra: group project
This was achieved by Chris Hughff at the 2007 UK
Have the students create a class poster using all of the
Championships.
pictures.
The greatest distance flown in a wing suit is 16.71
miles. This was achieved by Shinichi Ito in Yolo County,
California, on May 26, 2012.

Competitive edge Meee al!)

 Cc
‘ammar: gerunds after * Go over the instructions. Have the students focus on

prepositions using the appropriate preposition with each verb or

adjective. Encourage them to look at the table if they
need help as they work.
Lead-in e Check the answers with the class.
Ask the students to look at the picture. Ask them to
comment on whether or not they have snowboarded or D
would like to snowboard. Extend the discussion by surveying ¢ Tell the students they will now determine personality
the class to see how many students think snowboarding is types for each other.
dangerous. Ask the students to support their answers. Put the students in pairs to ask each other the questions
Point out that different personality types may prefer certain in Ex. C and to discuss their answers. Ask them to
activities over others. Explain that they will read an article determine their partner's personality type. Refer them
about different personality types. to the text in Ex. A and to the example to help them
decide.
A If time allows, ask individual students to present their
¢ Ask the students to read the question and the title of findings to the class.
the text. Give them time to read the text, keeping the
question in mind.
e When everyone is finished, ask for their ideas about Extra: grammar practice
people they know. Then refocus their attention on the Ask the students to choose a personality type from
picture of the snowboarder. Ask them if they think the Ex. A and write two or three sentences to describe
snowboarder is Type A, B, C, or D (probably A). it. Encourage them to use a verb or adjective +
preposition + gerund in their descriptions (for
example, A Type A person is someone who gets
NOTICE! excited about competing in games, etc.).
¢ Direct the students’ attention to the Notice! box.
e Ask the students to reread the text and underline
the gerunds that follow prepositions. Then ask for
the answer to the question. Extra: homework
¢ Make sure the students know the form and function Ask the students to write a short paragraph about
of a gerund (-ing form; serves as a noun). Explain whether they agree or disagree with their partner's
that the -ing ending makes a gerund look like a opinion about their personality, and to explain why or
verb, but it acts like a noun. Write these sentences why not.
on the board to illustrate the -ing as a verb and a
noun: | go swimming in the summer. Swimming is
my favorite sport.
>ortbok p52Secon)
We form gerunds by adding —ing to the base form
of verbs.

Form
¢ Have the students read the text again, paying attention
to the use of gerunds. Point out that a preposition plus
gerund can follow both verbs and adjectives, and that
certain combinations are very common. Tell them they
will use examples from the text to complete the table.
e Review the forms in the table. Give the students time
to write the appropriate phrases from the text in the
correct places in the table.
e Check the answers.
¢ Direct the students’ attention to the Watch out! box.
Ask why the two incorrect sentences are wrong (in the
first, seeing is necessary because the verb follows an
adjective + preposition; in the second, see is necessary
because the infinitive follows would like). Explain that
it is easy to confuse when to use a gerund and when to
use an infinitive. You could write some other incorrect
sentences on the board for the students to correct.
 gerunds after prepositions
A LANGUAGE IN CONT EXT Read the text. Do you know people who
fit each of the four personality types?

A, B, , or D?
Do you get excited about having new challenges? Are you fond of competing in
games or competitions? Do you complain about having to wait in lines? Are
you easily bored with doing routine activities? Then you are probably a
Type A personality.
Do you look forward to going to parties or other social events? Are you good at telling stories or jokes?
Are you interested in having a career that involves working with lots of different people? Then you may - ea ae
be a Type B. fe ae ere eng |
Do you care about having all the facts and insist on getting the details right? Do you like to be
responsible for organizing information or events? Do you worry about making mistakes? You are
probably a Type C.
Finally, do you feel happy about doing repetitive activities? Are you capable of following instructions
and sticking to routines? Do you object to making changes in the way you do things? Those are traits
of the Type D personality. Of course, the truth is that most people are a combination of two or more
personality types, but we may have more traits of one type than of all the others.

B ANALYZE Read the text in Exercise A again.

Form Complete the table with verb and adjective phrases from
the text.

verb + preposition (+ gerund) adjective + preposition (+ gerund) NOTICE!

complain about : excited about eae ts ae. that
look forward to worry about : fond of responsible for HEH PIRBOSIHONS OW
SEE Sf ereececeerrmrserereeresnnes |eaeererenirer seer do we form gerunds?
care about object to : bored with happy about _ 7
insist on good at? _ 2eapable
or
interested in _

C PRACTICE Complete the sentences with the correct WATCH OUT!

preposition and the gerund form of the verbs in parentheses. ¥ | look forward to going
out tomorrow.
1 Do you care 20UtusINd_ (use) correct grammar when you speak English, X Sherrie is opposed to see
or are you more interested —_/9_ just COMMUNIC8t9(eommunicate)? violent movies.
Do you object to
having
___ (have) to wait in lines or on the phone? / We want to go out
Are you fond _of telling (tell) stories and jokes or are you more tomorrow.
interested !9 listenin (listen) to other people talk? X | would like to seeing
Do you get eee ee ompete) in games or sports? that movie.
Do you get bored With doing (do) repetitive activities, or do you feel a
happy 220ut doing _(do) routine things?
Do you look forward t@!earning__ (learn) to do new things, or do you worry about making (make) mistakes
if you have to do something new?
7 Do you enjoy being responsible for organizing (organize) things or do you prefer to follow others’ instructions?
8 Are you capable 08 ""2"""¢ concentrate) on very detailed information for a long period of time?

D NOW YOU DO IT Work in pairs. Ask each other the questions

in Exercise C and discuss which dominant personality type you are.
You said that you care about using correct grammar, you don’t get excited about competing,
and you don’t get bored with doing repetitive activities. | think you're probably a Type C or D.
Competitive edge
 NG) to experts’ opinions
A Work in pairs. Look at the title of the talk and
brainstorm some of the things you think the speakers
might mention.
ls competition healthy?

B 2.08 Listen to the talk to check your ideas from

Exercise A.

C [§ Listen again and take notes on the main arguments

each speaker presents. Work in pairs and compare, then
revise your notes if necessary.

D Work in small groups. Say which speaker you

agreed with more and why. You can refer to your notes.

E VOCABULARY: SCIENTIFIC NOUNS AND VERBS Complete the table with nouns and
the base form of verbs from the talk. Check your answers in a dictionary.
Verb Noun Verb Noun
ae ER (to nee tae Reet |:a re See ene see ea ane eee ie eres

: fetay oe ufaparece oon Se pyre ne oe |tee EGTA

See ee RCE, Se ee siae eS Mc i ee pags

ae Mie huetan DAs RGsee ae en: eee ee sit hyecaee

F VOCABULARY: SCIENTIFIC NOUNS AND VERBS Complete the sentences with a word
from Exercise E in the correct form. There may be more than one correct answer.
Psychologists use different methods to ___‘©s'___ theories to find out if they are true.
In the field of psychology Ponmen’s /S'sFGone on the behavior of both people and animals.
| don’t think that theory has been ______ yet. proven / researched / tested / studied
After reading this article, | have concluded_ that a limited amount of competition is good.
The desire to play sports is one Measurement of competitiveness.
| want to do some internet esearch ___ on the effects of competition on young adults.
| don’t think scientists should _&xPe"'MeNt_ on animals.
oOo
&
=
WD
on His theory is interesting, but | want to see some —__P/00f __ that it’s true.

nouns and verbs with different pronunciation

A 2.09 Listen to the words. Notice how the verb and noun are pronounced
differently, with the stress on different syllables.
Noun Verb
1 record /'rekord/ record /ri'kord/
2 present /'prezont/ present /pri'zent/
3. produce /'proudus/ produce /pro'dus/
4 increase /'1nkris/ increase /in'kris/

B Fe) 2.10 Work in pairs. Practice saying the sentences. Make sure you pronounce
the verbs and nouns correctly. Then listen and check.
1 There is no record of any studies on this topic, so I’m going to research it for my thesis.
2 The paper presents two theories about why our brains produce certain chemicals.
3 This machine records data about when there is an increase in the levels of dopamine present in the brain.

107
2 Listening: to experts’ * Refer the students to the table. Have them complete it

opinions with nouns and the base forms of the verbs.

* If possible, have the students use a dictionary to check
their answers, and then check the answers with the class.
Lead-in ¢ Point out that several of the words are the same in the
Write the word moderator on the board. Elicit what the verb and noun forms.
students think the definition of a moderator is (someone
who is in charge of a discussion or meeting between people F
with different opinions). Ask the students to describe their * Ask the students to complete the sentences with the
experience listening to panel discussions or debates where correct form of a word from Ex. E. Point out that there
there may have been a moderator. Ask them what makes may be more than one correct answer.
listening to experts difficult, for example, speakers are hard ¢ Check the answers with the class.
to understand, vocabulary is challenging. Tell them that they
will practice by listening to two experts give opinions in this
section. Alternative
A Have the students decide whether each blank takes a
verb or a noun before they complete the exercise.
e Put the students in pairs. Have them look at the
question and the picture.
e Explain that making predictions about a discussion before
listening can help them understand the content better. Extra: homework
Ask them to brainstorm things they think the speakers
might mention. Do not correct them at this point. Ask the students to write their own opinion to the
question in Ex. A. Have them write one paragraph and
B By) 2.08 to use a main idea, some details, and some examples.

¢ See p. 1171 for the audio script.

¢ Tell the students they are going to hear a moderator and
two experts (both educational psychologists) talking. Play >a es#4
the audio once. Ask the students to listen to see if any of
their ideas are mentioned.

Cc 3 Pronunciation: nouns
¢ Ask the students to listen again and to take notes on the
main arguments.
and verbs with different
e Play the audio more than once if necessary. pronunciation
¢ Put the students in pairs to compare notes.
¢ Discuss the answers with the class.
A By] 2.09
e See the Student's Book for the audio script.
Possible answers e Point out that even though the verbs and nouns are
Dr. Carson: spelled the same, they are pronounced differently. The
Competition is terrible, especially for children. stressed syllable changes.
Personal value is measured by winning. e Inform the students that they will listen to the list of words.
Few people can become winners. Tell them to notice how the syllable stress changes.
Competition makes children anxious and unable to e Play the audio once. Then play it again for the students
concentrate. to repeat each word.
Winners become aggressive and feel ashamed when
they don't win. B By) 2.10
Losers get discouraged and stop trying.
e See the Student's Book for the audio script.
Cooperative activities create high self-esteem and
e Put the students in pairs and ask them to practice saying
satisfaction.
the sentences.
Dr. Banks: e Play the audio so the students can hear the correct
Competition is healthy and necessary for kids. pronunciation. Then have them say the sentences again.
Competition is a fact of life.
There's no proof that competition is bad for the majority.
Kids have to experience failure in order to handle failure Extra: pronunciation
as adults.
Competition helps kids develop important life skills. Give the students extra words to practice (or ask the
students to brainstorm their own lists). Some words
to use include: conduct, conflict, object, progress,
project, subject, reject, suspect.
e Put the students in small groups. Ask them to say which
speaker they agreed with more, and why.
e Encourage the students to use their notes.

Competitive edge Meiewemal'ys

‘oe ‘Sr a C By 2.11
Sy tad e See p. T1172 for the audio script.
e Put the students in pairs. Tell them they will listen to two
Lead-in people talking about a study on peer support among
Ask the students to read the information in the skills panel. young adults. Ask them to paraphrase what each person
On the board, write these sentences: The idea that says.
humans use 10% of their brain has been proven false by e Play the audio once and check progress. Play the audio
recent technology. Although not all parts of the brain are again if necessary.
active at the same time, functional magnetic resonance e Put the pairs together in groups of four to compare their
images (fMRI) show several brain areas at work for any paraphrases.
given activity. e Have a class feedback session and write good ideas and
Tell the students that there are shorter and easier ways examples on the board.
to say these sentences. Ask them to make suggestions. tg
Give an example: It is a myth that humans use 10% of their Possible answers
brain. Imaging technology shows that more than one area Speaker 1:
of the brain works at any given time. Young people are affected by praise from their peers.
Praise leads to higher self-esteem, higher motivation,
A and ultimately, higher achievement. So, praise is very
¢ Direct the students’ attention to the instructions, and go positive.
over the four ways to paraphrase. Speaker 2:
e Ask the students to read the short text, and to identify Praise doesn’t affect people, or could affect them in a
which technique is being used for each numbered part negative way. People know when they have done well,
of the paraphrase. so praise could make them feel insulted, or encourage
¢ Check the answers with the class. them to stop making an effort.

2 D
¢ Put the students in pairs. Explain the task to the class,
making sure they all understand the instructions before e Ask the students to choose a short text or paragraph
they begin. from a text they have read previously in the Student's
¢ Check the answers with the class. Book.
e Put the students in pairs and ask them to paraphrase the
Pp ibl text they chose for their partner.
bender otdcnb fiendid BES os a ¢ Direct the students’ attention to the examples in the
a) If we use / Using; problem-solving or information How to say it box, and encourage them to use these
recall / solving problems or recalling information expressions when asking for clarification.
b) generate / create; related to / connected with;
frequently / often
c) ... it will generate more neurons and axons/ ... causes Extra: homework
it to create more neurons and axons; The implication
Have the students paraphrase a paragraph from a
of this may be that the more frequently we play
book of their choice. Ask them to submit the original
competitive sports and games, the more we want to
and the paraphrase.
play them, which may make us more competitive. /
... it's possible that competing a lot makes us want to
compete even more. ; 7q
d) ... it will generate more neurons and axons related > Workbook p. 5D, Section 6 & pa
to those activities, which improves brain function
and causes us to perform better. / ... causes it to
create more neurons and axons connected with those
activities. Our brain functions better, so ...
 4 paraphrasing
Oo To paraphrase something is to express information that you hear or read in your own
words, usually in a simpler way. You can do this by changing words and/or sentence
structure. Paraphrasing information shows that you have understood it.
A Read the list of paraphrasing techniques. Then read the text and the
paraphrase below. Match the techniques (a-d) with the paraphrases (1-4).
a) Change words to different parts of speech, e.g., a noun to a verb.
b) Use synonyms (words that have the same meaning as other words). YN
c) Change the word order or the sentence structure and add or delete words as necessary. [i]
d) Use different connectors, or break a long sentence into two sentences. AG
The results of one study suggested that what increased children’s sense of self-worth and
motivation the most was engaging in group activities, which led the researchers to conclude
that more emphasis should be placed on cooperation-based activities.
(1) One study indicated that children experienced (2) an increase in (3) self-esteem and
motivation when they did activities in (4) groups. This caused researchers to come to the
conclusion that children should engage in more cooperative activities.

B Work in pairs. Read the original

text and the paraphrase. Find at least one
example of each paraphrasing technique
from Exercise A.
Original
If we use our brain for activities such as problem-
solving or information recall, it will generate more
neurons and axons related to those activities,
which improves brain function and causes us to
perform better. So the more we do something, the
better we get at it, and very often the better we
are at something, the more we want to do it. The
implication of this may be that the more frequently
we play competitive sports and games, the more
we want to play them, which may make us more
competitive.

Paraphrase
Using our brain for solving problems or recalling
information causes it to create more neurons and
axons connected with those activities. Our brain
functions better, so we improve in these activities.
When we are good at something, we often want
to do it more often, so it's possible that competing
a lot makes us want to compete even more.

Cc Be) 2.1 1 Work in pairs. Listen to two people discussing a study

on peer support among young adults. Paraphrase what each person says.
Then compare your ideas with another pair.

D Work in pairs. Choose a short text or a paragraph HOW TO SAY IT

from a text that you have read previously in this book so far.
Are you saying ...?
Paraphrase your text for your partner. If you are not sure about
So that means ...
any part of your partner’s paraphrase, ask for clarification.
In other words, ...

Competitive edge
 verb + gerund
A Bj 2. 42 LANGUAGE IN CONTEXT Listen to the
ere ll Does Sandra dislike all reality shows?
Sandra: You know how my brother always laughs at me when |
watch reality shows? Well, last night he was watching
Hunting Heroes!
Rick: Seriously? That has to be the worst reality show in
the world! Who would want to watch a bunch of guys
hunting wild birds and animals?
Sandra: Yeah, | have trouble understanding why people waste
their time watching shows like that.
Rick: I've seen you watching other reality shows though.
Sandra: Sure. | like some of the competition ones, like The
Voice and Project Runway. It’s interesting to observe
the competitors going through the process of learning
and growing in their field. You can just feel their
confidence increasing every time they pass another
round. | could spend my life watching those!
Rick: Not me. | can’t sit at home watching TV. | have more
fun doing outdoor activities.

B ANALYZE Read the conversation in Exercise A again. “NOTICE!

Function Choose the correct option to complete the rule. Look at the underlined
phrases
“AWhet in the
verb fonconversation.
fellows “ a
An object and a gerund often follow verbs of action Kperception)
Form Complete the table with words and phrases from the them? -
conversation. Diclaaleas

have + object + gerund : objects: a good time /a hard time / sulle vs

: (4) trouble / (2) (more) fun

verb of perception + : verbs: notice / hear/ listen to / imagine /

object + gerund fe SRS 747 eS ay)
: (5) observe / (6) feel

spend/waste + : time: a long time / most ofyour time / Ge / years /

expression of time + : (7) their time Sai Oe ae
gerund 3

sit/stand/lie + : place: there / at your desk /(9)____athome

expression of place +
gerund

C PRACTICE Complete the questions with appropriate verbs in the

correct form. There may be more than one possible option. WATCH OUT!
1 Do you enjoy Sitting /Ivina_ around watching TV, or do you prefer to be more X He wastes too
active? much time
2 In general, how much time do you spend / waste watching TV every day? watch TV.
3. What do you have ___ the most fun doing? What do you hate to spend
/waste Vv He wastes too
time doing? , much time
Do you like ee ace compete on reality shows? If so, which ones? wate dy
How would you complete this statement? | have a hard time understanding why
people watch ...
6 On reality shows, you often _see/hear__ people behaving badly. Do you think shows
like that are a bad influence on society? Why or why not?

D NOW YOU DO IT Work in groups. Discuss your answers to the

questions in Exercise C.
5 Grammar: verb + gerund Function
* Ask the students to read the conversation again, paying
Lead-in
attention to the verbs in the underlined phrases. Remind
Ask the students if they watch any reality television shows. the students that they are already familiar with many
Ask them to name any they can think of, and make a list verbs that are followed by gerunds.
on the board. If the students are not familiar with any, ¢ Have the students read the conversation again and
suggest a few to give them an idea of the variety: Survivor complete the rule. Then check the answer with the class.
(contestants are isolated in the wilderness and compete
for cash), Dancing with the Stars (celebrities pair up Form
with professional dancers to compete), The Bachelor (a
e Present the four forms in the table.
dating game show), Project Runway (a fashion designing
Ask the students to complete the table using the
competition), MasterChef(a cooking competition).
appropriate underlined words and phrases from the
Draw attention to the picture of the young man lying on conversation.
the sofa. Ask the students to describe him. Elicit answers ¢ Check the answers with the class.
such as lazy, tired, bored, happy. Ask the students if they ¢ Direct the students’ attention to the Watch out! box.
ever do what this young man is doing, and what they
Elicit that watch is incorrect in the first sentence because
watch on television. it is in the base form instead of the gerund.

Culture note Extra: grammar practice

Reality television is a type of programming that films Put the students in small groups to write two
life as it happens; there are no scripts and usually sentences for each form. Circulate as the students
the cast is not made up of actors or famous people. work to make sure the students understand the
Reality television started to become more popular different forms. Invite groups to share their sentences
in the mid-1990s and spread worldwide in the early with the rest of the class.
2000s when shows like Survivor became famous.

A Bey 2.12
e Have the students choose an appropriate verb to
e See the Student's Book for the audio script. complete each question. Remind them to use the verb
e Play the audio, and have the students read the in the correct form. Let them know there is more than
conversation as they listen, keeping the question in one possible answer for some of the questions.
mind. ¢ Check the answers with the class.
e Ask them to quickly say whether or not Sandra dislikes
all reality shows, and why. D
e Put the students in small groups to discuss the questions
Answer Inia G.
No. She likes reality shows that have competitions. e Listen to some of their ideas as a class.

Alternative
Extra: pronunciation Have the students participate in a more formal
Put the students in pairs to read the conversation and debate. Divide the class in two groups, one for reality
then let them listen to compare themselves to the TV shows and one against. What are the advantages
speakers. and disadvantages of each side? Encourage speakers
to expand on their answers and give reasons for their
opinions.

NOTICE!
¢ Direct the students’ attention to the Notice! box.
¢ Ask the students to notice the phrases that are Extra: homework
underlined in the conversation. Ask them what verb Ask the students to choose one question from Ex. C
form follows each underlined phrase. and write a paragraph answering it.

the gerund (-ing) form

Se

Competitive edge Meiemew al),

6 Reading: understanding text ¢ Remind the students that noticing details is an
organization important part of reading factual texts. Explain that they
will now look back at the text for specific information in
paragraphs 2 and 3.
Lead-in e Ask the students to find and underline the items in
Ask the students to read the information in the skills panel. the text.
Ask them to guess what kind of text they will be reading (a
factual text) and what they expect it to include (main ideas,
details, and examples).
&-—
= The male hormone testosterone
Point out that the same elements can be found in lectures.
2 winning causes a rise in testosterone levels, which
Review the fair trade lecture in Unit 8 as an example. gives a person a sense of power and success. The
Ask the students if they ever use encyclopedias or other desire for this feeling may encourage us to be even
types of reference material. Ask them to share a topic they more competitive. In contrast, losing appears to cause
have read about recently. Ask volunteers to share a fact a drop in testosterone levels, which helps explain the
they learned about the topic. agony of defeat.
Ask the students to look at the Student's Book page and 3 the chemical dopamine, which is a neurotransmitter
predict what they will be reading about, and the kind of that produces a feeling of pleasure.
language involved (the brain, science words and phrases, 4 people who have naturally higher levels of these tend
expressions of emotion). to enjoy competing more than those with naturally
lower levels.
A 5 This means that the brain is constantly “rewiring,” or
e Ask the students to read the factual text about the changing its structure.
competitive brain and to identify the main idea. Put the 6 The nerve cells in the brain are called neurons, and
students in A/B pairs. Tell them to read both theories neurons have extensions called dendrites and axons.
in the text, but for Student A to focus on the first, 7 Dendrites and axons are responsible for transmitting
and Student B on the second, since they are going to information to and from other cells in the body.
explain one theory each. 8 Therefore, if we use our brain for activities such as
e When the students finish, ask them to talk about the problem-solving or information recall ...
main idea and to paraphrase the theories that are
presented. Remind them to take turns so that Student A
paraphrases the first theory and Student B paraphrases
Cc
the second theory. ¢ Have the students work in the same pairs as they did in
¢ Don’t check the answers at this point since the students Ex. A. Ask them to repeat the paraphrasing activity they
will repeat Question 2 in Ex. C. did then, and to discuss the question.
e Then check and discuss the answers to Ex. A.
Possible answers).
1 Main idea: The structure and chemistry of our brain
Possible answer
may control how competitive we are. It helps you pick out specific important information that
2 First theory: Brain chemistry—the amount of you can use in your explanation.
hormones and chemicals in our brain—causes us to
be more or less competitive; people with high levels
of testosterone and dopamine tend to be more D> Workbook pp.52-53, Section 2
competitive.
Second theory: The brain generates more cells for
doing something the more we do it, so repetition
makes us better at things, and success makes us more
competitive in those things.

Culture note
Neurochemistry studies neurochemicals and other
molecules and how they influence the neurons and
how they work in the brain. The American Society for
Neurochemistry is a professional organization from the
Americas (North, Central, and South). Neurochemists
and neuroscientists who belong to this organization
research the interactions of molecules and how they
affect the nervous system.
© Different text types have different features a areey in Hitec ways.
A factual text, especially if it deals with a scientific topic, usually includes
supporting information such as definitions or explanations, descriptions, and
examples. Recognizing these features can help you understand the text.
Ne
(3 Work in pairs. Read the text and answer the questions.
What is the main idea of the text?
What are the two theories in the text? Student A, explain the first theory. Student B,
explain the second theory.

'Can we really “just enjoy the fun of Dendrites and axons are responsible
playing the game”? Recent scientific for transmitting information to and
research indicates that the answer from other cells in the body. Recent
may depend on our brain structure and research has indicated that the brain
chemistry. There are various theories can generate new neurons and axons
about how the joy of competing and the with use, and this improves brain
will to win may be controlled by nature. function. Therefore, if we use our brain
for activities such as problem-solving
One theory is that our degree of
or information recall, it will generate
competitiveness is connected to
more neurons and axons related to
the levels of certain hormones and
those activities, which improves brain
chemicals in our brain. The male
function and causes us to perform
better. So the more we do something,
present in both men and women, and
the better we get at it, and very often
winning causes a rise in testosterone
the better we are at something, the
levels, which gives a person a sense of
more we want to do it. The implication
power and success. The desire for this
of this may be that the more frequently
feeling may encourage us to be even
we play competitive sports and games,
more competitive. In contrast, losing
the more we want to play them, which
appears to cause a drop in testosterone
may make us more competitive.
levels, which helps explain the agony
of defeat. Winning also stimulates the ‘These two theories may help to explain
nucleus production of the chemical dopamine, why some people are more competitive
which is a neurotransmitter that than others, but can human behavior
produces a feeling of pleasure. The thrill ever be attributed just to nature? For
of victory is caused by a combination example, there may be people with high
of increased levels of testosterone levels of the brain chemicals associated
and dopamine, and people who have with competing and winning who don’t
naturally higher levels of these tend to actually enjoy competitive activities and
enjoy competing more than those with prefer to channel their energy in other
naturally lower levels. directions. We also all know people
who aren’t competitive at all who enjoy
3 An alternative theory is that of
playing sports even though they seldom
“plasticity.” This means that the brain
win, so the answer to whether we
is constantly “rewiring,” or changing its
can “just enjoy the fun of playing the
structure. The nerve cells in the brain —
game” appears to be a very unscientific
are called neurons, and neurons have
“it depends”!
f\ extensions called dendrites and axons.

B Look back at the text and underline the following things.

Paragraph 2 Paragraph 3
1 a definition of testosterone 5 an explanation of the theory of plasticity
2 an explanation of how testosterone is related to 6 adescription of neurons
winning and losing 7 anexplanation of what dendrites and
a description of dopamine axons do
an explanation of the effects of testosterone and 8 examples of activities that increase brain
dopamine function

Cc Repeat Question 2 in Exercise A. How did identifying the parts of the text
in Exercise B help you understand the text and explain it better the second time?

Competitive edge Mesiewcwe al!)

D VOCABULARY: EXPRESSIONS OF EMOTION Follow the instructions
for question 1. Then check the correct options for questions 2 and 3.
1 These three expressions all have a similar meaning, but they vary in intensity of
feeling. Number them in order from the strongest emotion to the weakest.
the joy of the fun of the thrill of
2. Which two words are commonly used with “the agony of”?
defeat VY] loss MY] anger C] boredom []
3. Which two of these three phrases refer to wanting to do something?
a feeling of (J the willto YJ] the desire for/to

E VOCABULARY: EXPRESSIONS OF EMOTION Work in groups.

Discuss the questions.
1 Do you usually play a game or sport just for the fun of it, or do you have a strong will
to win?
2 Does the thrill of victory give you a feeling of power and create a desire for more
competition? When you lose, do you suffer from the agony of defeat?
3 Do you generally have a strong desire to compete and be the best? Give examples
to support your answer.

A Read this description of a reality TV show. Would you like to watch it?
Why or why not?
By:

Little Lena
This show follows the life of a badly-behaved family from
Alabama. The Larson family consists of dad Larry, mom Lynda,
sons Larry, Jr. (15), Jason (13), Ryan (9), and daughter Lena (6).
The Larsons were “discovered” when a TV producer observed
Lynda and her spoiled daughter having a dramatic argument in
a famous department store in New York. The audience listens to
the family yelling at each other, watches them eating loads of
horrible, unhealthy food, and follows them as they participate
in strange competitions and other local events. Larry complains
about having to help his wife in the house, and he tells his sons
to ignore their mother. Lynda encourages Lena to be more and
more competitive and rude to other children as they travel from
one competition to another. The show is advertised as a comedy,
but a lot of people don’t find the family’s behavior very funny.

B Work in small groups. Think of a TV reality show or game show that

you know about and that you all agree is terrible. Make notes about what
the show involves and why you think it’s the worst show. With your group,
write a description of the show similar to the model in Exercise A.

C (§ Work in groups. Choose one member of your group to read your

description to the rest of the class. Take a class vote on the worst TV show
based on the descriptions you heard.
D
¢ Explain that the students will now focus on vocabulary Put the students in small groups. Ask them to
for emotions. Ask the students to brainstorm a list of brainstorm a list of TV shows they are familiar with. You
emotions to make sure they understand the meaning. could have a member of each group write their lists on
Expect answers such as happy, sad, bored, lonely, the board so that all the students have more choices for
excited. the rest of the activity.
¢ Give the students time to answer the three questions. Encourage the students to discuss with their group
¢ Check the answers with the class. which show they can all agree is terrible. Encourage
them to make notes about what makes the show
terrible.
Culture note Tell each group to work together to write a description
The phrase “agony of defeat” is often associated with of the television show they chose, modeled on the
Vinko Bogataj. He is a ski jumper from Slovenia who description in Ex. A.
was competing at the Ski-flying World Championships Allow enough time for discussion and group writing.
in 1970. Due to snowy conditions, Bogataj was going
too fast on the ramp. When he tried to stop, he
lost his balance and flew off the ramp, flew through Culture note
the air, and crashed into a fence near the audience. A game show is a type of program in which
Amazingly, he suffered only a minor concussion. That participants play some sort of game. They compete
failure was featured on ABC's Wide World of Sports for money or prizes. The earliest game shows date
and billed as the “Agony of Defeat.” back to the 1930s and 1940s, but they grew in
popularity and are still televised today. Some popular
game shows are Wheel of Fortune, which has been
on television for over 30 years, and Jeopardy!, which
e Put the students in groups. Give them time to discuss first aired in 1964. There is a cable television channel
the three questions. that is dedicated to showing game shows—Game
¢ Invite volunteers to share their answers. Show Network (GSN)—and available in over 77 million
American households.

Extra: homework
Cc
Ask the students to write a paragraph about
themselves that answers one of the questions in Ex. E. Have the students choose a reader for their group. Ask
the readers to present the descriptions to the rest of
the class. Have the students vote on the worst TV show
based on the descriptions.

Alternative
7 Writing: a description Have the students write their descriptions without
mentioning the name of the television show. Ask the
other groups to guess what television show is being
Lead-in described.
Without giving its name, describe a television show that
the students are likely to recognize. Invite the students to
guess which show you are describing.
Extra: discussion
A Ask the students to review the lists from Ex.B and
¢ Give the students time to read the description of repeat the activity, choosing the show they think is the
the reality show Little Lena. Answer any vocabulary best reality television show.
questions as needed.
e Ask the students if they would like to watch this show.
Ask them to give reasons for their answers.

Competitive edge Meieme mead)

 Cc
Skills: synthesizing e Ask the students to look at the four texts (A-D). Explain
that these are the source information they will use for
information their research. Ask the groups to choose one text for
Step 1: Gather information from different sources. (Ex. B,
each group member. Tell the students they are each
Exn)
responsible for following the steps in Ex. C for their
Step 2: Organize relevant information into categories. (Ex. C)
reading: underlining the main idea, supporting details,
and examples; summarizing the underlined information;
Step 3: Combine the information to produce a new idea
or a conclusion. (Ex. D)
sharing the information with the group to decide which
is most relevant to the task in Ex. B and categorizing the
Lead-in information (description, claims, evidence, conclusions);
Read the target skill aloud and ask the students what they and analyzing the information and discussing
think synthesizing information means. conclusions.
Direct the students’ attention to the examples in the
Draw attention to the picture and ask the students if they
How to say it box on p. 113, and encourage them to
know anything about ginkgo biloba. Ask the students
use the expressions when presenting their reports.
how they might go about researching information about
Answer any questions about the procedure. Give the
this plant. Point out that they would probably need to use
students sufficient time to follow the steps.
more than one source (an encyclopedia, websites, talk to a
Circulate as the students are working. Be prepared to
specialist, etc.).
address vocabulary or content questions.
Then highlight the three-step strategy to develop the skill
of synthesizing information.

A Extra: research
Ask the students to research fish oil (omega-3 fats),
e Present the definition of synthesizing information, and
then ask the question. Accept any reasonable answers, another food supplement that increases competitive
but make sure the students include both academic and advantage. Have them include information about
non-academic situations, for example, when preparing
what it is and what it is used for. The students should
a report or class project, when giving a presentation, include information about claims made by supplement
when buying a cell phone—gathering information from manufacturers, and statistical or anecdotal evidence
different sources before deciding what to buy. that supports or refutes the claims. Put the students
in groups and give them a few minutes to discuss the
information they found.
e Put the students in groups of four, and explain that they
are going to participate in an activity that is similar to
a project done in college classes. Ask them to imagine
that their college professor has asked them to prepare
a report about a particular kind of supplement that
increases competitive advantage.
¢ Have the groups read the instructions for the report.
Then ask them to discuss the information they need to
find out, and the types of sources they might need to
use. Remind them to paraphrase the language in the
instructions.
e Make sure the students understand the supplement
and the four components they need to include in their
report.

Culture note
The ginkgo biloba is a kind of tree that is native to
China. Ginkgos are very large trees and can grow
over 60 feet tall. In the fall, the leaves turn bright
yellow before falling off within 15 days of changing
color. They usually live a very long time because they
are able to resist disease and the wood can resist
insects. They grow best when they have sun and
water. Ginkgos are used as food and medicine. People
sometimes take ginkgo supplements.
A Read the definition of synthesizing
information. In what situations could
synthesizing information be useful?
Synthesizing information is the process of combining
information and ideas from different sources to create
or develop a new idea, focus, or perspective, or to
reach a conclusion.

B Work in groups. Read the instructions

on the right and discuss the kinds of
information that you need to find out and
the types of sources you might use.

Cc Work in groups. Assign one of the

texts below and on page 113 to each group
member and follow these steps.
* Read your text in detail and underline the main idea, supporting details, and any
examples.
* In your notebook, briefly summarize the information that you've underlined in
your text.
* Share the information you found out with your group. Decide which information is
relevant to your task in Exercise B and put the relevant information into appropriate
categories: description, claims, evidence, conclusions.
« Analyze the information and discuss your conclusions.

ed

Do you want to perform at the top of your ability?

ds andterpenoids, It’s a competitive world out there, and whether
uch are antioxidants that you are hoping for a promotion at your company
or competing in a sport, you want to be at your
can help protect the cells of biloba tree best. Studies have shown that the ancient Chines
the body. People who want er tree Ginkgo biloba has properties that increas
to increase their competitive edge in sports or in flow of oxygen to all of the cells in the body, including
their profession often take ginkgo biloba because the brain. Benefits of taking gingko biloba supplements may include
improvements in memory and other cognitive functions,
it is thought to support memory and other brain
increased energy, and a general feeling of well-being
functions. The substances in ginkgo biloba increase You will observe your cognitive abilities improving
the flow of oxygen to the cells, which can help with in just a few weeks with ginkgo biloba!
blood circulation and produce feelings of energy,
physical vitality, and mental sharpness.
te gy gy A a
4 wih | re

Competitive edge | UNITS 112 —

 Botany 101, spring semester Nutritional supplements

Review of independent studies to test the effectiveness of ginkgo biloba in increasing cognitive function

Summary — Some data suggest that ginkgo biloba may be effective in increasing mental function and energy levels.

All studies evaluated the effectiveness of taking 30 ml capsules of ginkgo biloba once a day for six
Research months. One third of the participants were older people with memory problems while the others were
younger adults who wanted to increase their brain function and energy in general.

Three clinical studies in the U.S.A., the U.K., and Brazil were evaluated. Results were mixed. In one
study, 75% of the participants experienced an improvement in memory, and at least a slight increase
Results in energy. In the other two studies, the results were inconclusive; about 20% of the participants
experienced some improvement, but the majority showed little to no improvement. In all three studies,
researchers observed participants experiencing side effects such as nausea and headaches.

Most of the claims that ginkgo biloba increases brain function are made by manufacturers of
supplements, and further studies are needed to prove whether or not ginkgo biloba is actually useful for
improving cognitive functions and energy levels. There is some evidence that it is effective; however,
there appear to be some negative side effects associated with the compound.

'D 1
, mes
bob
ele| have shighstesson
jo,and
a |ties ease Wy xTand nae fobs cag pete
ginkgo
ioe was great for b hings. | took a supplement for 30 days, and my advice?
sgDon
bonaussie
The only real Rs radwere headaches and nausea, and | didn’t feel myself impr
improvi @
ie memory or phere level yhOwmettae ose ate ae A

timo34: My grandfather was worried about not being able to remember things, so he started taking ginkgo biloba
supplements. After about a month, our family noticed his memory improving, and it also seemed that he had
a little more energy. | decided to try ginkgo biloba to see what it would do for me, and I’m glad | did! | have to
remember a lot of details in my job, and | think ginkgo biloba has definitely made my memory better. fa) @

D Work in groups and prepare your report. Then present your report
to the rest of the class.

E Work in groups. Discuss the questions.

1 How can organizing information into categories,
in this case descriptions, claims, evidence, and REFLECT ... How can the skill of
conclusions, help you synthesize information synthesizing information be useful to you in
for a report? Self & Society and Work & Career?
2. Why is it a good idea to use a variety of different
sources when doing an analytical report like this
one?
RESEARCH ...
Choose another health- or performance-
related product that is currently popular. Look
up different sources of informationon the
product. Prepare a synthesis of the information
with a short conclusion based on what you
have read. Give a short report to the class.
D
e After the students have completed all the steps in Ex. C,
ask them to prepare their group report.
9 REFLECT
¢ Discuss the question with the whole class. Ask the
e Have the groups present their reports to the rest of the
students to say what they feel are the most useful
class. Encourage the other groups to comment and ask
points they learned from this lesson, and how the skill of
questions. Ask the students if their opinion about the
supplement has changed, and to explain why or why synthesizing information might be useful in the domains
of Self & Society and Work & Career, either now or in
not.
the future.
* Elicit the following ideas: summarizing information from
multiple sources, combining related reports into one
Culture note single report, etc.
People sometimes take dietary supplements to
give their bodies nutrients that they may not be
=° RESEARCH
>

getting naturally. One of the most common types of

dietary supplements is multivitamins. Many medical ¢ Go through the task and check that the students are
professionals agree that dietary supplements are not
clear about what they have to do.
needed if people eat a balanced diet. In the United ¢ Suggest that the students conduct research on a health-
States, the Food and Drug Administration (FDA)
or performance-related product that is currently popular.
monitors dietary supplements.
¢ Have them share their report in class. Lead a class
discussion about the product they researched.

Culture note
Botany is the scientific study of plants. Botany is also
a class that many universities offer as part of their
science department. Botanists study fungi, algae,
herbs, and all types of plants and flowers. The study of
plants is important because a large percentage of the
oxygen and food that they produce is necessary for
animal and human life.

e Put the students in groups to discuss the questions. Ask

them to focus on the skill of synthesizing information
in the domain of Study & Learning. Have them make
some notes in answer to each question.
¢ Have a class feedback session and write the best ideas
on the board. Then check the answers with the class.

Possibl
sinters sty het

1 Putting
present the information in an organized way in your
report. You can use this organization format as your
outline and just fill in the main idea (topic sentence)
and supporting details for each category.
2 If you have to form some kind of conclusion or new
idea, it's never a good idea to use just one source.
With only one source, you will just repeat the ideas
in that source instead of having your own ideas, and
there may be different studies or opinions, so it’s
important to find out about any conflicting information
in order to come to an informed conclusion.

Extra: homework
Ask the students to write a summary of their answers
to the questions in Ex. E.

Competitive edge Meiewe ane)

 You can also use the Language wrap-up to review the
anguage wrap-up material in the unit with the class and work on the
exercises together as a class activity. In this case, you
There are several approaches that you can use for the can ask the students, for example, to look back at the
Language wrap-up exercises: appropriate Grammar section in the unit and review the
e in class as a test main points to clarify any misunderstandings before they
¢ in class as a review begin an exercise. Similarly, you can ask the students
¢ as homework to first work in pairs to check the meanings of words to
be used in fill-in-the-blanks exercises in the Vocabulary
Class test
section.
e Ask the students to do the exercises in test conditions, Note that the more assistance you give the students, the
and give a time limit (e.g., 20 minutes). higher the score you should expect them to get when
¢ Check answers with the class and deal with typical errors they do the exercises.
or problems.
Class review 1 Vocabulary
e If you decide to do the exercises in class, you can A
approach the Language wrap-up as a two-step review. Ask the students to read each sentence for general
First, ask the students to do the Vocabulary section understanding and to gain an idea of the context before
individually. When they finish, ask them to check their filling in the blanks with the phrases from the box.
answers carefully, and then put them in pairs to compare When checking the answers with the students, point out
answers and discuss any differences. that the vocabulary words are related to emotions.
¢ You can then apply the same procedure to the Grammar
section.
¢ Self- and peer-correction are two excellent ways of Extra: vocabulary
developing learner independence and creating a
Ask the students to change the subject of each
cooperative learning environment.
sentence to create a new sentence with the same
Homework vocabulary word. Give an example by changing the
e If you give the exercises for homework, you can ask first sentence from Sitting in the garden gives me a
the students to do them in test conditions, i.e., without feeling of peace to Visiting my grandmother gives me
referring to the language they covered in the unit, their a feeling of peace. Ask volunteers to share their new
notes, the Grammar reference section, dictionaries, etc. sentences.
¢ Give them a time limit (e.g., 20 minutes).
¢ Check answers with the class in the next lesson and deal
with typical errors or problems.
¢ The scoring system has been designed to give the Go over the words in the box. Call on the students to
students an idea of the progress they are making. Each say them aloud and correct pronunciation and stress as
section has a total score of 10 or 12, depending on the needed.
complexity of the language covered and the nature Encourage the students to read through the whole text
of the exercises. Whichever approach you take to the before they choose the correct word for each blank.
Language wrap-up, after checking the answers to each Remind the students to use the context to help them
section, ask the students to write their score. If they choose the correct words and forms.
have a score lower than 8 (out of 10) or 10 (out of 12), Call on individual students to say the sentences,
direct them to the appropriate sections of the unit and inserting the correct answers. Ask the rest of the class to
encourage them to read them again for homework. say whether the sentence is correct or not.
After that, ask the students to complete the exercise(s)
again at home. 2 Grammar
Ask the students to read the whole paragraph through
Alternatives
first before completing the exercise. Encourage them
¢ With any of the approaches above, you can assist the to say each sentence silently to themselves before
students by looking at the exercises with them before deciding on their answers.
they start, and discussing how they should go about When checking the answers with the students, point
them. For example, if they have to fill in the blanks out the form of gerunds (-ing forms), and how they
in a text, encourage them to read through the whole can follow verbs + prepositions, and adjectives +
text first to get an idea of the general meaning of it. If prepositions.
they have to choose the correct option to complete a
sentence, encourage them to make sure they read the
whole sentence first to understand the context.
A Complete the sentences with the phrases from the box. (6 points)
agonyof desire for feelingof joyof thrill of will to

Sitting in the garden gives me a _/eeling

of _ peace.
Most athletes have a strong __desire
for _ success.
Some people enjoy the —thrilof___ danger in extreme sports.
| don’t compete; | run just for the a Cy Of being outdoors.
You won't be a champion if you don’t have a strong —_W// to___ win.
It's always sad to see athletes experiencing the __29°"Y
aout
WN
= °' _ defeat.

B Complete the paragraph with the correct verb or noun forms of the
words from the box. More than one answer may be possible. (6 points)
conclude experiment measure/measurement research test theory/theorize

We did an (1) experiment jin science class to (2) Mesure

/testcompetitiveness in
rats. First, we read some (3) research___ on the subject, and we decided that our
(4) theory_ was that male rats were more competitive than female rats. We designed
a (5)___test__ in which we put hungry male and female rats together and put a small
amount of food at one end of their cage. We found that the four most competitive rats
were two females and two males, so we (6) concluded _ that competiveness, at least in
rats, is not based on gender.

nouns and verbs and expressions of emotion.

stions 2 and 6 on pages 107, 110, and 111. SCORE: 2

Choose the correct options to complete the paragraph. (12 points)

I guess I’m a Type A personality because I love all kinds of competition. For example,
I'm not interested (1)(in)/ about exercising by myself; I want to compete! I (2) am /
(havé trouble understanding it when I hear people (3) to say /Gayingythat they just
exercise for the fun of it. I’m good (4)(@t)// about running, and I can (5)(feel)/ catch
my energy (6) increases /Gncreasingduring a race. I'm capable (7) to run /
much faster when | feel the thrill of competition. I’m pretty competitive at work,
too. My colleagues usually spend an hour or more (8) to have {having lunch, but I get
bored (9) with)/ about sitting (10) @round)/ on talking when I could be getting ahead
with my work. I like being responsible (11)fon/ of managing important projects, and
I'm looking forward (12)(t0)/ about being in top management some day!

y
ae
ions with gerunds.
d 5 on pages 106 and 109. SCORE: /12

Competitive edge Meieue ema!

 Writing a business letter

A Read the assignment and the letter. What points does the writer
make to support her case?
You are a business owner. Write a letter to your city government recommending that
they submit a proposal for your city to host a large national or international event.
It can be a sports event such as the Olympics, a music festival, or any other type of
large event that you are interested in having in your city.

' Subject: Bid for Olympics 2028

2 To the Members of the City Council:

3 As a hotel owner and citizen of Miami, | am interested in ways to promote our

city and to stimulate its economy. For that reason, | am writing to propose that
the City Council submit a bid to host the 2028 Summer Olympic Games.
4 My understanding is that the Olympic Committee bases its selection on the
following criteria:
@ the availability of at least 45,000 hotel rooms
® space for building an Olympic Village with housing for 16,500 people
® a large international airport
® a good public transportation system
¢ a large number of non-Olympic tourist attractions, restaurants, etc.
° | believe that Miami qualifies in all areas but one. There are over 300,000
hotel rooms in and near the city, and Miami has one of the largest international
airports in the country. There is plenty of open space near the city for building
the Olympic Village and new sports facilities. The only weak point for our city
is public transportation. As you know, our bus service is limited, and we do not
have a light rail or other alternative system of public transportation. However,
the Olympics would provide a good reason to improve our transportation
system.
® |'m sure you will agree that hosting the Olympics would be an excellent
opportunity for the city, and | hope that you will consider submitting a bid. The
Miami Hotel Association would be interested in meeting with you to discuss
how we could help in this effort.
’Thank you for considering this proposal. | look forward to hearing from you.
5 Paula Stevens
President, Miami Hotel Association
[email protected] (777) 555-8731
REP SEPTIC i TT FR BG RAO A

B Write the number that corresponds to each part of the letter.

a) summary paragraph with an offer _6_ d) list of criteria for selection 4.
b) opening paragraph giving reason e) contact information _8_
for writing 3 f) closing
ce) subject of email g) arguments for proposal —2
h) greeting 2.

C Read the assignment in

Exercise A again. Then make notes
to plan a similar letter. HOW ARE YOU DOING?
O)|have included a correct greeting and closing.
D Write your letter. Remember ©)|have stated my reason for writing in my opening paragraph.
to include all the necessary O | have included several points to support my proposal.
information. Write about 200 words. dt
Writing workshop: writ aq ¢ Present the parts of a typical business letter.
business letter ¢ Explain that the list in Ex. B is not in the correct order.
Ask the students to number the parts in order, using the
letter in Ex. A.
Lead-in ¢ Check the answers with the class.
Hold a brainstorming session with the class. Ask them
what types of letters they have written. Elicit answers such Cc
as business letters, personal letters, thank-you letters, Explain that the students will now write their own letter
apology letters, etc. for the assignment in Ex A. Encourage them to include
Focus their attention on business letters specifically. main ideas, supporting details, and examples.
Ask the students what kinds of business letters they Remind them that they can use one of the events listed
have written or are familiar with. Accept any reasonable or one from the class brainstorming session.
answers, for example, cover letters for jobs, sales letters,
query letters (seeking information), letters ordering
products, sales letters. Culture note
The International Olympic Committee is responsible
for choosing the location of the Olympic Games. The
Alternative process takes a long time. Cities must apply to be a
Ask the students if they have any examples of business candidate nine years before the Olympic Games, and
letters that they have received. Encourage them to it takes two years. They are chosen seven years before
bring examples to class. Talk about the different topics the Olympic Games are held.
and senders.

¢ Give the students time to write their letter in class or for

e Present the situation and encourage the students homework. Remind them to include all the necessary
to imagine they are the business owner. Read the information and all the different parts of a business
assignment and make sure the students understand it. letter. Remind them to write about 200 words.
¢ If helpful, brainstorm additional events that the students ¢ Give extra credit for including new language and
can use. structures from the unit.
e Tell the students they will analyze a letter that a business
How are you doing?
owner wrote. Ask the students to identify the points the
e Ask the students to read the statements and check the
writer uses to support her case.
ones they believe are true.
e Ask them to discuss their letter with another student in
the class and identify things they could improve on next
Miami has many Rote rooms and a large super There time.
is plenty of space to build Olympic facilities. The public
transportation system is the only weak point, and they
could improve it. The Olympics would bring money and Extra: homework
new businesses to Miami. Ask the students to write a business letter for a real-life
situation that they can use.

Culture note
Miami is a large American city located in Florida
between the Florida Everglades and the Biscayne Bay.
The city is one of the most popular stops for passenger
cruise ships. It has a tropical climate with hot and
humid summers and short and warm winters. Its
hurricane season is between June 1 and November 30.

Competitive edge RUSS RiP

 ° me
Rissecc of up.

Unit opener
Unit opener (p. 117) 20 min Lead-in
1 Reading: an opinion article (p. 118) 30min Ask the students to look at the unit title and the pictures,
¢ Vocabulary: safety and risk 15 min and to predict what the unit will be about. Ask the
Grammar: expressing ability (p. 119) 40min students to give examples of things they consider to be
Writing: requesting action (p. 120) 30min risky business. Direct the students’ attention to the points in
e Vocabulary: expressions with the unit objectives box and go through the information with
them. To get your students to think about the skills being
risk 15 min
developed in this unit, ask them to look at the questions in
Grammar: past modals of
the cogs.
deduction (p. 121) 40 min
Listening: rapid speech
5 Pronunciation: reduction of have (p. 122) 15 min e Ask the students the question and give them time to
6 Listening: rapid speech (p. 122) 30 min formulate a list of reasons. Have them discuss native
7 Speaking: speculating about events (p. 123) 30 min speakers they know and rate the speed at which they
lifeSkills: managing stress speak on a scale from 1-10.
(Self & Society) (p. 124) 50min Writing: requesting action
e Ask how many students have written a letter requesting
* Optional downloadable lifeSkills
action. What style did they use? Give the students time
lesson (Work & Career) 50 min
to talk with a partner. Discuss the answers as a class.
¢ Optional downloadable lifeSkills lifeSkills: managing stress
lesson (Study & Learning) 50 min e Ask the students to check the statement that best
Language wrap-up (p. 126) 20 min describes them. Ask how many students chose each
Speaking workshop: responding to statement. Invite volunteers to share their answer and
a question asking for a choice (p. 127) 30 min the reason they chose it. Ask the students to share an
Video and downloadable video worksheet 45 min
example of a stressful situation they have experienced.

Unit 10 Competence developed CEF Reference (B2 competences)

1 Reading can understand an article presenting Tatie 1;Table 2; Sections 4.4.2.2: APAe2A aes 2ee
an opinion
Grammar can use and understand verbs and Table 1; Table 2; Sectors Dee a Orda peOmer ae
expressions of ability
Writing can write a letter to request action Table 1; Table 2; Sections 4.4.1.2; 4.4.3.2: 4.4.3.4;
4.5.2.1: 5.2.1.15 5.2.1.2; 5.2.1.6; 5.2.2.2: 5.2.2.4:
5.232
Grammar can use and understand past Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
modals of deduction
Pronunciation can correctly pronounce reduced Section 5.2.1.4
have
Listening can understand rapid speech Table 1; Table 2; Sections 4.4.2.1; 4.4.3.1; 4.4.3.5;
4.5.2.2
Speaking can speculate about events Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1; 4.4.3.5;
4.5.2.1; 5.2.3.2
 RISKY BUSINESS
IN THIS UNIT YOU
learn language to talk about safety
and risk
9% listen to a conversation about a
dangerous stunt
write a letter about a public
danger
O read an article about taking risks
Why is it more difficult to
oO talk about an unusual event understand what someone
O learn about managing stress is saying when they speak
quickly in English?
ie watch a video about different
types of personal risk

In what circumstances
might you write a letter
requesting action? Would
you use a formal or informal
style? Why?

statements describes ho
SKILLS stress at work/school/col
S i LF @ Stress affects me badly. | get }

& SOCI ETY @ Stress is just another name 3

under pressure!
& (% Work in pairs. What different types of risks
do you think people in each of these professions take? Which do you
think are the most risky and which are the least risky?

an actor

1 How much of a risk-taker are you? What risks, if any, do you regularly take?
2 Complete this questionnaire and add up your points. Is the result what you
expected? Why or why not? Compare your result with your partner.

Domain Would you ... Yes Maybe No Score

Physical: =: 6) o bungee jumping? : : :

health and Steteisieieis g teen ka gi ccs Ping a.4\eeu0,e. 0/0:cteloydteataratate dassvala: Wale. Graid'ssetaince ep Weeine Sree acetates Fesereees Secesseeesanecnasesses :
safety : ¢) ride a bicycle in traffic without a helmet?

Lifestyle: :B)k'm pp atpia\b disiere.ntele 1g B/W nyo CiNtel aia:0:p/e Rimes A:6tu ray yb @raip\e700; 0-8(a:Wi.Gud: 1RLbIN ARTS awaTNinLarm BCelesBISTETORate: Ara EuBTSINtSTa] Oteletate Tete :a MYaraietote ® aerate mk aaising ms :uni ohsl ete

estial : b) move to another country? ;

status and ti tagerepettscsceeceeecessseescriseeraceseenncescanseebseesteabeceseeeteab
cena
relationships BFiityiniarokigasstvstnacnt Asvdlso ar as atic apelade aoe AE ea cccnsees SOO De ieee wccvces

| 3 : :
Livelihood: : b)
PEAGESEREE GATNCL Pte oes nic a Sao nic6559 are a cereas hipDiewns Duda mncica sch hw Ama mete mot Sipaotes HERO
A erPaes :
work freelance? :
finance : ¢)

Scoring: Yes = 2, Maybe = 1, No = 0

Score by Domain: O-2 Nota risk-taker 3-5 Moderate risk-taker 6-8 High risk-taker
Total score: O-7 Nota risk-taker 8-16 Moderate risk-taker 17-24 High risk-taker
A
¢ Put the students in pairs. Ask them to look at the pictures Extra: discussion
and captions. Give them time to discuss the questions.
Put the students in small groups to discuss what job
e Listen to their ideas as a class. Point out that answers will
they want to have in the future and to describe how
vary and everyone might have different opinions. Take a risky they think it is.
poll to see which job the students think is the most risky.

ws

s because they face real ¢ Start a discussion by asking the students if they think
danger from dealing with fires, collapsing buildings, etc. they are a risk-taker in general. Tell them that this
An actor might take risks when working on action activity is designed to help determine if they are a risk-
movies. taker in all or part of their lives.
A politician takes risks with their career by making ¢ Draw attention to the questions and give the students
unpopular decisions. time to talk with a partner. Check that the students
A stock trader takes big risks with large amounts of understand the following vocabulary: caving (walking
money every time they buy stock. and climbing through caves under the ground); bungee
A small business owner takes risks with their own money. jumping (jumping from a very high place while attached
to a long cord); helmet (a hard hat that protects your
head); freelance (not permanently employed and
working for more than one company). Have the students
Alternative complete the questionnaires individually before talking
Ask the students to look at the pictures and captions about the results with their partner.
individually. Have them write a list of risks they Arrange for the students to share their results. Note that
associate with each of the professions. Point to each there is no single answer to any of the questions. The aim
picture and ask volunteers to tell what is risky about is to encourage critical thinking and for the students to
it. Encourage other students to add more information have the opportunity to express and explain their ideas.
about risks. After discussing all of the professions, take
a poll to see which one the students think is the most
risky. Culture note
Bungee jumping is an activity that many people
consider risky. A bungee jumper jumps from a tall
structure, such as a building or bridge, while being
Extra: discussion connected to an elastic cord. After the person
Discuss what personality traits people in the jumps, the free fall continues because the elastic
occupations in Ex. A probably have. Ask the students cord stretches. When it stretches as much as it
what other types of occupations might be appropriate can, it constricts and the jumper is pulled upward
for people with these personality traits. Continue by again. The jumper continues to move up and down
asking the students which occupation they would until the movement stops in the cord. One famous
choose from the five choices. bungee jump was in the opening of the James Bond
movie GoldenEye, in which Bond jumps over a dam
in Russia. In reality, it is actually the Verzasca Dam
in Switzerland. The Verzasca Dam is a commercial
Common personality traits include: ability to ignore bungee jump that is one of the highest in the world
fear and anxiety, great physical/mental stamina, at 720 feet. Bungee jumpers make the jump without
ability to think creatively, a positive attitude, high
any guide ropes.
energy, a desire to succeed.
Other appropriate jobs include: surgeon, military
officer, extreme-sports athlete, manager.

Extra: discussion
Ask the students to brainstorm a list of risky
occupations, and write them on the board. Put the
students in small groups and assign one occupation
to each group. Have the students discuss what the
risks of their occupation are with their group. Give the
_groups a few minutes to debate why they think their
occupation is the most risky.

Risky business BenieweCon anys

 | Reading: an opinion article Extra: reading practice
Ask the students these questions about the details
Lead-in and examples.
Remind the students that it is a good idea to think about 1 Whose generation takes/took more risk—hers or her
a topic before reading. Before-reading strategies often father's?
improve comprehension. 2 What kind of activities did her own generation
Have the students look at the picture and ask them what it participate in?
is of (a person standing on a dangerous ledge). Ask them 3 What is a greater risk than physical danger?
what kind of risk this person is taking. Survey the students 4 What do people today look for instead of
to see how many of them would be willing to take the same opportunities?
risk as the person pictured. Ask the students to scan the text quickly and answer
Tell the students they are going to read an article about the questions. Have them compare their answers in
taking risks. pairs before checking the answers with the class.

Extra: group project 1 her father's

Ask the students to bring in a picture of an activity 2 indoor activities, comuter games
they enjoy or would like to learn how to do. Collect 3 risk of failure
the pictures anonymously and have the students vote 4 security and safety
on which they think are most risky. Play a game in
which the students try to guess who brought in which Cc
picture.
¢ Direct the students to the list of vocabulary words.
Explain that these are all words and phrases associated
A with safety and risk, but they can also be used in other
¢ Have the class discuss why they think some people are contexts as well.
risk-takers. Ask them to look at the three statements. Give e Have the students work individually to match the words
them time to check whether they agree or disagree with and phrases with the definitions, using the context of the
each statement. article to help them.
e Put the students in pairs to compare their answers. Ask ¢ Circulate while the students are working and help as
volunteers to share their answers. needed. Check the answers with the class.

D
e Ask the students to read the article. Remind them that ¢ Put the students in pairs to discuss the questions.
their objective is to decide whether the author would Encourage the students to support their answers with
agree or disagree with the statements in Ex. A. details and examples.
¢ Ask the students to compare the writer's answers with e Ask the pairs to share their answers with the class.
their own answers. Hold a discussion about whether the
students agree with the points the writer makes.
Extra: homework
Answer Ask the students to write a paragraph about one of
The writer would agree with the statements in 1 and 2, the occupations shown in the Unit opener. Ask them
and disagree with the statement in 3. to explain how the occupation is risky. Encourage
them to use vocabulary from Ex. C.

> Workbookp.58,Section 1
 an opinion article
A Before you read the article, decide whether you agree or disagree
with the statements. Work in pairs and compare your answers.
Agree Disagree
1 People worry about physical safety too much these days. [al i]
2 People who succeed are people prepared to fail. al CT]
3 People should do their best to avoid risks. fa] Cl

B Read the article. Decide whether the writer would agree or disagree
with each of the statements in Exercise A. Do you agree with the points
the writer makes? Why or why not?

\W — AT A R 2 YO UJ SCARED O F? We should all take more risks in

our lives, aipucs Tina Brandon

a | thinkit must have

h beenNoe ume in the 1990s or sport you can be pretty sure that they ae all taken
n we all started to play it safe. My father talks risks at key moments in their lives. Perhaps they haven't
s own youth onitime of outdoor adventure, of been exposed to physical danger but they've exposed
y activities suc as playing on rope swings in the themselves to an even greater risk: the risk of failure.
amping out with friends. Sure, they picked | believe that too many of us have become so afraid of
4p minor injuries along the bee and at worst a few failure that we don’t dare to take any chances. Instead of —
eS broken bones, bt hey enjoyeed their freedom and they—
looking for opportunities, we look for security and safety.
oer oe toaccept sk as a normal part of life. My own But we need to learn to take more risks if we want to
_ generation is different. Rather than playing outside get the rewards. It’s only through risking failure that we
_ In the wor oe our time playing inside on our _ learn what works and what doesn't.
ee ae oteae pe anes ee Oe All of us can challenge ourselves by introducing more —
bs F risk into our lives. Take up a new sport and risk being
7 And | think we're suffering now because of it. Think _ bad at it inthe beginning. Go to your boss with that idea
iy about the successful people you know. What do they all you've been thinking about but were too scared to share
have in common? Whether they are musicians, actors, before, Take a risk! You never know what might happen.
politicians, or people who have succeeded in business 3 Be aS, . :

Cc VOCABULARY: SAFETY AND RISK Find the words and hes in bold (1-8) in he
article and match them with the definitions (a—h) to complete the sentences.
1 If you play it safe, you a) involves the possibility of danger, harm, etc.
2 Something that is risky b) are not protected from it.
3 Freedom is c) a feeling of safety.
4 lf you take a chance, you d) do it without fear, even though it may be dangerous.
5 If you are exposed to something, you e) avoid taking any risks.
6 Failure is f) do something in spite of the risk.
7 If you dare to do something, you g) the right to do what you want.
8 Security is h) a lack of success in doing something

D VOCABULARY: SAFETY AND RISK Work in pairs and answer the questions.
1 When was the last time you dared to do something new or took a chance? Were you afraid of failure?
2 Do children today have less freedom than in the past? Are they exposed to less danger?
3 How important is a feeling of security to you? Do you like to play it safe or do you like to take
part in risky activities?

Risky business FUSiGwe CORE

4 LANGUAGE iN CONTEXT Read the article ana comments. To what
extent do ou gees with each comment?

REPRENEURS. AND RISK

- What does it take to succeed in setting up and developing a business?
- Of course, you’re good at running your business on a day-to-day
~ fevel, and no doubt you are able to deal well with clients. But are you
capable of evaluating the level of risk? Are entrepreneurs risk-takers,
or do they actually avoid risk? I'm interested in your comments.

Steve Field August 12, 10:00 a.m.

Entrepreneurs manage to grow businesses because they ignore
the risk of failure. They have a strong belief in themselves and
can stick to their vision despite obstacles. When | started out,
|could see clearly where | wanted to get to, and that was a big
advantage, whatever the risk!

Amy Drinkwater August 12, 10:29 a.m.

It's easy to think entrepreneurs are high risk-takers, but
actually the opposite is true! Anyone who ignores risk is
incapable of making the right long-term decisions. Without
a proper risk assessment, you are unable to tell what
kind of return you're likely to get on your investment. The best
entrepreneurs collect all the information they can to reduce the
risk as much as possible.

B ANALYZE Read the text in Exercise A again.

Form Complete the table with the phrases from the box.

be able becapable of be goodat beincapable of be unable WATCH OUT!

can/can't could/couldn’t (not) manage (not) succeed in
X Not everyone will
verb + infinitive : verb + base form : verb + gerund succeed in run
Ro” Se AGEN als ie ena oven SRE NE) ot SEL ARR 7 Ae rr their own business.
be sae | ; oe
PMs t Cree ds
be capable of VaNlot everyone
be unable : COU d/couldn’t be good at will succeed in
(not) manage : be incapable of running their own
(not) succeed in business.
C PRACTICE Rewrite each sentence with the word in parentheses.
1 Some people are not able to deal wit risk. (incapable)
Some people are incapable ofdealing with risk.
2 How did you manage to make the business Pera (succeed)
How did you succeed in making the businessS proti table?
3 Jeff can’t evaluate the acceptable level of risk. (unable)
Jeff is unable toevaluate the acceptable level ofrisk.
4 Inthe end, we couldn't accept that level of risk. (weren't)
In the end,
we weren't able to accept that level of risk
5 Successful entrepreneurs are capable of controlling risk. (manage)
Successful entrepreneurs manage to control risk.

D NOW YOU DO IT Work in pairs and answer the questions about

how good an entrepreneur you think you would be.
1 What are you good at that would be a useful skill for an entrepreneur?
2 Would you be capable of judging business risks well? Why or why not?
3 What personal qualities do you have that would help you succeed in developing
a business?
 ¢ Explain that all of these verbs are related to ability or
2 Grammar: expressing ability inability in some way, and they can all be combined with
other verbs in different ways.
¢ Refer the students to the table and describe the form
Lead-in
of the verbs. Each of the verbs is followed by either an
Define ability (the fact of being able to do something or infinitive, a base form, or an —ing form. Ask the students
the level of skill that someone has in a particular job or to complete the table by writing the verbs from the box
activity). Ask the students what their abilities are. Make in the correct column. Tell them to look back at the text
sure the students know what an entrepreneur is (someone to help them.
who uses money to start businesses and make business ¢ Check the answers with the class.
deals). Poll the class to see if any students would want to
be an entrepreneur.
Extra: grammar note
Culture note Point out that could can only be used with sense verbs
to describe general past abilities. Give examples of
Some well-known entrepreneurs include Sergey Brin
sense verbs (see, hear). Explain that we do not use
and Larry Page (Google), Elon Musk (Tesla), Mark
could for one-time finished actions. Write *Last year,
Zuckerberg (Facebook), Sam Walton (Wal-Mart), Estée
Tom could make a profit from the business. Elicit
Lauder (cosmetics), Oprah Winfrey (entertainment),
why this sentence is incorrect (could is not used with
Richard Branson (media, aviation), Steve Jobs (Apple
completed past actions that only occurred once). Elicit
Inc.), Bill Gates (Microsoft), Coco Chanel (fashion).
the correct sentence: Last year, Tom was able to make
a profit from the business. Highlight that we can use
A could in the negative with this meaning: However,
Harry couldn't make a profit from his business.
e Refer the students to the question and ask them to think
about how much they agree with each comment as they
read. Cc
¢ Give the students time to read the article and the two
e Ask the students to complete the exercise individually.
comments.
¢ Point out that each verb will either be an infinitive, a
e Hold a class discussion, asking the students to what
base form, or an —ing verb depending on which verb of
extent they agree with each of the comments.
ability precedes it. Encourage them to refer to the table
in Ex. B as they work.
e Direct the students’ attention to the Watch out! box.
NOTICE! Elicit that the first sentence is incorrect since succeed in
e Direct the students’ attention to the Notice! box. has to be followed by the gerund.
e Explain that there are examples of both the ability e Check the answers with the class.
and the inability to do something in the article. Ask
the students to find the expressions and underline D
them. How many different expressions are there? e Put the students in pairs to discuss the questions about
their potential ability to be an entrepreneur.
e Encourage them to use the phrases from Ex. B (verbs
of ability), and from Ex. C on p. 118 (safety and risk
vocabulary), during their discussions.
Invite individual students to share their ideas with the
class.

Form
e Present the list of phrases in the box. Read them out, Extra: grammar practice
and make sure the students understand the meaning of
Ask the students to write a short paragraph about
all the verbs (be good at: to be able to do something
what kind of business they would start if they were
well; manage: to succeed in doing something,
an entrepreneur and what they think of their ability
especially something that requires a lot of effort or skill;
to make it successful. Ask them to use verbs of ability
succeed in: to achieve something that one attempted and safety and risk vocabulary in their writing.
to do; be able/capable of. used for saying it is possible
for someone to do something; be unable/incapable
of. used for saying it is not possible for someone to do
something). Point out that they will already be familiar
with some of these verbs, especially can/can’t, could/
couldn't, and be able to.

Risky business Benivwe(oe0h)

 Writing: requesting action e Explain that the letter uses several expressions
associated with risk. Ask the students to underline all the
Lead-in words or phrases in the letter derived from or including
the word risk. Then ask them to complete the sentences
Ask the students to read the information in the skills panel.
with one of those words or phrases, changing the form
Ask them to think about a letter to request action, and when necessary. Encourage them to use the definitions
what that is (a letter asking someone to do something or in parentheses to help.
to change the way something is currently being managed). ¢ Check the answers with the class.
Elicit what characteristics a letter to request action should
include (the most important points; a clearly stated Cc
description of actions that are being requested; a formal,
e Ask the students to think of a high-risk situation in their
polite style; a confident attitude that the recipient will
local area. Draw attention to the ideas in the Student's
respond positively to the requested action|s)).
Book. You could brainstorm as a class for other ideas.
A ¢ Put the students in pairs. Ask them to choose one
situation to discuss, using the questions in Ex. B as a
¢ Direct the students’ attention the picture and ask what it
guide.
shows (a cave). Hold a class discussion by asking these
e Ask the pairs to summarize their discussion for the class.
questions: Why might people want to go into a cave?
What are the risks associated with going into a cave?
Would you ever go into a cave? / Have you ever been in
e Have the students write a letter requesting action from
a cave? What do you think it would be like? / What was
the proper authority. Define authority as someone in
it like?
a position or with the power to change the situation.
e Ask the students to read the questions, and keep them
Tell them to use their ideas from Ex. C and appropriate
in mind as they read the letter.
phrases from Ex. B.
¢ Give the students time to read the letter and think
e Ask them to use the format of the letter provided in
about the answers. Check the answers with the class.
Ex. A. Their letter should state the problem, contain
ideas for solutions to the problem or a statement of
Answers _ what should be done to fix the problem, and express
1 Janet West; Citizens for Safety confidence that the recipient of the letter will be able
2 the risks faced by visitors to Bowen Park (one of the to solve the problem. The letter should be in a formal
caves has long tunnels and deep pools of water that style, using complete sentences, paragraph divisions,
could be dangerous to inexperienced explorers) and correct punctuation.
3 to explain the general situation and the risks faced ¢ Circulate while the students are working and offer
4 to express confidence and request prompt action assistance as necessary.
 requesting action
oO If you are writing a letter to request action, it should be short and should include
only the most important points. The action(s) you want should be stated clearly,
possibly in bullet points. The letter should be formal and polite.
A Read the letter and answer the questions.
Who has written the letter? What organization does she represent?
What problem is the letter trying to solve?
What is the purpose of the first paragraph?
-&
WN What is the purpose of the final paragraph?

To the Parks and Recreation Department,

We are writing to call your attention to a potential safety issue in Bowen
Park. The park is very popular because of its caves, and most of the caves
are shallow and safe for exploration. However, the cave known as Deep
Mouth has long tunnels and deep pools of water that put inexperienced
explorers at risk. We feel that since those who enter Deep Mouth run the risk
of getting lost or injured, the cave should be closed to the public.
We are aware that there is a sign at the entrance of Deep Mouth cave, but
unfortunately, many people, particularly teenagers, ignore it and in doing so,
risk their lives. Because of this, we request the following action:
e Block the entrance to Deep Mouth cave.
e Carry out a complete risk assessment on Deep Mouth and other caves
in the park.
e Require park rangers to stop any high-risk behavior they observe.
We have great confidence in your ability to deal with potential safety
hazards in our parks, and we would appreciate your prompt action to
reduce the risks to the general public.
Sincerely,

Dauet West
Chairperson
Citizens for Safety

B VOCABULARY: EXPRESSIONS WITH AISK Find and underline words

and phrases in the text that include or are derived from the word risk.
Then complete the sentences with the words or phrases you underlined.
Use the definitions in parentheses to help.
1 If the authorities carried out a‘/sk assessment the place would be a lot safer. (analysis of the dangers)
2. Whois most —_2t tisk _, and why? (in danger)
3 Do you think people are actually/sking
their livesor is the situation less dangerous than that? (doing things
that may result in death)
4 What could the authorities do to'educe
the risks? (make the situation less dangerous)
If the authorities try to change the situation, do you think they wn the risk of causing a worse problem?
(face a possible danger)
6 The only way to prevent high-risk_ behavior is to educate people. (dangerous)

Cc VOCABULARY: EXPRESSIONS WITH RISK Work in pairs. Think

of a high-risk situation in your local area and ask and answer the
questions in Exercise B. Here are some ideas.
* a road where the traffic puts people at risk
* a river or other body of water that isn't safely fenced off
* a playground that poses a risk to children

D Write a letter requesting action about the situation from the proper
authority. Use your ideas from Exercise C and phrases from Exercise B.

Risky business
are er
arene about and why do you think he did what he did?
Lili: I've just been reading about Felix Baumgartner, you know, the guy who did the
highest skydive ever, from 24 miles up. He reached over 800 miles per hour.
That's faster than the speed of sound! You may have seen the video of it.
Neil: Yeah, | know who you mean. He must have been terrified. | mean, he can’t
have been sure he'd survive diving from that height.
Lili: Exactly! He couldn’t have known what to expect. In fact, halfway through the
dive he started spinning. He must not have expected that to happen.
Neil: So what did he do?
Lili: I’m not sure. He might have put out his arms and legs, maybe. Or he could
have used his body weight in some way. Anyway, he got the dive back under
control and landed safely.
Neil: His family must have been relieved.
Lili: | bet he was, too!

B ANALYZE Read the conversation in Exercise A again.

Form Complete the table with the correct modals in bold from the text.
Past modals of deduction: modal + (not) have + past participle

Strong probability Moderate probability/improbability Strong improbability

(1) __must have ; (2) __may have (4) _could have (5) _can't have

: may not have i (6) couldn't have

: (3) _might have _ : (7) Must not have
: might not have

Function Choose the correct options to complete the explanation.

We use past modals of deduction to (1) a. about the past. This may be based on WATCH OUT!
evidence or on our (2) Db _.The choice of modal verb depends on whether we think —_ she must know
our deduction is moderately probable or (3) _b _. what she was doing.
1 draw conclusions b) expressregret ¢) express criticism JY She must have
2 a) hopes assumptions —_«)_—~wishes known what she
3 a) undesirable very probable = ¢)__ illogical was doing.

C PRACTICE Rewrite the sentences with past modals of

deduction.
1 Baumgartner almost certainly felt nervous as he waited to jump.
Baumgartner must have felt nervous as he waited to jump.
2 |'m sure it wasn't the first time he’d made a very high skydive. 2° aed xoes
It can't / couldn't / must not have been the first time he‘d made a very high skydive. ==
3) its possible that he made a number of practice jumps first.
He may / might / could have made a number of practice jumps first.
4 |'m sure he didn't plan it alone and | expect he had a team of people
behind him. He can’t / couldn't / must not have planned it alone and he
must have had a team of people behind him.

5 It's possible that he didn’t know he would break the sound barrier.
He may / might not have known he would break the sound barrier.
6 It's Seer ie that his family didn't want him to make the jump.
His family may / might not have wanted him to make the jump.

D NOW YOU DO IT Work in pairs. Look at the picture.

Use past modals of deduction to talk about what you think
happened just before the picture was taken.
4 Grammar: past modals of Form
deduction * Ask the students to read the conversation again, paying
attention to the phrases in bold.
Lead-in ¢ Focus the students’ attention on the table. Point out
Write the word deduction on the board. Ask the students that a past modal has the structure: modal + (not) have
to define this word (something that you know from the + past participle. Make sure the students understand
information or evidence that is available). Ask the students that past modals of deduction are used to talk about
when they might need to make deductions. Elicit answers the probability or possibility of something that occurred
such as figuring out a math problem, solving a mystery, in the past. Point out that they should be familiar with
conducting an experiment, making a hypothesis. Give these modals of deduction in their present form.
an example: Lin goes to class from 9 a.m. until noon. It’s ¢ Draw attention to the column headings and elicit that
11:30 a.m. Where is she? She must be in class. moderate means not very strong. Have the students
complete the table with the modals in bold from the
A BY) 2.13 conversation.
¢ Check the answers with the class.
e See the Student's Book for the audio script.
¢ Tell the students they will listen to a conversation about
¢ Direct the students’ attention to the Watch out! box.
Elicit that the first sentence is incorrect since it uses a
a daredevil (someone who does dangerous things for
present modal (must) for a past situation.
enjoyment and does not worry about the risk). Have
them read the questions, and listen for the information. Function
e Play the audio and have the students read along. Then
¢ Ask the students to think about the function of these
discuss the answers with the class.
phrases and complete the explanation by choosing one
of the options for each blank.
¢ Check the answers with the class.
They are talking about Felix Baumgartner, who did a
skydive from a height of 24 miles (39 kilometers) on Cc
October 14, 2012. He may have done this because he e Have the students rewrite the sentences as deductions
loves extreme sports or because he likes to take big risks. using past models. Remind them to use the table in Ex. B
to help them, and point out that there may be more
than one correct answer.
Check the answers with the class.
Culture note
Felix Baumgartner is an Austrian daredevil. In 2012,
he set the world record for skydiving when he dove Alternative
24 miles and reached a speed over 840 miles per As a class, go over each sentence before letting
hour. He has also jumped from the stratosphere in the students work individually. Identify whether
a helium balloon back to Earth. When he did this, each sentence shows strong probability, moderate
he set records for the highest manned ballooned probability, moderate improbability, or strong
flight, highest parachute jump, and greatest free fall improbability. Then have the students work alone or in
velocity. Other stunts include jumping from Taipei pairs to write the deductions.
101, BASE jumping from the Millau Viaduct, and
BASE jumping from Turning Torso.
D
¢ Draw attention to the picture. Ask the students to work
in pairs and deduce what happened just before the
NOTICE! picture was taken.
¢ Direct the students’ attention to the Notice! box. ¢ Listen to some of their ideas with the whole class.
e Ask the students to note the verb form that follows Correct any errors in the use of past modals of
each of the phrases in bold in the conversation. deduction.

a past participle Extra: writing

Ask the students if they would ever consider doing a
dangerous stunt like Felix Baumgartner did, and to
explain why or why not.

4.

Risky business Review Cong 4

 ‘onun¢ ation: reduction Culture note
rave David Blaine’s real name is David Blaine White. He
is an American illusionist and endurance artist. He
is famous for stunts such as Buried Alive (he was
A Bh) 2.14 buried in a plastic box underneath three tons of
e See the Student's Book for the audio script. water under the ground), Frozen in Time (he stood
e Point out that the students will hear have in a shortened in a block of ice for over 60 hours), and Vertigo (he
form. Emphasize that when have is used after a modal in stood on a pillar without any harness and withstood
this way, it is unstressed and links to the modal before it. high winds and cold temperatures for 35 hours). All
¢ Play the audio. Have the students listen and follow of these events took place in New York City.
along in the book. Give them time to practice each
phrase individually. Circulate to check that they are
pronouncing have correctly. B By) 2.16
e See p. T1172 for the audio script.
e Explain that the students will hear two people discussing
Alternative David Blaine’s stunt. Point out that they should listen for
each person's opinion.
Have the students practice the pronunciation as a
e Play the audio once and check progress. Play the audio
group by listening to the phrases in Ex. A and repeating
again if necessary. Ask the students to state the opinions
them.
to check comprehension.

B By) 2.15 Answers

¢ See the Student's Book for the audio script. Evan believes that it was a genuine achievement and that
e Play the audio and have the students practice the Blaine ran real risks, whereas Jenna believes that Blaine, as
sentences. a professional illusionist, created a convincing illusion of risk.
¢ Monitor progress and check that the students are
pronouncing the modals and have correctly.

Alternative
6 Listening: rapid speech Extend Ex. B by asking the students which person they
agree with, Evan or Jenna. Ask them to support their
Lead-in answers by explaining why they agree or disagree.
Ask the students to read the information in the skills panel.
Explain that native speakers of every language use rapid Cc
speech, and that learning to recognize phrases that native
¢ Ask the students to listen to the conversation again, but this
speakers tend to run together will make understanding
time they should focus on listening for specific examples
rapid speech easier.
of rapid speech. Refer the students to the sentences in the
Ask the students if it is difficult for them to understand list, and explain that they will hear one example from each
native English speakers. Ask them if rapid speech pair. Ask them to check the one they hear.
contributes to that difficulty. Ask the students if they Play the audio once and check progress. Play the audio
ever watch English-language television programs. again if necessary. After checking the answers, play the
Encourage them to talk about characters or shows that are audio again as the students look at the correct phrases,
challenging to listen to because of rapid speech. especially if they found the exercise difficult.
Ask the students if their opinion of David Blaine’s stunt
A changed and what they think about him doing the stunt.
¢ Direct the students’ attention to the picture and see
if they know who the man is (David Blaine). Ask if
they think he was in danger during the stunt that is Extra: homework
pictured. Check that the students understand stunt
Ask the students to choose another stunt by David
(something dangerous that is done to entertain people)
Blaine or Felix Baumgartner (or let them choose a
and electrocution (killing or injuring someone with
electricity).
daredevil of their choice) and write a paragraph about it.
¢ Ask the students to read the paragraph and think about
whether David Blaine was in real danger during the
stunt. ) ae Norkbook p.61,Section 6
e Put the students in small groups to discuss their
opinions about the danger of the stunt.
¢ Hold a whole-class discussion to compare answers from
the groups.
 5 PRONUNCIATION:
A f) 2.14 Listen and practice ine ee Syaviter that have is
unstressed and that it joins with the word before it.
Affirmative: Negative:
must have gone /mastov gon/ must not have gone /mast natov gon/
might have taken /maitov 'terkon/ might not have taken /mait natov 'terkon/
may have been /metjov bin/ may not have been /met natav bin/
could have given /kudav 'giv(a)n/ couldn't have given /'kud(a)ntav 'gtv(a)n/

B 2.15 Listen and practice the sentences.

1 Baumgartner must have known the risks before he jumped.
2 He may not have known how fast he'd fall.
3 He couldn't have known exactly where he’d land.
4 He must have been very brave to do it.

6 LISTENING: rapid speech

O The difficulty in understanding rapid speech is that es =e to run words
together. If you learn some common phrases that run together, your ability to
understand rapid speech will improve.
A (§% Work in groups. Look at the picture and read the paragraph.
Discuss whether you think David Blaine was in real danger.
Magician and endurance artist David Blaine risked
electrocution during an amazing stunt, which he named
“Electrified: One Million Volts Always On.” Blaine managed to
spend 72 hours on a 22-foot high pillar, surrounded by huge
coils that generated a million volts of electricity. That million
volts was aimed at Blaine, who didn’t eat or sleep for the
duration of the stunt. He wore a metal suit that conducted the
electricity away from his body, but even so, doctors found that
the stunt had caused him to have an irregular heartbeat.

Be) 2.16 Listen to two people talking about

David Blaine’s stunt. What is Evan’s opinion of the
stunt? What is Jenna’s opinion?

C Listen to the conversation again. Check the

phrase in each pair that you hear.
1a) You could have seen it!
b) You've got to see it!
2 a) Why, do you think?
b) What do you think?
3 a) It could have been real.
b) It couldn't have been real.
4 a) He must have practiced a lot of times.
b) He missed practice a lot of times.
5 a) | don't know.
b) | want to know.
6 a) I've got to find some pictures of it.
b) I’m going to find some pictures of it.
7 a) | don’t want to see the picture.
b) | want to see the picture.
8 a) I've gotto go.
b) I’m going to go. ONONNOONONNONONO TP RY Or Ct sn ee oe Gene oe 5

Risky business
 news report. What speculations do the reporters
make about the event?

B Work in groups. Discuss why you think

the man did this and what you think happened
in the end.

HOW TO SAY IT g&

| think he must have / could have wanted
to ... ;
| guess he managed to / was able to ... i
He must not have been able to... _
| imagine what might have happened was th

C Read the news story. Were your guesses i

about what happened correct?

News Features
Larry Walters had always wanted to fly and was willing to risk his life to do it.
One day, he bought a lawn chair and 45 weather balloons. He tied the balloons .
to the chair, filled them with helium, and then strapped himself into the chair. f (2
He brought some sandwiches, a drink, and a pellet gun with him. The idea was
to float up about 30 feet, enjoy the view, and then shoot a few of the balloons '
with the pellet gun so that he could return to the ground. But when he cut the
cord holding the chair to the ground, the balloons pulled the chair up at a very
high speed, quickly reaching an altitude of 16,000 feet! Larry was too scared to
shoot any of the balloons with his gun, so he stayed sitting there for 14 hours.
Passing airline pilots reported seeing a man in a lawn chair. They may never get
over the shock of seeing a man in a chair at 16,000 feet! Finally, Larry overcame
his fear and shot a few of the balloons. He descended safely, but was arrested
after landing.
When a reporter asked him why he’d done it, Larry replied, “A man can’t just sit
around.” The police were unsure how to deal with Mr. Walters because they didn’t
know what to charge him with. Police officers have to put up with people doing a
lot of risky stunts, but this was definitely one of the craziest!

D (4% Work in pairs. Decide which of the two headlines you will each
talk about. Speculate about the news story behind your headline and
make notes about what you think may have happened.

DRIVER CHASES RUNAWAY BUS ON BUSY HIGHWAY

BOY WHO SWALLOWED METEORITE LIVES!

E Independent Speaking Work in pairs. Tell your partner what
you think happened. When you have both finished talking, check the
answers with your teacher.

®
7 Speaking: speculating Extra: discussion
about events - Invite the students to share their opinions about what
Larry did. Ask them if they approve or disapprove,
explain why, and say if they would ever consider trying
Lead-in a similar stunt.
Write the following verbs of ability on the board: be
good at, manage, be able, succeed in, be capable of, be
incapable of, could/couldn’t, can/can’t, be unable. Put the D
students in small groups. Point randomly at the different ¢ Put the students in pairs. Present the two headlines
verbs of ability and have groups call out the correct form and check that the students understand meteorite (a
that follows each verb (infinitive, base form, or —ing form). piece of rock that has fallen from space and landed on
The first team to call out the correct answer wins a point. the ground). Explain that the students should speculate
Take the opportunity to review verbs of ability studied about the news story behind each headline.
earlier in this unit if necessary. ¢ Remind the students of the How to say it box in Ex.B,
and encourage them to speculate about the headlines
A BY) 2.17 in the same way.
e See p. 1172 for the audio script. e Ask the students to decide together which story to talk
¢ Define speculating (considering or discussing why about, and to make notes on it.
something has happened or what might happen). ¢ Before giving the students the answers, have them
Draw attention to the picture and ask the students to complete the Independent Speaking task in Ex. E.
speculate about what is happening. Use the picture to
teach lawn chair (a chair used outdoors) and pellet gun
(a gun that shoots small, round pieces of steel or metal).
The first headline aie tora1 story that Paenenedi inTchad
e Ask the students to listen to the news report. Tell them
Tian Yuchao, a bus driver, saw a bus crash into 11 cars. It
they should listen for speculations that the reporters
was out of control after the driver of that bus had a stroke.
make about the event. Play the audio once and check
Tian Yuchao jumped from his own bus and chased the
progress. Play the audio again if necessary.
other bus on foot. He finally managed to catch it, jump on
¢ Check the answers with the class.
board, and turn off the engine.
Possible answer for the second (invented) headline: Marty
Cobb, a six-year-old boy from Seattle, Washington, had
They eae that he mele have wanted to be a pilot, been eating rock cakes in his yard. When he saw what
but couldn't get his license, and that he may have taken a looked like another rock cake on the ground near the
gun with him to shoot at birds. step he was sitting on, he picked that up, and put it in
his mouth. The fact that it was so hard shocked him and
he breathed in quickly ... and swallowed it! But it wasn't
a rock cake; it was a small meteorite! It stuck in his throat
Put the students in small groups. Ask them to discuss and he couldn't breathe properly. Luckily, his mom was
why they think the man did this, and what they think just coming out of the house and she saw Marty having
happened in the end. problems breathing. She ran over to him and slapped him
Direct the students’ attention to the examples in the hard in the middle of his back. The meteorite flew out of
How to say it box, and encourage them to use these Marty's mouth and he was able to breathe again.
past modals and verbs of ability in their discussion.
Allow time for the discussion. Then listen to the
students’ ideas as a class, but don't confirm whether
they are right or wrong at this point. e Put the students in pairs. Explain that they should take
turns telling their partner about their news story. Each
student should speak for about one and a half minutes.
Alternative They should use the notes they made to help them
Suggest that each group nominate one student to stay focused and remember everything they want to
record their group's ideas on paper before summarizing say. While one student speaks, the other should listen
the discussion for the rest of the class. without interrupting.
e When they have finished, reveal the (possible) answers.

Cc
¢ Give the students time to read the news story. Remind
them that they are reading with the objective of learning
if their guesses about what happened were correct.
Check that they understand the word helium (a gas that
is lighter than air and is used to inflate balloons).

Risky business Renee aye:

lifeSkills: managing stress e Ask the students to focus on the specific stressful
situations listed. Have the students rank them on a scale
Step 1: Recognize the symptoms of and risk factors for of 1 (not stressful) to 5 (very stressful).
qi@es. (BS Mies) levee)
Step 2: Consider different ways of relaxing. (Ex. D)
Step 3: Develop your stress-management strategy. (Ex. E) Alternative
Lead-in Draw attention to the list of situations on the board
Read the target skill aloud, and invite the students to tell from the Lead-in activity. Ask the students to think
you what they think managing stress means (managing: about any that aren't duplicates of those listed in Ex. B,
to succeed in doing something or to organize and control and to rank them from 1 to 5.
something; stress: a worried or nervous feeling that stops
you from relaxing). Ask the students to suggest things that
they have to manage (homework, after-school job, chores)
Cc
and how these things might cause them stress (pressure at e Put the students in pairs to compare their answers.
school, family problems, financial concerns). Remind them that everyone will have their own
opinions, and that reactions to stressful situations will
Ask the students to think about a time when they were
not be the same.
stressed. Invite volunteers to share their stories. Make a list
Give the students time to discuss what causes them
on the board, and leave it there for later discussion. Note
the most stress, and to talk about what they have in
the broad categories that the students’ stressful situations
common.
fit into; these are likely to be school, work, family, money.
Invite the students to share ideas from their discussions
Tell the students that it is important to be able to manage
with the whole class.
stress in all facets of their life, and that this section will help
them recognize symptoms, identify ways to relax, and help
them develop their own strategy.
Then highlight the three-step strategy to develop the skill
Alternative
of managing stress. Have the students take turns telling the class what
their partner says causes them the most stress.
A Encourage the students to use reported speech, for
e Draw the students’ attention to the two questions. Have
example, Ada complained that preparing for exams
them read the article with the questions in mind. causes her a lot of stress.
e After they have finished reading, ask the students what
they think of the advice offered in the article. Ask them
to be specific about which strategies they think would
work for them, and why or why not.
Extra: discussion
Ask the students to give examples from their personal
experience about any of the situations in Ex. B they
Alternative have faced. Give an example: | had to make a
long trip without my family to attend college. | was
Before reading, preview the symptoms of stress with traveling 300 miles and taking a bus. This was stressful
the class. Ask the students to talk about how stress for me because | had never traveled alone before.
makes them feel physically and emotionally. Write
each suggestion on the board and ask the rest of the
class to raise their hand if they have ever felt that way.
If the students do not mention the symptoms listed in
the article, name them yourself and add them to the
list on the board. Again, ask the students to raise their
hand if they have ever felt these symptoms.

Extra: discussion
Point out the four ways the author suggests managing
stress: avoid, alter, adapt, and accept. Put the students
in pairs. Have one student make up a stressful scenario.
The other student tells how they can avoid, alter, adapt,
or accept the situation to reduce stress. Then that
student makes up another stressful scenario for their
partner to manage.
 the symptoms of and risk factors for stress.
different ways of relaxing.
stress-management strategy.

A Read the article about stress. Do you ever experience stress in your life? What do you
think of the advice offered in the article?

Some stress is good. It prepares you for action and gives you the adrenaline boost you need for
a busy modern lifestyle. However, too much stress can be bad. Have you ever suffered from any
of these symptoms?
low mood unexplained aches and pains
an inability to relax headaches
a short temper for no reason sleeping problems
difficulty concentrating
lf So, you could be suffering from stress. Stress can be caused by a number of different factors,
including exams, relationship problems, pressure at work, and money problems. It’s important
to figure out what causes you stress and to develop a strategy for dealing with stress when it
happens, such as finding positive ways to relax or communicating with those around you. And
for each cause of stress, you need to ask yourself these key questions to develop a strategy that
works for you:
Can |avoid the thing that causes me stress? (avoid strategy)
e.g., /f some aspects of your job cause you stress, can you say “no” to those tasks?
Can |change the thing that causes me stress? (alter strategy)
€.g., /f something is causing you stress, be assertive and ask for the change you need.
Can |change my reaction to the thing that causes me stress? (adapt strategy)
€.g., You might be putting yourself under pressure to be perfect. Maybe you need to adjust
your standards.
Can | learn to live with the thing that causes me stress? (accept strategy)
€.g., Sometimes we just need to accept that we can’t control every aspect of our lives.
Find the right strategy for each cause of stress and you'll succeed in taking back control of your
life and reducing the amount of stress in it.

B What makes you stressed? Look at each of the situations and rate
them according to how stressful you find them (1 = not stressful at all,
5 = very stressful).
You have to ...
speak in front of a group of people you don't know.
speak to one person you don’t know at a party.
take a test at college or at work.
take a long trip on your own.
manage with little money for a while.
find a new place to live.
take care of children or relatives for a day.
on complain
wo
oO
=
FWD about something, such as service in a restaurant. BOOOO0O00
& +
— OQOO0O0000%
SOODOOO00
BSOOOOO0O0O0
CYC
Vi Ne
ee
Nak

Cc Work in pairs and compare your answers. Discuss what causes

each of you stress. Are you both stressed by the same things?

Risky business [USieae CO)

 D Look at the following ways of relaxing. Under each one,
write I already do this, I’d like to try this, or I’m not interested in this.
Make a note of any other ways of relaxing that you do regularly.

E [& Choose one cause of stress in your life. Make notes on how you
might use different strategies to cope with the stress. Use the example
to help you. Then work in pairs and compare your ideas. Which strategy
or strategies do you think would be most effective?

Cause of stress: taking exams at college

AVOID strategy
I could change to a course that uses Comtinuous
assessment instead of exams.
ALTER strategy ey REFLECT one How
I wonder if I could ask muy tutor about taking oral exams, can the skill of pices
which I find less stressful, rather than written exams. stress be useful to you in
ADAPT strategy Work & Career and Study
& Learning?
I could study more and make sure I'm fully prepared for
each exam so that I don't worry about it. >
ACCEPT strategy ran
If I tried to see exams as a Chance to show what I s RESEARCH ...
Ree or + WON would help.
Nelp ~% @, One technique some -
people use for managing
; ; stress is meditation. Find
F (% Work in groups. Discuss the questions. out what meditation is and
1 What have you learned about managing stress? how it works. In your next
: , lesson, tell the class what
2. Do you think you will be able to manage stress better in the future? vic Havallen ae

125)
D
Tell the students that it is now time to think about Put the students in groups to discuss the question, with
strategies to relieve stress. Focus their attention on the particular reference to the domain of Self & Society.
six pictures and ask them to describe what the people Ask them to think of three reasons why they might be
are doing in each one in order to relax. able to manage stress better in the future.
Ask the students to respond to each picture with the Have a class feedback session and take a poll on the
appropriate phrase, and to complete item 7 with their best reasons for being able to manage stress better.
own strategy for relieving stress.

@ REFLECT
Culture note Discuss the question with the whole class. Ask the
Pet therapy or animal-assisted therapy uses dogs students to say what they feel are the most useful
or other animals to help people cope with stress points they learned from this lesson, and how the skill
or recover from health problems. The goal of of managing stress might be useful in the domains of
pet therapy or animal-assisted therapy is to help Work & Career and Study & Learning, either now or in
someone feel better emotionally. Pet therapy most the future.
often includes the use of domesticated animals, such Elicit the following ideas: exercising regularly, using
as dogs, cats, fish, and hamsters, but other animals calming techniques, setting reasonable expectations for
that have been used are dolphins and farm animals themselves, etc.
like horses.
=* RESEARCH
>

Go through the task and check that the students are

Extra: discussion clear about what they have to do.
Ask the students to state what strategy they listed for Suggest that the students research a variety of sources
item 7. Make a list on the board. Take a vote for each about meditation.
new strategy, and see if the students already do this, Have them share their findings in class. Lead a class
would like to try this, or are not interested in this. discussion about what they learned about meditation.

Extra: discussion
Put the students in pairs to compare their answers. Ask
them to talk about any ways of relaxing from Ex. D
that they would both like to try. Ask them to extend
the discussion by comparing things they both would
not want to try. Ask each pair to summarize their
discussion for the rest of the class.

Ask the students to think about things that cause stress

in their own lives, and to choose one cause of stress for
this activity. Ask them to make notes about how they
might use different strategies to cope with the stress.
Present the example notes showing a cause of stress
and different coping strategies and encourage the
students to use this example to create their own notes.
Circulate and help as the students are making their
notes. When they are ready, ask the students to share
their notes with a partner. Ask the pairs to discuss which
strategy or strategies they think would be most effective
for each of their situations.

Risky business Bese eere

 Alternatives
e With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the they start, and discussing how they should go about
Language wrap-up exercises: them. For example, if they have to fill in the blanks
e inclass as a test in a text, encourage them to read through the whole
e in class as a review text first to get an idea of the general meaning of it. If
¢ as homework they have to choose the correct option to complete a
sentence, encourage them to make sure they read the
Class test whole sentence first to understand the context.
e Ask the students to do the exercises in test conditions, e You can also use the Language wrap-up to review the
and give a time limit (e.g., 20 minutes). material in the unit with the class and work on the
¢ Check answers with the class and deal with typical errors exercises together as a class activity. In this case, you
or problems. can ask the students, for example, to look back at the
appropriate Grammar section in the unit and review the
Class review main points to clarify any misunderstandings before they
e If you decide to do the exercises in class, you can begin an exercise. Similarly, you can ask the students
approach the Language wrap-up as a two-step review. to first work in pairs to check the meanings of words to
First, ask the students to do the Vocabulary section be used in fill-in-the-blanks exercises in the Vocabulary
individually. When they finish, ask them to check their section.
answers carefully, and then put them in pairs to compare ¢ Note that the more assistance you give the students, the
answers and discuss any differences. higher the score you should expect them to get when
e You can then apply the same procedure to the Grammar they do the exercises.
section.
¢ Self- and peer-correction are two excellent ways of 1 Vocabulary
developing learner independence and creating a ¢ Go over the words and phrases in the box. Call on the
cooperative learning environment. students to say them aloud, and correct pronunciation
and stress as needed.
Homework e Encourage the students to read through the paragraph
e If you give the exercises for homework, you can ask before they choose the correct word or phrase for each
the students to do them in test conditions, i.e., without sentence. Point out that there is more than one possible
referring to the language they covered in the unit, their answer for some sentences.
notes, the Grammar reference section, dictionaries, etc. ¢ Remind the students to use the context of the sentence
¢ Give them atime limit (e.g., 20 minutes). to help them choose the correct word or phrase.
¢ Check answers with the class in the next lesson and deal ¢ Call on individual students to say the sentences,
with typical errors or problems. inserting the correct answers. Ask the rest of the class to
e The scoring system has been designed to give the say whether the sentence is correct or not.
students an idea of the progress they are making. Each
section has a total score of 10 or 12, depending on the
complexity of the language covered and the nature Extra: writing
of the exercises. Whichever approach you take to the
Language wrap-up, after checking the answers to each Ask the students to write a paragraph describing
section, ask the students to write their score. If they themselves or describing a famous person they
have a score lower than 8 (out of 10) or 10 (out of 12), admire. Ask them to use at least six of the vocabulary
direct them to the appropriate sections of the unit and words or phrases in their writing.
encourage them to read them again for homework.
After that, ask the students to complete the exercise(s) 2 Grammar
again at home.
e Ask the students to read the whole story through first
before completing the exercise. Encourage them to say
each sentence silently to themselves before deciding on
their answers.
¢ When checking the answers with the students, point out
that they can express ability three ways: verb + infinitive,
verb + base form, and verb + —ing form. Give examples.
Also remind the students that past modals of deduction
need to be followed by a past participle.
Complete the paragraph with words and phrases from the box in the
correct form. There may be more than one correct answer. (12 points)
at risk dare exposed failure freedom high-risk play it safe
risk your life risky runthe risk security take
a chance

Walt Disney once said, “I dream, | test my dreams against my beliefs, | (1) __
9a" to
take risks, and | execute my vision to make those dreams come true.” He recognized that
there was no advantage in (2) playing itsafe By risking (3) ‘allure__ he made success
possible. He (4) chance
£00k 2 on unlikely heroes, such as Mickey Mouse, and it paid off.
Each of us has to decide whether to (5) unrisk
the _of failing or to seek (6) __
security
even if it means accepting less. For those in business, it can sometimes feel as if you're
(7) “isking your lifeso jt's important to remember that it's not exactly a game of life and
death—although it's true that your career and livelihood are often (8) "/sk___. 2 When
you are (9)__©xP Se __ to risk, it can in fact give you a great sense of (10) __‘reedom_
since it can feel like you've got nothing more to lose. It may be this, which means many
entrepreneurs engage in (aay sky /high-risk behavior away from work, such as hot-air
ballooning or motor sports. Perhaps these (12) “SY //9!-"'sk activities give them the same
excitement they get from their working lives.

r and phrases to talk about safety and risk.

ctions 1 and 3 on pages 118 and 120. SCORE: /12

Choose the correct options to complete the newspaper story. Some

answers depend on grammatical form and others on meaning. (12 points)
Investigators have been (1)Gnabley incapable to determine the cause of the crash of
an Inter-City commuter plane last Thursday. The small plane, en route from Boston to
New York, did not (2) succeed I reach the runway, and it crashed into some
nearby trees. All 20 people aboard the aircraft were killed. Firefighters (3)Gucceeded inp/
were able to controlling the resulting fires, and no homes were damaged. Fortunately, all
of the homeowners (4) could (Gereable Doeout of their houses with no injuries.
Lead investigator Carol Owens said that she wouldn't be able (5) make /€o mak@a full
statement until more facts were known. She did say that the crash (6) may Could) ot have
been caused by weather because Thursday was clear and calm. She said that it (nayy
must have been caused by a mechanical failure, but that more information is needed.
However, airline officials have stated that they feel strongly that the crash (8) must /Gouldn’d
eebeen caused by mechanical failure. “Our mechanics are extremely good at (9) keep/
g)our planes in top condition. We (10) are able / an)say with great confidence that
this tragedy was not the result of poor maintenance,” said IC spokesman Jim Carr.
“It (41) must /(nighdhave been pilot error, but there’s no clear evidence of that, or possibly
a pilot medical emergency. Whatever the cause was, it (12) may /Gouldn’dhave been easy
to control the plane and the pilot did well to avoid loss of life on the ground.”

ns of ability and past modals of deduction.

2 and 4 on pages 119 and 121. SCORE: /12

Risky business
 ph chening to a question
asking for a choice

§)) 2.18 (% Listen to someone answering the question.

Make a note of the main points the speaker makes. Work in
pairs and compare your notes.
Some people find high-risk activities, such as mountain climbing or extreme
sports relaxing. Others find quieter activities relaxing. Which type of activity
do you find most relaxing? Include details and examples in your explanation.

B Listen again for phrases the speaker uses to express her

preferences.
4 | __Would much rather do somethirng quiet than.
* ‘ . ... Mucn more relax g
2 | find quieter activities — extreme “ta because..
3. The second reason | __tend to prefer quieter activities is ...
4 Finally, quieter activities appeal _'2™Me More _ because ...
mucn pre SAG ain !
5. (3 _ to do activities that don’t cause me more stress.

C You are going to answer the question in the box in Exercise D.

Before you do that, make notes to answer the questions.
1 What examples of high-risk professions can you think of?

2 What examples of professions with less risk can ound: of?

3 Which type of profession wena you prefer?

4 What is the first reason a your choice?

5 What is the eee Peon er one Sai

6 What is the third reason for your choice?

Some people would like to do a high-risk

job, such as being a police officer, and
would find it exciting. Others would find
it stressful and would prefer a less risky
profession. Which type of profession would
suit you most? Include details and examples
in your explanation.

HOW ARE YOU DOING?

C) | expressed my choice clearly.
©) | used good examples and provided
detail in my explanation.
> ©)! gave three clear reasons for my choice.

aay»!
-
 Cc
Speaking workshop: ¢ Explain that the students will now give their own answer
responding toa question to a question similar to the one in Ex. A. Ask them to
read the information and question in the box in Ex. D.
asking for a choice To prepare for giving their answer, ask them to make
notes to answer the questions in Ex. C.
Lead-in ¢ Circulate and help as necessary while the students are
making notes.
Ask the students if it is hard for them to make decisions.
Draw a table with three columns on the board and label D
the columns “Easy”, “Medium”, and “Hard”. Put the
¢ Schedule enough time for each student to present their
students in small groups to list decisions that are easy,
answer to the question, either in small groups or to the
medium, and hard to make. Allow time for the groups to
whole class. Each student should talk for about one
share answers. Remind them that there may be conflicting
minute.
answers, and that this is OK because everyone has
¢ Remind the students that they should include
different opinions about what is easy and hard to do.
information from their notes, and give details and
examples in their answer.
A BP) 2.18
e See p. 1172 for the audio script. How are you doing?
e Explain that being able to respond to questions about ¢ Ask the students to read the statements and check the
choice is important in social, academic, and professional ones they believe are true.
settings. Mention that questions like these are also e Ask them to discuss their talk with a member of their
popular on standardized tests, as well as tests that are group or another student in the class and identify things
given in academic courses. they could improve on next time.
¢ Point out the information and question in the box. Tell
the students they will listen to someone answering this
question. Tell them to take notes on the main points the Extra: homework
speaker makes.
e Play the audio. For homework, ask the students to write a paragraph
e Put the students in pairs to compare notes. Play the telling which profession they think would suit them
audio again if the students have varying main points. most, and why. Remind them to include details and
examples in their writing.

The main points made by the speaker are:

She would rather do something quiet because 1) quiet
activities are more relaxing and less dangerous, 2) her job
is active so she wants her free time to be relaxing, and
3) quiet activities reduce the amount of stress in her life.

e Play the audio again and ask the students to complete

the phrases the speaker uses to express her preferences.
¢ Repeat the audio only if necessary.
¢ Check the answers with the class.

Extra: writing
Ask the students to write a few sentences that express
their own preferences. They can write about a type of
activity they prefer or about any other preference that
is relevant to them. Encourage them to use two or
three of the phrases they just learned to express the
preferences.

Risky business Mesiemety apy

 Unit opener
Unit opener (p. 129) 20 min. Lead-in
1 Grammar: verb + Ask the students to look at the unit title and the pictures,
gerund/infinitive with and to predict what the unit will be about. Ask the
a change in meaning (p. 130) 40 min. students to give some examples of things they like to
2 Listening: to a podcast (p. 131) 30 min. take pictures of. Ask what they do with their pictures, e.g.,
¢ Vocabulary: describing pictures 15 min. whether they edit them, how often they post them on
social media sites, etc. Direct the students’ attention to
3 Speaking: making comparisons (p. 132) 30 min.
the points in the unit objectives box and go through the
¢ Vocabulary: making comparisons 15 min. information with them. To get your students to think about
4 Grammar: connectors of the skills being developed in this unit, ask them to look at
addition / cause and effect (p. 133) 40 min. the questions in the cogs.
5 Reading: understanding text Reading: understanding text organization
organization ve} (p. 134) 30 min. e Explain or elicit that within a paragraph, there are
6 Pronunciation: stress timing (p. 135) 15 min. different types of sentences. Elicit some of the
conventional sentence types the students know from
7 Writing: a memo (p. 135) 30 min.
studying paragraph structure, e.g., topic sentence,
lifeSkills: giving and receiving
concluding sentence, sentences giving details.
feedback (Work & Career) (p. 136) 50 min
Speaking: making comparisons
® Optional downloadable lifeSkills e Ask the students to compare two items in the classroom,
lesson (Self & Society) 50 min for example, two different students’ backpacks. Write
® Optional downloadable lifeSkills the comparison language the students use on the board.
lesson (Study & Learning) 50 min Tell the students that they will practice comparing
Language wrap-up (p. 138) 20 min pictures using this language.
lifeSkills: giving and receiving feedback
Writing workshop: writing a report (p. 139) 30 min
e Ask the students what it means to give and receive
Video and downloadable video worksheet 45 min
feedback, and have them answer the questions. Elicit
reasons why it is useful or important to be able to give and
receive feedback in our work lives, and ask for examples.
Ask how they feel when they receive feedback, and what
they think helps make feedback easier to accept.

Unit 11 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand verb + gerund/infinitive ‘Table 1;Table 2; Sections 5.2.1.2; 6.4.7.7;
structures with changes in meaning oe
2 Listening can understand a podcast Table1;Table
2;Sections 4.4.2.1;4.5.2.2
3 Speaking can make comparisons Table 1; Table 2; Sections 4.4.1.1; 4.4.3.1;
443.5; 4.5.2.1; 5.2.1 1; 5.2.1 rib Gee
4 Grammar can use and understand connectors of Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8
addition / cause and effect
5 Reading can understand the way texts are organized _Table 1; Table 2; Sections 4.4.2.2; 4.4.2.4: 4.5.2.2
6 Pronunciation —_can correctly apply stress and rhythm
7 Writing can write a memo
A S2 ViDids
Valy pier lung Ores 1Op D220.2602a
BY PA Sh
IN THIS UNIT YOU
learn language to talk about
pictures and make comparisons
} read about selfies
+

} talk about the similarities and

} differences between two pictures
4} listen to a podcast about
photography
{} write a memo about pictures of
staff members
learn about giving and receiving
feedback
watch a video about how
photography can help change
people's perception of a country

Different sentences have

different functions. What
functions can you think
of, e.g., providing an
example?

What words, phrases,

or grammar do you know
that we use for compa
one thing to another, e.g
comparative adjectives? ;

giving and receiving feedbac

edbayetck
o urdoevyoeruydreayceivliefe?feDo
Whyo
SKI LLS in
? Wit
positive experience
‘WORK
& CAREER
Through the lens [UXT
EMEPTD
 4 [% Work in pairs. Look at these images of people
taking pictures. Check the situations you have taken pictures in.
Say what kind of pictures you like to take and why.

bn.

. re pe Ne ee ee ee e ee

B (9 Work in pairs. Say how much you agree or disagree with the statements. Explain why.
“| can't stand having my picture taken.”
“| prefer pictures of people to pictures of beautiful scenery.”

129)
Lead-in B
Ask the students why we take pictures and how they are e Ask the students to read the statements, and think
important in people's lives. Ask how often the students about whether they agree or disagree, and why.
take pictures, and how they prefer to take them (with a ¢ Put the students in pairs to discuss the statements.
camera, cell phone, etc.). If any students do photography e Lead the class in a discussion of the statements, and
as a hobby, ask them to talk about how they became call on individual students to give their opinions and
interested in it, and to describe the types of subjects they support them with examples and reasons. To help get
like to photograph, and why. the discussion started, you may wish to share your own
opinions of the statements, saying how much you agree
or disagree, and why.
Culture note
Most of the photographers shown here are taking :
digital pictures. Cell phones, tablets, and digital Alternative
cameras all produce digital pictures, which use Write some additional statements and quotes about
electronic detectors to capture an image. Then the photography and taking pictures on the board to
image is digitalized and stored on a computer. It looks extend the discussion. Put the students in pairs to
like the person taking the picture of scenery is using discuss the quotes and say which ones they like,
a large-format film camera. Prior to the use of digital whether they agree and disagree, and why. Here are
cameras, which became popular in the mid-1990s, some possible quotations:
people used film cameras to make their images. The A picture is worth a thousand words.—Anonymous
film camera records the light that is reflected from
“There are no bad pictures; that’s just how your face
objects onto a piece of film. A chemical process
looks sometimes. ”“—Abraham Lincoln
is used to develop the film and then the picture is
printed on photographic paper. “You don’t take a photograph, you make it.”—Ansel
Adams
“The camera is an instrument that teaches people how
A to see without a camera. ”—Dorothea Lange
e Have the students look at the pictures and describe “Taking pictures is savoring life intensely, every
each of the situations. hundredth of asecond. ”—Marc Riboud
¢ Give the students time to check the situations they have
taken pictures of.
e Put the students in pairs, and ask them to discuss which
of the situations they take pictures in, and what they like
to take pictures of, and why.
e Elicit answers from several students, and ask individual
students to talk about the importance of photographs in
their lives.

Culture note
The first photograph was taken of an outdoor view in
1826, by Frenchman Joseph Nicéphore Niépce.

Extra: picture share

Put the students in pairs or groups and have them use
their cell phones to share some of their favorite recent
pictures, explaining the subject(s) of the picture, where
and when it was taken, why they decided to take it, etc.

Extra: discussion
If possible, bring in a print photograph and a digital
photograph. In pairs, have the students discuss the
similarities and differences between print and digital
photography (for example, the difference between a
picture on a smartphone and a large print poster, etc.).
Is it possible to enlarge a smartphone photograph and
still have good quality? Which type of photography do
they prefer?

Through the lens eviews eS g)4)

 Function
rammar: verb + gerund/ ¢ Give the students time to read the pairs of definitions.

infinitive with a change in e Have the students complete the phrases, writing gerund
or infinitive.
meaning e Put the students in pairs to compare answers. To make
sure they understand the differences in meaning, refer
Lead-in to the pairs of example sentences in the table and
connect them to the definitions. For example, have the
Direct the students’ attention to the picture. Ask who they
students read the two sentences with forget, and elicit
think the people are, what their relationships are, and
that in the first example (I'll never forget laughing and
when and where they think the picture was taken. Tell the
having fun ...) it means he will never lose the memory.
students they are going to read the reaction of one of the
In the second example, Don’t forget to show him the
people in the picture who is looking at it years later. Elicit
picture, it means the person has to remember to show
some predictions for what the person will say about the
the picture.
picture.
Ask the students how they feel when they see old pictures Cc
of themselves. ¢ Have the students work individually to complete the
sentences using the gerund or infinitive forms. Then
A check the answers with the class.
¢ Give the students time to read the text with the Ask the students to explain their reasons for choosing
instructions in mind. each form, using the descriptions of the functions, for
e Put the students in pairs to summarize the person's example, in item 1, the infinitive is not used after the
reaction to the picture, and discuss why they think the past tense of regret.
person feels this way.
* To focus on comprehension of the text, ask the class
whether the person's reaction to the picture is all
negative, and what he feels is positive.
Extra: grammar practice
Give the students some sentences, and tell them to
rewrite each one with the same meaning, using either
Possible answer _ the verb + gerund or verb + infinitive. Give the students
The person is embarrassed by his old-fashioned the verb to use in their rewritten sentence, for example,
hairstyle and clothing in the picture. However, he enjoys | always leave my keys when | leave work. (forget) —
remembering the happy moments with his family because | always forget to take my keys when | leave work.
they are all grown up and have their own lives now. 1 John wishes he hadn't spent so much money.
(regret)
2 Ariel wants to ride a motorcycle. (try)
3 Greg has given up eating meat. (stop)
NOTICE! 4 | have no memory of saying those terrible things.
Direct the students’ attention to the Notice! box. (remember)
¢ Have the students find and underline all the
examples of gerunds and infinitives in the text.
¢ Put the students in pairs to compare answers and
1 John regrets spending so much money.
discuss the verbs that precede the gerund and
2 Ariel is trying riding a motorcycle.
infinitive forms.
3 Greg has stopped eating meat.
e Check the answers as a class.
4 | don't remember saying those terrible things.
ee

They follow the verbs remember, try, regret, stop, D

forget. * Give the students time to reread the questions in
Ex. C, and think about their responses. Encourage them
to make notes about the topics.
* Put the students in pairs to discuss the questions.
Form Encourage them to support their answers with details and
examples, and to ask follow-up questions to find out more
¢ Have the students read the article again, paying attention
about their partner's answers. Encourage the students to
to the instances of verb + gerund and verb + infinitive.
use the verb + gerund/infinitive forms from Ex. B.
¢ Give the students time to complete the table
¢ Elicit responses from the class. Ask the students to talk
individually with examples from the text. Then check the
answers with the class by calling on individual students
about how often they look at old pictures of their family,
and discuss their reactions to the writer's opinion that it is
to read their sentences aloud.
important to “treasure every moment with your family.”
¢ Direct the students’ attention to the Watch out! box. Elicit
that the first sentence is incorrect because it is about a past
regret, and so the following verb needs to be a gerund. > Workbook p. 67, Section 6 e pt
 verb + gerund/infinitive with a change in meaning
A LANGUAGE IN CONTEXT Read what this person says about an old
family picture. Summarize the speaker’s response to the picture in your
own words.
Oh, | remember being in this picture! That was so
long ago! My dad made us try to look natural, but we
couldn't do it. Oh, look at that hair! | regret having that
style now. What was | thinking? And those clothes! So
old-fashioned! Everyone stopped wearing those years
ago! What an embarrassing picture! Still, I'll never forget
laughing and having fun with my family when we took
it. We're all grown up now and living busy lives, but
it's good to stop to think about those days sometimes.
Remember to treasure every moment with your family
because time goes by so fast! NOTICE!
Underline all the gerunds (-ing)
B ANALYZE Read the text in Exercise A again. and infinitives (to + verb) in the
_ text. Which verbs do they follow?
Form Complete the table with examples from the text.

verb + gerund + infinitive

forget (forget that you have done sth.; have no memory of sth.) _: (forget that you need to do sth.)
(4 Ll never forget laughing and having fun ... : Don't forget to show him the picture.

regret : (regret that you have done sth.) : (apologize for bad news)
(2) | regret having that style now. : We regret to inform you that your pictures have
: been deleted.

remember (remember that you have done sth.; have a memory of sth.) : (remember that you need to do sth.)
: (3) [remember being in this picture! : (a) Remember to treasure ...

stop : (stop an action/habit) : (stop in order to do sth. else)

(5) Everyone stopped wearing those years ago! _ : (6) -- it's good to stop to think about those days ...

try : (do sth. to see what result it will have) : (in the past = attempt sth. without success; in
Try cleaning the lens. : the present/future = attempt sth. you may/may
: not be able to do)
(7) My dad made us try to look natural, ...

Function Write gerund or infinitive.

1 not remember something you have to do: forget 4 infinitive
not have a memory of something: forget + gerund
2 feel bad about something you have to tell someone: regret 4 infinitive
wish you hadn't done something in the past: regret + gerund
3 have amemory of something: remember + 2229 WATCH OUT!
not forget something you have to do: remember + infinitive X | really regret to wear
4 stop an action or habit: stop + gerund that outfit!
stop so that you can then do something else: stop + infinitive. V | really regret wearing
5 attempt something you may or may not be able to do: try + infinitive that outfit!
do something to see what result it will have: try + Jeng

C PRACTICE Write each verb in the correct form.

Have you ever taken a picture you regretted taking __ (take)? What happened?
Do you remember ever12V'"9_ (have) a family picture taken? Who was there? How did you feel?
Do you agree with the writer that we should stop to think __ (think) about our family history sometimes?
Do you ever look at family pictures and do that?
4 Do you ever try toavoid (avoid) having your picture taken? When? Why?

D NOW YOU DO IT Work in pairs. Ask and answer the questions in Exercise C.
Use as many of these verbs as you can: forget, regret, remember, stop, try.
Through the lens
 asf ae =

Work in pairs. Look at the pictures and say

what you think the podcast might be about.

{2.19 Listen to the podcast. As you

listen, write a word or short phrase you
hear in each blank.
1 Jackson went to an exhibition of work by

2 ranesays we Rich assume pictures only appear

on sociaimedia___sstthese days.
BRACE SOUNVaS MIOSt ee ey
Judy Anderson's pice ofa iocal homeless man.
4 Nothing takes yourattention away from the man
and his expression.
5 The picture is also a comment on the area’s recent ©

C VOCABULARY: DESCRIBING PICTURES Listen to the podcast again.

As you listen, label the pictures with the words from the box. One of the
words can be used more than once.
background focus foreground landscape portrait side subject

om tine Keinelneine! MS

D & VOCABULARY: DESCRIBING PICTURES Work in pairs. Choose

one of the pictures in Exercise C and describe it to your partner. Say
what you like or don’t like about it. Then swap and listen to your partner
describe the other picture.
 Cc
2 Listening: to a podcast Go over the pronunciation of the words in the box.
Call on individual students to say the words aloud, and
Lead-in correct pronunciation and stress as needed. Elicit that all
Ask the students to name any famous photographers they of the words are connected to the field of photography,
know (e.g., Ansel Adams, Robert Doisneau, Yousuf Karsh,
and are useful for describing pictures.
Give the students time to look at the pictures, and think
Dorothea Lange, Robert Mapplethorpe, Annie Liebovitz,
etc.). Ask the class what they think makes them famous, about which words belong in which blank. Point out that
and what makes a photographer good. Ask the students one of the words belongs in two of the blanks.
if they have ever taken an exceptionally good picture, and Play the audio again, and have the students fill in the
blanks.
what they think made it special.
Have the students compare answers in pairs before
checking the answers with the class.
Extra: famous pictures D
Show the class some of the most famous pictures of all Put the students in pairs. Ask them to decide which
time (see examples below—images available online) and picture in Ex. C each of them will describe. Give them
elicit the students’ reactions to them. Discuss with the time to think about how to describe their picture, and
class what makes the pictures stand out, and what kinds allow them to make some notes.
of skills a good photographer needs. Have the students take turns describing their picture.
Le Baiser de I’H6étel de Ville (The Kiss\—Robert Doisneau Encourage them to be specific and detailed in their
Abbey Road, The Beatles—lain Macmillan descriptions, and to add to their partner's descriptions
V-J Day in Times Square—Alfred Einsenstaedt and react to their opinions, saying whether they agree
Lunch atop a Skyscraper—Charles C. Ebbets or disagree, and why.
Afghan Girl—Steve McCurry When the pairs finish their descriptions, call on a few
Migrant Mother—Dorothea Lange individuals to describe their pictures for the class.

¢ Tell the students they are going to listen to a podcast.

Extra: homework
Have the students look at the picture and predict what Have the students write a paragraph describing the
the podcast will be about. picture they talked about in Ex. D.
¢ Elicit some general reactions to the picture of the
homeless man. Ask the students what strikes them
about the image, and what questions they have about it.

B 2.19
e See p. T172 for the audio script.
¢ Explain to the students that they will hear two speakers
during the podcast: Penny and Jackson.
Give the students time to read the partial sentences.
Elicit some predictions from the class about what words
or phrases might complete the blanks. Alternatively, put
the students in pairs, and have them predict the missing
words or phrases.
Play the audio, and have the students complete the
sentences.
Have the students compare their answers in pairs. Then
check the answers with the class.

Extra: role-play
Put the students in pairs, and tell them they are going
to role-play the two speakers on the podcast. Have
the pairs decide their roles (Penny or Jackson). Then
play the audio again, and have the students listen and
take notes on their assigned role. Give the students
time to re-create the conversation in their own words,
using their notes, and then to practice it. Finally, call
on a few pairs to present their role-play to the class.

Through the lens euieure Sage)

3 Speaking: making Points of similarity mentioned: both show people taking
comparisons pictures of groups; both show people posing for the
camera and smiling; both show people who want to
record this moment in their lives.
Lead-in
Give the students time to read the information in the Points of difference mentioned: the first picture looks like
skills panel. Write the words compare and contrast on the it's been taken by a professional photographer taking
board and elicit their definitions from the class. Highlight
a family portrait, while the second shows someone
taking a selfie; the first picture is more formal than the
that contrasting means looking for differences, while
comparing can mean looking for both similarities and second picture; the people in the second picture are
more natural than those in the first; the first group wants
differences. Elicit some useful phrases for comparing two
or more things, and write them on the board.
a picture to display at home, while the second group
wants a picture to put online; the second picture is more
A modern than the first.
¢ Direct the students’ attention to the pictures. Call on
individual students to give a brief description of each one.
e Put the students in pairs to compare the pictures and make > Workbook np.66-67, Section 5 @ pi
notes about the similarities and differences in the table.
¢ Combine the pairs to form groups of four and have the Cc
students compare answers in their groups.
* Go over the pronunciation of the words and phrases in
¢ Make two columns on the board labeled “Similarities”
the box. Call on individual students to read the words
and “Differences” and check answers by having the
and phrases aloud, and correct pronunciation and stress
students come to the board and write their answers in
as needed.
the columns.
¢ Give the students time to read the partial sentences and
B By) 2.20 think about which word or phrase might complete each
sentence.
¢ See p. 1173 for the audio script. e Play the audio again, and have the students complete
¢ Tell the students they are going to hear two people the sentences.
talking about the two pictures. The woman, Becca,
¢ Have the students compare their answers in pairs. Then
is talking to a friend and trying to choose one of the check the answers with the class.
pictures to illustrate an article she is writing. Ask the
students to listen and compare their notes to the points D
Becca and the man make, and to add any points they
e Put the students in pairs, and have them decide which
missed.
partner will describe which set of pictures. Then give
e Play the audio. If needed, pause a few times to allow
them time individually to make some notes comparing
the students to add to their notes.
and contrasting the pictures.
¢ When they have prepared, have the students take turns
Alternative comparing and contrasting their set of pictures, using
the new vocabulary. Ask the students to take notes on
As the students listen, in addition to adding notes their partner's points as they listen.
on points they missed, have them mark any of their ¢ To wrap up, call on individual students to use their notes
points that are mentioned in the conversation with a to report to the class on the points of comparison their
checkmark for easier reference. partner gave.

e Check the answers, and then ask the students how close
their notes were to the points made in the conversation,
and which points they missed.
 3 making comparisons
O We may be in a situation where we need to make a choice between two or
more things. By comparing and contrasting, we can judge the things against
each other and make a better decision.
A (4% Work in pairs. Look at the pictures. Make notes on what the
pictures have in common and what the differences are between them.
Things the pictures have in common
both are pictures of groups of people

Things that are different between the pictures

the first shows a family, the second shows a group of friends

B Ee) 2.20 Listen to two people comparing the two pictures in order to
choose one to illustrate an article. Check the points they make against
the notes you made in Exercise A. Make a note of any points they
mention that you didn’t.

C VOCABULARY: MAKING COMPARISONS Listen again and complete

the sentences with a word or phrase from the box. Two words can be
used in one of the blanks.
alike incontrast inthat point
of difference similarity unlike whereas while

1 Both pictures are alike because they’re both pictures of groups of people.
2 Th first iisa family portrait and looks like it's been taken by a professional,
ise / wh ere
epee: 1e second shows someone taking a selfie with their friends.
Another Similsrity _ js that the people are posing and smiling in both pictures.
However, maybe the first situation is a little formal for my article, whereas
He second.d situat) is much more informal.
point of difference
5 Another is the reason they're having their picture taken.
6 ecke the second group wants a picture they can send to friends or put
online to show people what a good time they're having.
7 Both pictures are similar 12 12 the people want to record this moment in
their lives, but the second one is more modern.
8 It'll appeal to younger people, U!/Ke the first one.

D VOCABULARY: MAKING COMPARISONS Work in pairs.

Take turns choosing one of these sets of pictures and comparing them.

Through the lens

 AMMAR: connectors of addition / cause and effect

THE GREAT DEBATE

Home Archiv A Links

Here at The Great Debate, we invite two people to comment on a current

issue and then invite you to join the debate! This week, the topic is “edited
pictures” and joining us are fashion photographer Shannon Atkins and
mental-health campaigner Connor Rourke. Add your comments below.

Shannon Atkins Connor Rourke

The vast majority of images we see every day I’m very concerned about the number of pictures
are edited in some way because of the demands we see these days that have been edited. We are
placed on photographers by the clients. They surrounded by images that have been altered
want their product to be presented in the best to make the subject seem more attractive. As a
way, whether it’s a new clothing line, a new result of this heavy editing, these images present
perfume, or a new car, so people want to go out an unrealistic idea of beauty. Furthermore, they
and buy it. Moreover, consumers themselves imply that we ordinary people with our ordinary
want edited pictures. Who wants to see celebrities lives and ordinary bodies are inadequate. As a
with pimples and a few extra pounds? I edit the consequence, young people, in particular, feel like
unattractive aspects out of my fashion images failures because they will never match the ideal.
due to the expectations of both clients and This can lead to very low self-esteem. In addition
consumers, and I’m not ashamed of that. Besides to these problems, these images can also make us
that, I think my job is to give people images to unhappy with our partners, the people around us,
aspire to, to show them a perfect ideal to aim for. and the lives we lead.
Most people don’t want reality. They want dreams.
NOTICE!
Which of the words in bold
have similar meanings?
B ANALYZE Read the opinions in Exercise A again.
Form Complete the table with the words and phrases in bold from the text.
connectors of addition : connectors of cause and effect

ail allSO) ee aes : ocaice because of due to

x i ’ t

_furthermore : as a result of , 28 a consequence _

_ therefore

Function Choose the correct options to complete the rules.

1 Connectors of @ddition/ cause and effect are used to add further points or to provide WATCH OUT!
more information in support of a point. X She looked
2 Connectors of addition /Cause and effecbare used to show how one thing makes perfect in the
another happen, or how one thought follows logically from another. photo but it
was all because
C PRACTICE Rewrite each pair of sentences as one sentence with the heavy editing.
words and phrases given. You may need to add other words as well. ¥ She looked
perfect in
Many people cannot live up to the ideal they see in images. They get depressed.
the photo
1 (because of, fact)
but it was all
2 (result, not being able) — because of
Models are made to appear more beautiful. They are often also made to appear thinner. heavy editing.
Reetlana pesices)
4 (and, furthermore)

D NOW YOU DO IT Work in pairs. Discuss the questions. Use

connectors of addition and of cause and effect to explain your opinion.
1 Are images around us edited too much? Give reasons for your opinion.
2 What do you think the expression “the camera never lies” means? Do you agree?
Why or why not?

133)
 Function
4 Grammar: connectors of ¢ Have the students read the two rules, and decide
addition / cause and effect which one refers to connectors of addition, and which
to connectors of cause/effect. Have them choose the
correct options.
A e Elicit the answers from the class, and ask the students to
e Have the students look at the picture, and say whether support them with examples from the text in Ex. A.
they think it has been changed, or edited, in any way. ¢ Highlight that some of the connectors in each set
¢ Have the students scan the text for unknown words. are more formal than others. Elicit which ones are
Answer any questions about unfamiliar vocabulary. typically reserved for more formal situations (moreover,
¢ Give the students time to read the two opinions, and furthermore, in addition to, as a consequence, therefore).
ask them to think about which one they agree with, and
why. Encourage them to make some notes.
e Elicit responses from several students, and lead a brief ¢ Direct the students’ attention to the Watch out! box.
class discussion about the common places where edited Elicit that the first sentence is incorrect since because is
images are used, e.g., advertising, fashion magazines, followed by a noun phrase and so of is necessary.
on celebrities’ websites, etc., and the possible ¢ Go over the task with the students. Make sure they
effects of this type of picture editing, in particular on understand that they should use the phrases given, and
young people's attitudes to and expectations about add additional words if necessary, to rewrite the two
appearance. sentences as one. They should rewrite each pair in two
different ways.
¢ Give the students time to rewrite the sentences.
NOTICE! e Have the students compare their answers in pairs. Then
Direct the students’ attention to the Notice! box. check the answers with the class.
¢ Have the students look through the text, and locate
the bold words and phrases. Ask them to think DELLS ANT a a a)

about the purpose of each bold word or phrase. 't live up to the ideal
¢ Have the students match the words/phrases that they see in images, many people get depressed.
have similar meanings. Highlight that while result 2. As a result of not being able to live up to the ideal
and consequence are interchangeable, result can they see in images, many people get depressed.
refer to any effect, and consequence often refers to 3. Models are made to appear more beautiful and,
a negative effect. besides that, they are often made to appear thinner.
¢ Have them compare answers in pairs before 4. Models are made to appear more beautiful and,
checking the answers with the class. furthermore, they are often made to appear thinner.

Moreover, besides that, furthermore, and in addition

to have similar meanings. Extra: grammar practice
Because of, due to, as a result of, and as a Add the following two pairs of sentences as an
consequence have similar meanings. extension to Ex. C.
1 Many people cannot live up to the ideal they see in
images. They get depressed. (and, so)
2 Models are made to appear more beautiful. They
are often also made to appear thinner. (in addition,
Form
being made)
¢ Have the students read the opinions again, paying
attention to the words in bold.
e Ask the students to complete the table with the words Answers —
in bold, referring to the opinions to decide the purpose 1 Many people cannot live up to the ideal they see
of each word or phrase. Point out that in the second in images, and so they get depressed.
column, there is one extra line that they don’t need to * 2 Models are made to appear more beautiful,
write on. and, in addition, they are being made to appear
¢ Check the answers with the class. thinner.
¢ Highlight that some of the connectors in each set
must be followed by a comma when they come at the
D
beginning of a sentence. Elicit which ones take a comma
(Also, Moreover, Besides that, Furthermore, As a result, e Have the students read the questions and think about
As a consequence, Therefore). their responses.
e Explain that with connectors of cause and effect, the e Put the students in pairs to discuss the questions.
form changes when of is used (| didn’t study. As a result,
Remind them to use connectors of addition and of
| failed my exams. / As a result of not studying, | failed
cause and effect, and to support their opinions with
details, examples, and reasons.
my exams.).

Through the lens (&sieue SS ake)

5 Reading: understanding text Give the students time to read the five functions.
organization © Have them read the article again and match the
underlined sentences with the functions. Encourage
them to circle any words or phrases in the text that
Lead-in helped them decide the answers.
Remind the students that they practiced understanding Elicit the answers from the class, asking volunteers to
text organization on p. 110. Give the students time to explain their choices.
read the information in the skills panel. Lead a brief class
discussion to elicit how understanding the function of
sentences can help the students understand a text better (to Alternative
help them find important information in a text more easily Have the students complete the exercise in pairs,
and quickly, to be able to separate main ideas and details,
talking about their choices as they work, and
facts vs. opinions, etc.).
explaining how they know a sentence serves a
To lead into the article, ask the students to explain in their particular function.
own words what a selfie is (a picture of yourself, taken by
you with a digital camera, and often uploaded to a social
networking site). Elicit some of the reasons why people
take selfies, and call on a few individual students to share Extra: expansion
their opinions about the practice of taking selfies and With the class, analyze the whole text and discuss
posting them online. the functions of some of the other sentences. For
Direct the students’ attention to the two pictures and call example, the first sentence in paragraph 1 introduces
on an individual student to describe the difference. Elicit the overall topic of the article. The second sentence
some of the possible reasons why people took selfies in presents information that supports or strengthens the
the past, and why they do so today. first sentence.

Culture note
Selfies are very popular, and recent reports suggest
that more than 17 million of them are uploaded on
social-networking sites each week. At the Oscars
ceremony in 2014, Ellen DeGeneres, Bradley Cooper,
and other movie stars tweeted a selfie at the awards
ceremony, which was retweeted over two million times.
The selfie, which began as an internet experiment, is
now a significant trend that celebrities, presidents, and
even the pope have joined.

A
e Ask the students to read the article, paying attention to
the author's views on selfies. Ask them to think about
whether they agree or disagree with the author's views.
e Put the students in pairs to summarize the main points
of the article and the author's views. Ideas that they
might have are that the author feels that selfies are
basically harmless and pointless, and people often use
them just to get attention and show how glamorous
and exciting their lives are; the author says that selfies
have been around since the advent of photography, and
disagrees with sociologists’ notion that they are fueling
people's obsession with looks.
¢ Elicit responses from several students, and ask
volunteers to support their ideas with reasons and
examples. Encourage the rest of the class to ask
questions and share their own opinions.
 understanding text organization m0
In a well-organized text, different sentences have different functions. Some
sentences introduce a new topic, some give additional information or
supporting details, and some argue for or against an idea. Recognizing the
function of sentences improves your understanding of the text.
A Read the article. Do you agree with the writer’s views on selfies?
Explain why or why not.

the selfie
' The selfie has become the defining document of the modern age. In the world
of social networking, no event, whether life changing or mundane, can truly
be said to have happened unless the participants have taken a photograph of
themselves doing it.
2 Selfies are visual diary entries, offered to the world as evidence that you
were in a certain place at a certain time. ? They are also,in some ways, a

» No one treasures someone else’s selfie.

3 The selfie is the modern postcard. It says: “I am here”; it possibly also ee

says: “Wish you were here”; it frequently says: “Don’t you wish you were here? : rete
Because then your life would be as glamorous/popular as mine.” selfie, early 20 century

* The selfie feels new, but people have been taking photographs of , ee
themselves since the invention of the camera. ° The first documented case
of a teenager taking a selfie was in 1914, when Russia’s Grand Duchess
Anastasia Nikolaevna, then aged 13, took her own photograph using a Kodak
Brownie and sent it to a friend with a letter that read: “| took this picture of
myself looking at the mirror. It was very hard as my hands were trembling.”
The instant self-portrait, instantly self-published, is one of the fastest-
growing internet phenomena. * According to a survey, two-thirds of Australian
women aged 18-35 take selfies, which are usually then posted on Facebook.
According to another, nearly a third of all photographs taken by people age
between 18 and 24 are selfies.
° So what does it say about us, this need to picture ourselves to others,
however briefly, however little the rest of the world cares? Inevitably, some ‘
sociologists are worried (as sociologists usually are). Some link the selfie- b \\ ie bi
craze to an obsession with looks and the objectification of the body.
selfie, early 21* century }
® This is, of course, ridiculous. * Human beings have been picturing
themselves, trying to hone their self-images, and showing off to their friends for centuries. The citizens of Pompeii
had their portraits painted on their walls, the Roman equivalent of Facebook, to impress the neighbors. The
Victorian selfie was the studio portrait, a ritual requirement of middle-class life. The growth of photography brought
a boom in self-photography, but the relationship between sitter and picture was always interrupted by a mirror:
today’s technology enables photographic self-portraits in which the camera Is invisible.
” Today we picture ourselves faster, more frequently, and with greater self-irony, but the selfie says what the self-
portrait has always said: this is me, in my world, with the background and friends that define me.

B Read the article again. Match each underlined sentence (a-e) with the correct function (1-5).
This sentence ...
1
summarizes what comes before it. —)
presents a further explanation of an important idea. 2
provides evidence against a point of view mentioned. e
provides evidence in support of a claim. el
WN
oF gives a specific example of something mentioned. ae

Through the lens

 Choose the correct options to complete the sentences.
The writer says that people take selfies ... 2 According to the writer, the selfie ...
a) because diaries and postcards are old- (a) is more popular than ever before.
fashioned. b) is mainly popular in Australia.
b) because other people want to see what they c) is only popular among young people.
are doing. 3. The writer thinks that sociologists ...
6) as a way of proving that they really did a) are right to be worried about selfies.
something. b) are obsessed with appearances.
Ce) ~worry too much about this kind of thing.

D Work in pairs and answer the questions.

1 Do you ever take selfies? If so, why and in which types of situations?
2 Why are selfies more popular now than ever before?
3 Are there situations where it's not appropriate to take selfies? Where would you not take a selfie?

stress timing
A 2.21 Listen to the quotations about photography. Notice how
the underlined stressed syllables fall in a regular rhythm and how the
syllables between are said very quickly.
“You don't make a photograph just with a camera. You bring to the act of
photography all the pictures you have seen, the books you have read, the music you
have heard, the people you have loved.”
Ansel Adams, American photographer (1902-1984)
“You can look at a picture for a week and never think of it again. You can also look at a
picture for a second and think of it all your life.”
Joan Mird, Catalan Spanish artist (1893-1983)

B Fe) 2.22 @3 Work in pairs. Practice saying the quotations using a

regular rhythm like the examples above. Listen and check your answers.
“What | like about photographs is that they capture a moment that’s gone forever,
impossible to reproduce.”
Karl Lagerfeld, German fashion designer, artist and photographer (1933-)

“The camera is an instrument that teaches people how to see without a camera.”
Dorothea Lange, American photographer (1895-1965)

A 2.23 Your manager needs new images from staff

members for the company website. Listen to the phone
message and make a note of what the manager tells you.

B Write a memo in the form of an email to staff

members based on the notes you have made. Start by
completing the details.

To: All staff members

From:
Subject:
Cc
Give the students time to read the multiple-choice 7 Writing: a memo
questions.
Have them choose the answers. Encourage them to Lead-in
circle the information in the text that helped them
Explain or elicit a definition of a memo and its purpose.
decide the answers.
Then have the students read the information in the box
Call on individual students to tell you the answers, and
below Ex. B. Ask them which points they made and any
where they found the information in the text.
points they missed in their own definitions.
D A Bey 2.23
Give the students time to read the questions, and think
¢ See p. 1173 for the audio script.
about their responses.
¢ Direct the students’ attention to the picture of the
Put the students in pairs to discuss the questions.
worker in the office. Encourage the students to imagine
Encourage them to support their responses with details,
that they are working in an office. The manager calls
reasons, and examples.
with some important information.
When the pairs finish their discussions, go over the
e Play the audio, and have the students just listen.
questions with the class and elicit a few responses to
Then play it again, and have them take notes on the
each one.
manager's request. Remind them to write key words
and short phrases only, so they don’t miss important
information.
¢ Have the students compare their notes in pairs, and
discuss any differences or missing information.

6 Pronunciation: stress timing

Tell the students that they are going to use their notes
to write a memo in the form of an email to all the staff
A fp) 2.21 members. Stress that a memo should be clear and easy
See the Student's Book for the audio script. to understand, and should contain all of the important
Have the students read the instructions and the details that staff members need to know.
quotations silently.
Play the audio once, and have the students listen.
Remind them to focus on the regular rhythm of the Alternative
underlined words. Highlight that the stressed words are
Before the students begin writing the memo, put
content words—mostly nouns and main verbs that carry
them in pairs to summarize and list the important
the main meaning of the sentence.
information that should be included in the memo.
B Bp 2.22
See the Student's Book for the audio script. Have the students complete the top portion of the
Have the students practice saying the quotations memo first, and then give them time to write the full
individually, focusing on the correct stress timing. memo.
Ask for volunteers to say the quotations aloud for the class. Have the students compare their memos with a partner,
Play the audio, and have the students check their discussing any differences between them, and pointing
pronunciation. out any missing information.

Extra: quote me Hi all,

Have the students work in pairs to create their own In order to update our website, we'd like to include
quotations related to photographs or photography. a picture of everyone. To give the website a modern
Give them some sentence stems to help them get feel, we'd like you to take a selfie while you're doing
started: something you enjoy. It could be in the kitchen, or
The secret to taking a good selfie is ... bike riding, or doing anything that you love to do. In
A true photographer ... addition, we'd like you to write a few sentences about
An old family picture is like ... yourself, your interests, and your hobbies. Please email it
Compared to words, pictures ... to me before the 22°. Thank you!
Have the pairs underline the stressed syllables to Regards,
indicate the correct stress timing, and then practice Student's own signature
saying their quotations with the correct stress. Call on
the pairs to read their quotations aloud for the class,
focusing on the correct stress timing.

Through the lens B&ieuee Sak}

Pe
liteSkills: giving and receiving Extra: anecdotes
‘teedback Ask for volunteers to share any experiences they have
had with receiving feedback in the workplace, at
Giving feedback school, or elsewhere. Ask the students how they felt,
Step 1: Start by making at least a couple of positive how they reacted, what they did well, and what they
comments. feel they could have done better.
Step 2: Give the other person a chance to respond.
Step 3: Use friendly language and positive body
language.
Receiving feedback ¢ Direct the students’ attention to the pictures, and
Step 1: Listen with an open mind. tell them to read the instructions. Explain or elicit the
Step 2: Ask questions to fully understand the feedback. meaning of public relations company (a company that
Step 3: Stay calm and consider the validity of any criticism. helps improve the public's image or opinion of someone
or something). Elicit some predictions for what the email
Lead-in will be about.
Read the target skill aloud, and invite the students to tell ¢ Give the students time to read the email. Put the
you what they think giving and receiving feedback means students in groups to discuss the questions.
(telling someone what they are doing well and what they ¢ Elicit responses from the class.
could do better, and hearing this from others). Ask them
to think of situations in which we might need to give and
receive feedback in the workplace.
1 The two elements that need to be included are visuals
Ask the students to think about why it is important to
and good slogans.
know how to give and receive feedback, and elicit some
2 The manager wants them to work with their own
of the possible benefits of being able to do these things
team first to come up with good ideas, and then
well. Explain that people who can give feedback well
present their ideas to another team and listen to their
are often well respected and trusted by their co-workers,
constructive feedback.
which leads to positive relationships and the ability to
help others develop and grow. People who are good at
receiving feedback have the ability themselves to take the
advice of others, which often helps them become better
workers and better people.
Alternative
To check general comprehension, ask a few questions
Then highlight both sets of three-step strategies for
about the goal of the public relations campaign, and the
developing the skill of giving and receiving feedback.
reasons the company has been hired to do the campaign.
A FR 2.24
¢ See p. 1173 for the audio script.
¢ Tell the students they are going to listen to a
conversation between a manager and an employee.
The manager, Mrs. Vaughan, is giving the employee,
Paul, feedback on his presentation.
¢ Have the students reread the three-step strategies at
the beginning of the section. Tell them to think about
these as they listen for how well Mrs. Vaughan and Paul
give and receive feedback.
e Play the audio, and encourage the students to take
notes on how well the speakers do with giving and
receiving feedback.
¢ Elicit responses from several students. Ask individual
students to suggest ways the speakers could improve
their skills of giving and receiving feedback.

Answers eee
Mrs. Vaughan gives feedback very well. She is
understanding and starts by making a couple of positive
comments before gently making suggestions for
improvement.
Paul receives the feedback badly. He is defensive and
tries to blame other people.
 nd consider the validity of any criticism.

A )2.24 Listen to the feedback session. Do you

think Mrs. Vaughan gives feedback well? Does Paul
receive the feedback well? Explain what they do well or badly.

@% Work in groups. You work as a member of a team in a public relations company.

Read the email from your manager and discuss the questions.
What two elements need to be included in the campaign?
What steps does your manager want you to take?

From: [email protected]
Subject: Local tourism campaign

Hello, everybody,
As you probably know, the number of tourists
visiting our local area has been falling in recent
years. It's not clear whether this is due to
increasing prices or other factors. However, the
local government is eager to reverse this trend,
so they've approached us for ideas.
We need to design a whole campaign, and it
needs to be visual. We need to really use the
beauty of the local area in images for ads, both
in the traditional media and online, and we need
to come up with some good slogans for the
campaign. Think of as many ways of promoting
the area as you can, and |’m sure we'll come up
with something powerful between us.
Work with your own team first to come up
with good ideas. Then | want you to present
your ideas to another team and listen to their
constructive feedback. That will guide you in
improving your ideas.
I'd like to see what you've come up with in a few
days. I'll contact you to arrange a meeting.
Regards,
J. Patel
Project Manager

Through the lens

Cc Work in groups and discuss the ideas. Say what you
like or dislike about them and decide which ones you might be able
to use in your campaign. Make a note of any other ideas.
* organize a competition for pictures taken of the area by local people and use the
best ones
* hire a professional photographer to take pictures of local sights
* create social media pages with lots of images of different kinds
* survey local people to see what they think CRASS Ae
* make a short professional movie about the area to go online aia ioe
Ry uh

« use local people to make a short movie

* create a poster campaign with an interesting slogan _Key features of the campaign '

D Using ideas from your discussion, and other ideas

of your own, plan your local tourism campaign. Make
notes below. Give as much detail as you can.

E Work with another group. Group A, describe your

campaign to Group B. Explain how you think it will boost
local tourism. Group B, listen and make notes. Then give
Group B feedback on their ideas. Follow the steps below.
Finally swap roles.
1 Comment on what you liked about the other group's ideas.
2 Comment on any problems you can see with oe oe ee
the other group's ideas. Allow the other group to respond. HOW TO SAY IT re ws
3 Try to suggest ways to improve the ideas.
Wethought... was a really good idea. In
F {9% Work in groups and improve your ideas. addition, we liked...
Take into account the feedback you received. Gan you tel us why you decided (0 | =
Then present your ideas to the whole class. Pave you pouett alors, sys
Do you think ... might be better?
G Work in groups. Discuss the questions. | see your point, and I could change things
1. What did you learn about giving and receiving feedback? ke
Yes, | understand, but the reason | did tha
2 How well do you usually respond to feedback? Do you think
was ... Eva.
what you've learned will change your reaction in the future?
Why or why not?

REFLECT ... How can the skill

of giving and receiving feedback be
useful to you in Self & Society and
Study & Learning?

>

(RESEARCH...
PY Find out about performance reviews. What are they
and how do people feel about them? What kind of
questions do you need to be prepared for?
Cc F

Have the students stay in their groups. Give them time Have the students separate into their original groups
to read the list of ideas silently. again.
Tell the students they are going to discuss and give Give them time to review their feedback, and decide
feedback on each of the ideas, saying what they like how to improve their plans.
and what they don’t like about them. Remind them that Have the groups take turns presenting their plans to the
the point of the activity is to practice giving feedback, class. Encourage the groups to ask for further feedback
so they need to consider how they are presenting their from the class, and encourage the rest of the class to
opinions about the ideas. ask questions and give appropriate feedback.
As they discuss and critique the ideas, encourage the
students to share their own ideas and give feedback on
one another's ideas. Remind the students to make notes * Have the students work in small groups to discuss
of any other ideas that come up. feedback in the domain of Work & Career. Point out
that item 2 focuses on receiving feedback, and ask
each group to think of at least three reasons why their
Have the groups begin planning their local tourism reaction to feedback might be different in the future.
campaign. Remind them of the elements they need to e Ask the groups to report to the class, and write the most
include according to the manager's email. popular reasons on the board.
Circulate during the students’ discussions, and make
sure all the students are participating.
Remind the students to write their plans in the space @P REFLECT
provided, or on a separate paper. ¢ Discuss the question with the whole class. Ask the
students to say what they feel are the most useful points
they learned from this lesson, and how the skill of giving
Alternative and receiving feedback might be useful in the domains
Give each group a piece of poster paper and have of Self & Society and Study & Learning, either now or
them use headings and bullet points to create a visual in the future.
to help them present their plans. ¢ Elicit the following ideas: helping others solve problems
and solving their own problems more quickly and
effectively, improving their study habits and academic
performance, etc.
Tell the students they are going to present their plans to

=° RESEARCH
>

another group and receive feedback on them, as well as

give feedback on the other group’s plans.
Give the groups time to read the instructions. ¢ Go through the task and check that the students are
Combine the groups and nominate one Group A and clear about what they have to do.
the other Group B. ¢ Suggest some business magazines, journals, or
Remind the students to explain how each element of work-related websites where the students might find
the plan will help boost tourism. information about feedback in performance reviews.
Direct the students’ attention to the examples in the e Have them share their findings in class. Lead a class
How to say it box, and encourage them to use the discussion about how the images could be improved.
expressions as they give and receive feedback.

Alternative
Encourage the students to write down the feedback
they receive from the other group, so they can apply it
to improve their plans in the next exercise.

Through the lens BUxieuee Saky/

 Alternatives
guage wrap-up ¢ With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the
they start, and discussing how they should go about
Language wrap-up exercises: them. For example, if they have to fill in the blanks
e in class as a test in a text, encourage them to read through the whole
e in class as a review text first to get an idea of the general meaning of it. If
¢ as homework they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
e Ask the students to do the exercises in test conditions, whole sentence first to understand the context.
and give a time limit (e.g., 20 minutes). e You can also use the Language wrap-up to review the
¢ Check answers with the class and deal with typical errors material in the unit with the class and work on the
exercises together as a class activity. In this case, you
or problems.
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
e If you decide to do the exercises in class, you can main points to clarify any misunderstandings before they
approach the Language wrap-up as a two-step review. begin an exercise. Similarly, you can ask the students
First, ask the students to do the Vocabulary section to first work in pairs to check the meanings of words to
individually. When they finish, ask them to check their be used in fill-in-the-blanks exercises in the Vocabulary
answers carefully, and then put them in pairs to compare section.
answers and discuss any differences. ¢ Note that the more assistance you give the students, the
e You can then apply the same procedure to the Grammar higher the score you should expect them to get when
section. they do the exercises.
¢ Self- and peer-correction are two excellent ways of
developing learner independence and creating a 1 Vocabulary
cooperative learning environment. e Ask the students to read each sentence for general
understanding and to gain an idea of the context before
Homework
choosing the correct option.
e If you give the exercises for homework, you can ask
the students to do them in test conditions, i.e., without 2 Grammar
referring to the language they covered in the unit, their
notes, the Grammar reference section, dictionaries, etc.
A
¢ Give them a time limit (e.g., 20 minutes). e Encourage the students to say each sentence silently to
¢ Check answers with the class in the next lesson and deal themselves before deciding on their answers.
with typical errors or problems.
¢ The scoring system has been designed to give the
students an idea of the progress they are making. Each ¢ Go over the phrases in the box.
section has a total score of 10 or 12, depending on the ¢ Have the students look back through the unit and review
complexity of the language covered and the nature the meanings of the phrases if needed.
of the exercises. Whichever approach you take to the e Encourage the students to read through the paragraph
Language wrap-up, after checking the answers to each before they choose the correct phrase for each blank,
section, ask the students to write their score. If they and remind them to use the context to help them. Point
have a score lower than 8 (out of 10) or 10 (out of 12), out that more than one answer is possible for some
direct them to the appropriate sections of the unit and blanks.
encourage them to read them again for homework.
After that, ask the students to complete the exercise(s)
again at home.
Choose the correct options to complete the sentences. (12 points)
| can't tell what's in the background because it'sQutof)/off focus.
One similar /Gimilarity between the pictures is that they were both taken in exotic locations.
I'm a big fan of portrait ‘landscape pictures of mountains, lakes, and beautiful sunsets.
This picture carries a lot of emotion, alike /(unlike)this one, which is very cold.
One mark Xp of difference between the pictures is the time of day they were taken.
WHY
aouF
= | just bought a wonderful portrait)/ landscape of an old man, and you can really see what
he's thinking.
7 The Gubject)/ object of the picture is a young girl playing with her pet dog.
8 The two pictures are similar from /(in)that they both show problems within families.
9 (In)/ By contrast to the first picture, the second picture shows people enjoying their free time.
10 On the left-hand part /Sidéof the picture there’s a sign, but | can’t read what it says.
11 I'm planning to study photography, whereas)/ otherwise my brother is going to study law.
12. In the background /foreground) close to the camera, there’s a young child.

Ssand make comparisons.

and 3 on pages 131 and 132. SCORE: /12

A Complete each sentence with the verb in parentheses in the correct form.
(6 points)
I'll never forget 124/99 __ (take) my grandfather's picture for the last time.
I tried {o9et __ (get) my old camera to work, but | couldn't figure out how.
As we walked along the bridge, James stopped totake _ (take) a picture.
Don't forget 0°99 _ (send) a picture with your passport application.
I'll always regret 9eting _ (get) rid of our old family picture albums.
Fk
=
aon
WD | wish people would stop “#9 __ (take) selfies all the time!
B Complete the paragraph with the phrases from the box. There may be
more than one answer. (6 points)
as aconsequence asaresult because of besides that due to_ in addition to

Henri Cartier-Bresson’s pictures demonstrate that he truly was the father of street photography.
As aresult/As a |. :
SONSSqUSTS of his work, street photography with a 35 mm camera became the standard
of photojournalism. This is gpecause of/duate,fact that he showed that great art could be
produced by capturing “the decisive moment.” This is when the photographer is looking at a
scene and, ay" cae eauGite way the elements come together perfectly, they feel they must
As a result /As a uence
take a picture. (4) --_— the phrase the decisive moment” has entered the vocabulary
of all photographers. (5) 2d/tion
!2 t0_popularizing this phrase, he also showed that it is
possible to find great beauty in ordinary life. (6) Besides that_, he brought out the beauty of the
city he loved—Paris.

\d/infinitive with a change in meaning. | can use connectors

1and4on pages 130 and 133. SCORE: /12

Through the lens

 Writing a report

A Read the report. What problems does the writer identify?

What recommendations does she make?

To: Mr. Delaney Subject: The company website

From: Maria Agosti

Introduction
As requested, I have carried out a review of the company website. In particular, I was asked to consider the
images on the website. My findings and recommendations appear below.
Overall design
The website was redesigned five years ago. As a consequence, it is badly in need of an update. Visitors to
the website are able to read about our products and can order them online. However, right now they are not
able to share what they find with their friends on social networks. In contrast, our competitors have much
more up-to-date sites in that they are well connected to social networks.
Company image
The current images on the website are very formal and professional. They mostly consist of pictures of staff
members at work or in a professional studio. This gives the website a formal feel, and as a result of this, it
isn’t very attractive to our young customers, who would react better to a more modern company image.
Suggestions for improvement
In terms of overall design, we need to modernize the website. One key part of that is having better links to
social media. In addition to that, it’s essential that we update the staff pictures. I suggest we ask all staff to
provide informal selfies, which would make the company image far more fun and modern.

B Read the report again and answer the questions.

1 How does the writer clearly show what this is and who it is for?
How does the writer clearly show which particular topic she is discussing?
Why is it important in this kind of report to show clearly who it is for and what topics
are being covered?
4 How formal is the report? Why?

C You are going to write a similar report. Before you write the report,
read the instructions and make notes to answer the questions.
You work in your local tourism office. Your manager has asked you to write a report about tourism in your
area and how it might be improved. Identify any areas that need improvement and make suggestions.
1 Complete the opening of your report:
To:
SUOMI 1 ee a itech salle celle edited
Subject:
2 What two problem areas could you talk about? What problems are you going to identify?

3 What suggestions are you going to make to address those

problems?

D Use your notes to write a report of about 200 words

in response to the instructions in Exercise C.
Writing workshop: writing a ¢ Have the students read through the whole exercise.

report ¢ To help the students get started, elicit some ideas

of problems related to local tourism. Encourage
the students to choose real problems in their local
Lead-in area, such as traffic, pollution, inconvenient public
Ask the students what a report is and what the purpose is transportation, etc. Write the problems on the board,
(a written summary of information and recommendations and elicit a few recommendations for each one.
based on research). Ask the students about their Give the students time to make some notes outlining
experiences with writing reports, in what situations they the problems and suggestions for addressing them.
have had to write them, and what about.
Tell the students that they are going to write a report
about ways to improve local tourism. Alternative
Have the students research and write a report about
A a real problem related to tourism at a famous tourist
e Have the students scan the report for any unknown destination somewhere in the world, for example,
words. Answer any questions they have about related to the negative effects of tourism on the
vocabulary. environment and wildlife, or on local culture.
¢ Give the students time to read the report, focusing
on the problems the writer identifies and the
recommendations she makes. Encourage them to take D
notes as they read. ¢ Give the students time to write their reports in class or
¢ Call on individual students to tell you the problems and for homework. Remind them to write about 200 words.
recommendations. e Encourage the students to use new language and
structures from the unit in their writing. Give extra
credit for including comparisons, connectors, or other
Answers ss : vocabulary from the unit.
Problems identified: the website needs updating; people
can’t share information on social networks; the images How are you doing?
are too formal e Ask the students to read the statements and check the
Recommendations made: modernize the website with ones they believe are true.
better links to social media; update staff pictures using e Ask them to discuss their report with another student in the
selfies class and identify things they could improve on next time.

¢ Give the students time to read the questions.

¢ Have them read the report again, and analyze it based
on the questions.
e Elicit the answers from the class.

1 She puts that information at the top of the report,

showing who it is to, who it is from, and the subject.
2 She uses headings for her paragraphs that show the
particular topic she is discussing.
3 Reports like this are usually written for work situations,
where people are busy and have limited time.
Therefore, it’s important that you can see at a glance
who the report is for and what topics it covers.
4 The report is very formal because it’s written for
someone at work.

Alternative
Put the students in pairs, and have them discuss the
questions as they go through the text. Then combine
pairs to form groups of four, and have the groups
discuss the questions. Call on individual students to
tell you the answers.

eum UNIT 11 7139

 Unit opener
Unit opener (p. 141) 20 min. Lead-in
1 Grammar: connectors of Ask the students to look at the unit title and the pictures,
contrast (p. 142) 40 min. and to predict what the unit will be about. Ask them if
2 Writing: a letter of complaint —(p. 143) 30 min. they like the excitement of big cities, or if they prefer the
* Vocabulary: formal letters Nore country. Direct the students’ attention to the points in the
3. Reading: a guidebook (p. 144) 30 min. unit objectives box and go through the information with
: them. To get your students to think about the skills being
¢ Vocabulary: oie pe. 15 min. SE ee airs Sieh pare :
: eveloped in this unit, ask them to look at the questions in
4 Listening: rapid speech fe; (p. 145) 30 min. the cogs.
5 Grammar: ways of talking Listening: rapid speech
about the future (p. 146) 40 min. e Ask the students about their experiences listening to
6 Pronunciation: connected native English speakers. Ask what they find challenging,
speech (p. 147) 15 min. and elicit any strategies they use to help them, including
7 Speaking: talking about ones they learned in Unit 10.
cities of the future (p. 147) 30 min. Writingaa letioues complaint
e Ask the students if they have ever been dissatisfied
ee ee ee Se vod with a product or service, and whether or not they
Plagiarism (Study & Learning) (p. 148) 50 min. complained about it. Elicit ways customers can express
* Optional downloadable lifeSkills disapproval and point out that some people write a
lesson (Work & Career) 50 min. letter of complaint. Elicit what the students think should
* Optional downloadable lifeSkills be included in a letter of complaint, and list their ideas
lesson (Self & Society) 50 min. on the board.
Language wrap-up (p. 150) Ano lifeSkills: recognizing and avoiding plagiarism
e Ask the students to explain in their own words what
Speaking workshop: giving a short
plagiarism is (using someone else's words without
presentation (p. 151) 30 min.
permission and without giving the original author
Video and downloadable video worksheet 45 min. credit). Elicit reasons why it's important for the students
to understand plagiarism.

Unit 12 Competence developed CEF Reference (B2 competences)

1 Grammar can use and understand connectors. —‘Table 1; Table 2;Sections 5$.2.1.2;6.4.7.7;6.47.8
of constrast e ae
2 Writing can write a letter of complaint Coa ea “Fable 1: Table 2:Sections 4.4.4,2 4,43. 2; 4,4. 2.4:
is 4.5.2.1; 5.2.1.1; 5.2.1.2; 5.2.1.6; 5.2.2.2; 5.2.2.4; 5.2.3.2 |
3 Reading can read and understand
an extract NEY Table 11; Table 2; Sections 4.4.2.2; 4.4.2.4; 4.5.2. 2
from a guidebook ears)
4 Listening can understand rapid speech Hips “Table 1;
1 Table 2;Sections 4.
4,2.1;4.4,a1; 4.4.3. 5;45. 2.ray
5 Grammar can use and understand different Table iFTable 2 Sections 5.2. ® 2; 6.4.7.7; 6.4.7.8
ways of talking about the future
6 Pronunciation can correctly use connected speech . Section 5.
5 zs14 7‘ }
7 Speaking can talk about cities of the future Table ? Table 2; Sections 4.4.1.A;4.4.3. 1;4.4.3. 5: ; 6 ae
42 NESE ake ed Meek eae
 learn language to talk about cities
and city life

.? listen to people discuss tourist

sites
| write a letter of complaint about a
city tour
read an extract from a guidebook
about Fez, Morocco
talk about cities of the future

learn about plagiarism

watch a video about life in Belfast,
Northern Ireland

ie
Ss
<
Se
SN

SKILLS
STUDY
& LEARNING
2 TERRY
Bright ight, big city GUSTS
A Read the list and check the criteria you think are
important in defining a “great” city. If there are other things
that you think are essential to a great city, add them to the list.

A great city should be/have ...

[J an international airport
ot f [Ja world-famous landmark or
sabatin | my tourist attraction
N [| the country’s financial center
[_] the seat of government
[_]a center for arts and culture
[_]a successful sports team
L] an efficient public
transportation system
[_] a top college/university
[J a multicultural population
[_] other: pee ee aoe es

=3) Work in groups. Think about the most important city in your
country. Is it the capital city? According to the criteria you chose in
Exercise A, would you define it as a great city? Why or why not?
OK, our most important city is the capital. It has an international airport, but the
transportation system isn’t that great because it doesn’t have a subway ...
A B
¢ Direct the students’ attention to the pictures and elicit * Put the students in groups. Ask the students to think
the general and specific places shown (Wall Street, about the capital city or another important city in their
New York; the Sydney Opera House; Chinatown; the country, or ask them to think of a well-known city from
Capitol Building, Washington, D.C.; a subway station; an around the world.
airport). ¢ Refer them to the criteria they selected in Ex. A, and
¢ Check that the students understand the meanings of have them use these to consider whether the city
landmark (a famous building or object that is recognizable they chose should be defined as a “great” city. Give
to many people), tourist attraction (a popular place for the students time to think about their answers to the
people from other areas to come and visit), and seat of questions, and to make notes for their discussion. Point
government (capital of a state, country, etc.). out the model language.
e Have the students work individually to check the criteria * Give the groups time to complete their discussions.
they think are important in defining a “great” city. Point Circulate during the discussions and ask follow-up
out that there are no right or wrong answers, and they questions to encourage the students to give more
may check as many criteria as they wish. Encourage the detailed responses.
students to use the space provided to add their own * Call on a representative of each group to share the
ideas for features of a great city. group’s ideas with the rest of the class.
¢ Call on individual students to share their ideas about
what makes a great city. Encourage them to discuss any
differences of opinion. Extra: city planners
Extend the discussion by asking the students to
suggest ideas for how they think the city they chose
Culture note could be improved. Have the students work in groups
Wall Street is a 0.7-mile-long street that runs through to list their suggestions and outline their plans to
the financial district of New York City. It is the home improve the city. Then have each group present its
of the New York Stock Exchange, and other major ideas and plans to the class.
exchanges have or have had headquarters in the area.
The Sydney Opera House is a performing arts center
and venue in Sydney, Australia. It is located in Sydney :
Harbor, close to the Sydney Harbor Bridge. It has been Extra: research
one of the best-known and most easily recognized Ask the students to name cities from around the
landmarks in the world ever since its official opening world, and write them on the board. Ask questions to
in 1973. elicit cities in different continents, for example, Who
The U.S. Capitol Building in Washington, D.C.
can name a major city in India? Africa? North America?
has been a place for the Senate and the House of Ask the students to choose a city and research online
Representatives to debate the country’s laws since to find out which of the criteria from the list in Ex. A it
around 1800. It is over 1.5 million square feet, has
has. Encourage them to identify any other interesting
over 600 rooms, and has miles of corridors. The
information they find about the city. On an index card,
building has become a widely recognized icon of the have the students write the name of the city and a few
American people and government. sentences about why they think it is or is not a great
city according to the criteria they identified. Display
the cards by continent.

Extra: class poll

Take a vote and have the class debate and reach a Extra: homework
consensus on the top five features of a great city. As
For homework, have the students write a short essay
they discuss the features, encourage the students to
about a city they have visited. Have them describe the
support their suggestions and opinions with examples
city in detail and say what criteria it has from the list in
of real cities.
Ex. A. Have them use the criteria to compare the city
to their own town or city, and say which features they
prefer in each place.

Bright lights, big city R&sieaeba ard ie

 7 Grammar: connectors of Function
‘contrast ¢ Ask the students to read the travel blog again, paying
attention to the sentences with contrasting ideas.
Lead-in ¢ Give the students time to think about their answer to
Make two columns on the board and label them “+” and the question. Then ask individual students to share their
"—" |Elicit some statements about the positive points answers with the class.
about the town or city where the students live and write Form
them under the “+”. Then elicit some of the negative e Have the students complete the table with examples
points and list them under the “—". For example: from the travel blog, and answer the two questions.
mi =
Discuss the answers with the class.
Our city has a center for It doesn’t have
arts and culture. many parks.
Answers SSS Les a
Explain that these are contrasting (differing) ideas about
their city. Ask the students to think about how they 8 although, even though, in spite of (the fact tha »),

could combine pairs of sentences like these into one. despite

Give them time to think, and then elicit a few examples 9 but, however, nevertheless
from individual students. Try to elicit sentences that
use connectors of contrast, for example, Our city has a e Direct the students’ attention to the Watch out! box.
successful sports team; however, it doesn’t have a very big Elicit that the first sentence is incorrect because of is
sports stadium. On the board, list any connectors that the always necessary after in spite, and here of the fact that
students use. is also necessary because it is followed by a clause.

A Cc
¢ Direct the students’ attention to the picture and elicit e Give the students time to read the sentences and the
some guesses as to which country and city it is. See if answer choices silently and think about which connector
anyone can identify the type of tree in the picture and best fits each one.
write the name on the board (jacaranda). e Have the students work individually to select the
* Give the students time to read the travel blog post in answers and then compare answers in pairs.
order to identify the city. e Check answers by calling on individual students to say
e Elicit the answer and ask the students to tell you what the sentence aloud, inserting the correct connector.
clues from the text helped them guess the city. Have the rest of the class listen for and correct any
errors.
Answer
Pretoria, South Africa
Extra: grammar practice
Have the students write a travel blog entry like the
one in Ex. A about a city they have visited. Encourage
Culture note them to include at least four sentences that contain
Pretoria is a city located in the northern part of South connectors of contrast.
Africa, which serves as the nation’s main capital and
administrative hub. The city was named after the
Dutchman Andries Pretorius, who emigrated to South
Africa in the early 1800s from the then British Cape
Colony. Pretoria is known as the Jacaranda City as
a result of the thousands of jacaranda trees that are
planted along its streets, and in its parks.

NOTICE!
¢ Direct the students’ attention to the Notice! box.
¢ Ask them to find the underlined word, and say what
the two contrasting ideas are. Discuss the answer
with the class.

feeling OK / long flight

eee
——

142)
 connectors of contrast
A LANGUAGE IN CONTEXT Look at the
picture. Can you guess which country and city
the writer is visiting? Read the extract from a
travel blog post to check your answer.

It was a long trip, but I’m feeling OK despite the long

flight! The weather is beautiful even though spring is
just beginning. Today, I walked around the city and took
pictures of the jacaranda trees with their beautiful purple
flowers. Although Pretoria is full of jacarandas, the trees
are not native to South Africa. Just two jacarandas were
imported from Rio de Janeiro in 1888; however, later many
more trees were planted along Pretoria’s streets. They are
gorgeous; nevertheless, they are a non-native species and
some ecologists want to get rid of them. In spite of the fact
that the trees are an invasive species, I find myself hoping
that they are allowed to stay to add their
beauty to this attractive city. NOTICE!
Look at the underlined
word. What two ideas are
B ANALYZE Read the extract in Exercise A again. being contrasted in this
sentence?
Function Answer the question in your own words. TVR
What do we use words like but, nevertheless, and despite for? 10 connect contrasting ideas
Form Complete the table with connectors from the text. Then answer the
questions below.
Position : Example

comma

beginning of second clause, after a . Rio de Janeiro in 1888; (2) ___ however , later many more trees
period or semicolon; comma after Du
were planted ...
the connector : They are gorgeous; (3) nevertheless , they are a non-native species ...
beginning of first clause, clause is (4) Although Pretoria is full of jacarandas, the trees are not
followed by a comma / beginning : native ...
of second clause, no comma : The weather is beautiful (5) even woUSn spring is just beginning.
beginning of first or second clause, : In spite of /Despite having to work, I’m having a great time.
followed by a gerund phrase, noun . I'm feeling OK (6) despite the long flight.
phrase, or the fact that
Inspite ofthefact thatthe trees are an invasive species, | find ...

Which connectors can go at the beginning of the first or the second clause or phrase?
9 Which connectors have to go at the beginning of the second clause or phrase?

C PRACTICE Choose the correct options to complete the sentences.

1 However the tourist crowds, Rio de Janeiro is an amazing city.
2 San Francisco is one of the world’s top cities@ven though)/ despite it can be WATCH OUT! =
very windy! X In) spite spite we
we got
¢ ;
3 But /Githough> Diane lives in Sydney, she’s never been to the Opera House. really lost, wehad J
4 Travel ee is expensive. Wevertheless)
Wevertheless) / Despite, you can find some bargains an amazing day. i
i,
online. / In spite of the fact §
Personally, | couldn't live in a city, however /(but)| know it must be exciting. that we got really
My favorite city has to be Delhi, in spite of Xin spite of the fact thabit can be lost, we had an
amazing day. |
really chaotic!
Nevertheless hating the cold, | loved Stockholm. J i ieee his
7 Mespitéy
8 But/ Even though)Alberto speaks Catalan, he’s never visited Barcelona. ie! Rapa
an blll day.
EET errs

Bright lights,kbigcity
 5 0h |NOW YOU DO IT Work in pairs. Tell your partner about a popular
city or landmark that you’ve visited, but don’t say the name of the place.
Your partner will try to guess the place. Use connectors from the table in
Exercise B to express contrasting ideas.
| visited ... in..., but... It was ...; however, ...
In spite of the fact that ..., ... Although it's a popular place/landmarrk, ...

a letter of complaint
When you write a letter of complaint, use a formal, polite style. Also, make sure
you explain the problem clearly, including specific details about the product or
service and the problems with it. You're more likely to get a positive response to
your complaints if your letter is clear and polite.
A Read the letter of complaint about a city tour. Underline four
complaints. Then underline the writer’s request.

Dear Sir/Madam:
| am writing concerning a city tour that | took with your company on July 12 this
year. My wife and | booked the tour because we thought the price was reasonable
and because it included some of the landmarks of Bangkok that we wanted to see.
However, we were very disappointed with it for a number of reasons.
First of all, it lasted only three hours despite being advertised as a five-hour tour,
and we didn’t visit Wat Pho or the Grand Palace even though these were included
on the itinerary. Furthermore, they gave us only 30 minutes at The Golden Mount,
but the itinerary said we would have an hour there. Finally, although the tour guide
said he spoke good English, he wasn’t easy to understand.
For these reasons, | request a refund for the cost of the tour. | enclose the tickets
and a copy of my receipt for $88 as proof of payment.
| look forward to hearing from you.
Sincerely,
James Thompson

B Read the letter again. What is the writer’s purpose in each of the three main
paragraphs? What specific details does he include in each paragraph?

C VOCABULARY: FORMAL LETTERS Write the words or phrases the

writer uses to do the following.
1 open his letter _Dear Sir/Madam: _ 4 list his main complaints First ofall
2 say why he is writing am writing concerning _--
Furthermore > veirinally
ee eu 2,
ASmeaGe We were v Jisappointed
3 say that he didn’t like the tour —--- >5 _ask the person to reply look
forward to hearing from you
6 close his letter ____Sincerely____

D VOCABULARY: FORMAL LETTERS Work in pairs. Make a list of things that could
go wrong on a tour of your city. Then write a formal letter of complaint to a tour company
saying what you were unhappy about and what you want the tour company to do.

E Now work with another pair. Read their letter and make suggestions for possible
ways to improve the following things:

Content Language
organization of paragraphs grammar vocabulary use of formal language
details spelling punctuation use of connectors

143)
D
¢ Give the students time to read the instructions and think
Paragraph 1: To say why he is writing
about a place they have visited to use for this activity.
Details: Date of tour, place of tour, why they booked the
Encourage them to make some notes and think about
tour
how they can use connectors of contrast in describing
Paragraph 2: To explain the problems
it. Go over the model language by giving or eliciting an
Details: Four things that had been promised and what
example sentence using each phrase.
really happened
e Put the students in pairs to tell each other about the
Paragraph 3: A request for a refund
place they chose. Remind them that they should not tell
Details: What he is enclosing with the letter
each other what the city or landmark is, but that they
should describe it so that their partner can guess which
place they are describing.

C
e Give the students time to read the features (1-6) of the
letter in Ex. A.
2 Writing: a letter of complaint ¢ Have them read the letter again and list the words or
phrases the writer used for each feature.
Lead-in ¢ Have the students check answers in pairs. Then check
the answers with the class.
Give the students time to read the information in the skills
panel. Check that the students understand the meaning D
of complaint (a written or spoken statement expressing
dissatisfaction with something). ¢ Give the students time to read the instructions. To help
them get started, elicit one or two ideas from the class
Ask the students to think about a negative experience
for things that could go wrong during a tour of their city,
they have had while traveling. Write the following prompts
and list them on the board.
on the board to help them get started: transportation,
e Put the students in pairs to list things that could go
hotel/accommodations, restaurant service/food, tours.
wrong on a tour of their city.
Encourage them to make some notes on the experience,
e Then have the partners write a formal letter of complaint
what was negative about it, whether they complained, and
to a tour company saying what they were unhappy about,
what the outcome was.
and what they want the tour company to do. Remind them
Put the students in groups to share their experiences. Then to write a formal letter and to use the words and phrases
elicit a few anecdotes from the class and ask volunteers to from Ex. C, as well as connectors of contrast.
tell you how they felt in each situation.

A ¢ Combine pairs to form groups of four and give the

e Ask the students to tell you three adjectives that describe students time to read the instructions.
an effective letter of complaint (formal, clear, and polite). e Review the three characteristics of an effective
Ask why it is important that the letter be clear and polite complaint letter (formal, clear, polite).
(you are more likely to get a positive response). ¢ Go over the list of criteria with the class and give some
¢ Direct the students’ attention to the picture and elicit questions to help guide the students for what to look
the location (Bangkok, Thailand). Tell them they are for, for example:
going to read a letter of complaint from a tourist to a
Paragraph organization: Does each paragraph have only
tour company. Elicit some of the aspects of a guided
one topic/purpose?
tour that someone might complain about.
¢ Give the students time to read the letter of complaint. Details: Are there enough details in each paragraph to
Remind them that they need to underline four support the purpose and make each point clear?
complaints, and underline the writer's request. e Have the pairs exchange and read their letters.
¢ Check the answers with the class. Encourage the students to write down their suggestions
for how to improve the areas listed.

¢ Have the students read the letter in Ex. A again to find out
the writer's purpose in each of the three main paragraphs. Extra: writing practice
You could do this exercise in pairs or small groups. Have the students rewrite their letters with the
¢ Check the answers with the class. suggestions made by the other pair.

Bright lights, big city Benieweeaa lk:

 Cc
e Remind the students that a collocation is two or more
words that are frequently used together. Do the first
Lead-in item with the whole class to provide an example.
Review the idea that we read different types of texts for e Have the students complete the noun collocations with
words from Ex. B. Remind them that more than one
different purposes, and elicit what some of these are (for
information in order to do something, to find out news
combination may be possible. If the students need help,
refer them to the text in Ex. A to confirm the answers.
or opinions, to learn information for school or work, to
find out about things we are interested in, for pleasure,
¢ Check the answers with the class.
etc.) Have the students look at the title of this section
and say what kind of text they will read (an extract from a
guidebook) and why they might read it (for information or Extra: homework
for pleasure). Ask what way of reading they would use for Have the students write sentences or a full paragraph,
this kind of text (reading for details). using the vocabulary and collocations from Ex. B
and Ex. C. They should write one sentence for each
A vocabulary item, choosing an appropriate collocation
¢ Direct the students’ attention to the picture of Fez, for each. Encourage them to describe a place in
Morocco. Ask whether any students have visited Fez their city or one they have visited, and to include
and, if so, to share a few of their impressions of the city. connectors of contrast.
¢ Put the students in pairs. If any students have been
to Fez, encourage them to describe the city using
D
statements like those in the table on p. 142, using
connectors of contrast. If the students have not visited ¢ Give the students time to read the instructions and
Fez, encourage them to use the picture and any the model conversation. Tell them to think of a city
background knowledge they have to describe what they they can describe well, using the new vocabulary and
imagine the city might be like. collocations. Allow them to make some notes if they
¢ Give the students time to read the extract. Tell them not wish.
to worry if they don’t understand the words in bold, as Put the students in groups and have them take turns
they will cover these in the next exercise. describing their cities. Encourage them to use words
¢ Have pairs discuss how the description compares to and phrases from Ex. C where possible. If they need
their impressions or guesses about the city of Fez. help getting started, refer them again to the model
conversation.

Culture note
Fez is the third largest city in Morocco, with a
Alternative
population of about one million. The area in which Fez Do Ex. D with the whole class. Call on individual
is located produces wheat, beans, olives, and grapes. students to describe their cities while the rest of
the class tries to guess. The students can also be
encouraged to include connectors of contrast in their
descriptions.
¢ Elicit the bold words in Ex. A, correcting the students’
pronunciation and syllable stress, and point out that
these words are useful for describing places.
¢ Give the students time to read the definitions and find
the matching nouns in Ex. A.
¢ Check the answers by reading the definitions and asking
individual students to tell you the correct words.
3 a guidebook
A Work in pairs. Have you ever been to Fez, Morocco? If not, say
what you imagine it to be like. Then read the guidebook to see if your
ideas were correct. If you have been there, read the guidebook and say
whether it describes Fez as you know it.

Fez, founded around 790 A.D., is located in the geographical heart

of Morocco and is also considered by many to be the cultural heart
‘of the country. The main attraction in this ancient settlement is
the medieval medina, the old village at the center of the city. It has
been inhabited since the 10™ century and still bustles with crowds of
people involved in everything from the spice trade to selling street
food. The medina of Fez is an important archeological site and is
the most complete medieval town still in existence. In fact, it is a
UNESCO World Heritage site. The Fez medina forms a working
model of daily life from when civilization was still young.
A guided tour is the easiest way to tackle Fez, but the brave can
take on the narrow alleys, risking getting lost and having to haggle
with a local to be guided back out. The noise of buying and selling
is often interrupted by the cries of mule drivers pushing heavy carts
that warn shoppers to get out of the way. The most stunning views
over the ancient walled city are from the ruined Merenid tombs on
a hilltop. From here, it is possible to see some of the magnificent
palaces, green-roofed holy places, and the Karaouine Mosque.
Fez is secretive and shadowy, but captivating and colorful at the
same time. It is an important part of world heritage as well as of the
national heritage of Morocco.

B VOCABULARY: DESCRIBING PLACES Write the nouns in bold from Exercise A

that mean the same as the following.
the things you can see from a particular place: views __
the art, buildings, or traditions that are important to a country and its history: heritage
the central part of something: —heart_
a place where something interesting happened; an important building or other construction: —_site _
the activity of buying and selling things: ——trade __
a very small town: —_WVilage___
a place where people have come to live: —settlement —
FF
Hn
O=
on
WD small passages between buildings: —a//evs_

C VOCABULARY: DESCRIBING PLACES Complete the noun collocations (1-8) with words
from Exercise B. Look back at the text in Exercise A to check. In some cases, there is more
than one option.
old-historic-tiny Vi!/age/settlement waterfront-rooftop—stunning —— views
coastal-mountain-ancient Vi//age/settlement religious—cultural-national-world 2°!"
narrow-dark-old alleys spice—gold—cloth trade _
>’
=
WN religious—mystical—archeological ____site _ Own
on cultural-commercial-geographical

D Work in groups. Take turns describing a city you know for your group to guess.
Use words and phrases from Exercise C where possible.
A: This is an ancient city on an island near here.
Be is tie
A: No. It’s a coastal city, and it has an important archeological site.

Bright lights, big city

 Ace pi Pe SMa
It’s not necessary to understand every single word in a conversation, or even
every sentence, so don’t panic when you hear a word or several words that
you don’t recognize. Focus on what you do understand.
Look at the pictures. Where do you think each one was taken?
OE a
ie wee,
. a
Ef

B ff) 2.25 Listen and match the extracts from a guided tour with the pictures. Listen
for key details and ignore anything that is too fast to understand.
Extract 1: _C Extract 3: A
Extract 2: .D Extract 4: B

Cc 2.26 Listen to the guided tour again, this time with comments from participants.
Ignore anything you don’t understand. Then choose T (true) or F (false).
1. The man and the woman agree that the houses look very similar to houses in England. T/®
2. The woman thinks the downtown area may be dangerous. Gy F
3. The guide says they have to be careful, even during the day. T/®
4 The guide wants the tourists to eat Chinese food. Oy F
5 All of the residents in the Mission District are from Mexico. T/I®
6 The guide says the city isn't very international. T/®

D (3 Work in pairs. Listen to the conversation again. Then discuss what you understood
and what you didn’t understand. Did you understand the main topics and ideas?
A Listening: rapid speech © C Bpk 2.26
¢ See p. 1174 for the audio script.
¢ Explain to the students that they will hear the same
Lead-in extracts from the guided tour, this time including some
comments and questions from tourists.
Remind the students that they practiced listening to
* Give the students time to read the statements. Remind
rapid speech on p. 122. Give the students time to read
the information in the skills panel. Highlight that even them to stay focused on the key details of the listening
without understanding every word, they can usually and ignore any parts of the audio that they don’t
understand.
understand enough to get the main gist of a conversation.
¢ Have the students mark their statements true or false
However, if they panic, they will stop listening and lose the
and then compare answers in pairs.
opportunity to understand anything at all.
¢ Check the answers with the class.
Remind the students that in Unit 10, they listened to two
people talking about magician David Blaine, using rapid
speech. Ask the students if they remember what one
difficulty is in understanding rapid speech (understanding
Extra: false to true
words that are run together). Say the following phrases Have the students rewrite the false statements in Ex. C
and ask the students to remember or figure out what each to make them true.
one means: gonna (going to), gotta (have got to), coulda
(could have), wheredya (where do/did you), whadya (what eal erath UR ries Ye Deana tastes shee
do/did you), kinda (kind of). 1 The woman doesn't think the houses look very
similar to houses in England (the colors are
A brighter and the houses are made of wood).
¢ Have the students look at the pictures and tell you 3 The guide says that there is no problem during
where they think they were taken. Elicit the students’ the day.
guesses, but do not confirm yet whether or not they are 5 Many residents in the Mission District are from
correct. Mexico, El Salvador, and Nicaragua.
6 The guide says that there are people from every
Answers Ca country in the city.
All are different areas of San Francisco (A Chinatown,
B Mission District, C residential area with Victorian D
houses, D Financial District) e Put the students in pairs.
e Play the audio again and then have the students discuss
with their partner what they understood and talk about
Extra: vocabulary practice any parts they didn’t understand.
e Ask the pairs whether there were any parts both
Put the students in pairs to describe the pictures using partners didn’t understand. Ask whether the students
as many of the new vocabulary items and collocations were able to stay focused even when they missed
from section 3 as possible. portions.
Remind them again of the importance of focusing on
what they do understand rather than panic about what
B Bea 2.25
they don’t understand.
e See p. T173 for the audio script.
e Explain to the students that they are going to listen
to four short extracts from a guided tour, and match
each extract with one of the pictures in Ex. A. Remind
Alternative
them that they should listen for key details and ignore When you play the audio again for Ex. D, have the
anything that is too fast to understand. students raise their hands when they don’t understand
e Play the audio once and have the students listen and something. Pause the audio and ask the students who
look at the pictures. Then give them time to match the did understand to repeat what was said on the audio.
pictures with the extracts. Check whether the students
need to listen one more time.
¢ Have the students compare answers in pairs. Then check
the answers with the class. Ask the students what clues
they heard that helped them get the answers.

Bright lights, big city Beaivaeea ach)

 } Grammar: ways of talking
about the future
Function
Have the students reread the text in Ex. A, paying
attention to the references to the future.
Lead-in Ask them to complete the rules with the phrases from
Refer the students to the picture and elicit where they think the box and complete the examples with phrases from
it is. Ask them to guess what time period it is. Ask them to the text.
refer to specific items in the picture to support their guesses. Have the students compare answers in pairs. Then check
the answers with the class.
A Direct the students’ attention to the language box
below the table. Highlight that the future progressive is
¢ Before the students read the article, give them time
often used when imagining future actions: By this time
to scan it for unknown words/phrases (carbon-neutral
next week, I'll be lying on a beach in Rio.
city: a city where the amount of carbon dioxide and
Point out that the future progressive is commonly used
carbon monoxide produced are designed to protect the
with future time expressions, such as when and (by) this
environment, for example, trees are planted and people
time tomorrow / next week, etc. Call on a student to
use less electricity; solar power: power from the sun;
read the two example sentences aloud.
hydrogen power: power from a zero-emission fuel). Put
Direct the students’ attention to the Watch out! box
them in pairs and have them ask their partner about any
and explain that when using expressions like this time
words they don’t know and share information about the
tomorrow, it is correct to use the future progressive. The
words and phrases they do know. Go over the words
second sentence using future simple is incorrect in this
with the whole class and make sure all the students
situation.
understand their meanings.
¢ Have the students read the article with the questions in
mind. Ask them whether they would like to live in a similar
Cc
city, and elicit their explanations for why or why not. Give the students time to read the sentences and
¢ Remind the students that will refers to something consider the answer choices.
definite, and may/might refers to a possibility. Have the students work individually to choose the
correct options. If they find this difficult, refer them to
the explanations of function in the table in Ex. B.
NOTICE! Check the answers with the class by calling on students
to read the sentences aloud, inserting the correct verb
e Direct the students’ attention to the Notice! box. tenses.
e Have them reread the article and underline the verb
forms used to refer to the future. '
e Have them compare answers in pairs. Then check
the answers with the class.

The present progressive can be used for either the

present or the future.

Culture note
Abu Dhabi is the capital of the United Arab Emirates.
Its rapid development and urbanization, coupled with
the relatively high average income of its population,
has transformed it into the metropolis it is today.
Although it's one of the world’s largest producers
of oil, Abu Dhabi has actively tried to diversify its
economy in recent years through investments in
financial services and tourism.
5 ways of talking about the future
A LANGUAGE IN CONTEXT Read about a city of the future.
Would you like to live in a city like this? Why or why not?

Thousands of people in Abu Dhabi in the U.A.E. (United Arab Emirates) are
moving to a new city soon. The government has started building a carbon-
neutral city, and on completion in 2025, it will have approximately 50,000
residents. The city is going to function entirely on solar, wind, and hydrogen
power. There won't
be any gasoline-powered cars in Masdar; people will travel
on electric trains. Some people might also have small electric cars that run on
tracks. Several countries are starting to build eco-cities or communities, and
some will be finishing them in the last years of this decade, but Masdar City
may be the first completely carbon-neutral city.

B ANALYZE Read the text in Exercise A again. NOTICE!

i , Look back at the text and
Function Complete the rules with the words from the box. eis lite ail Bee Gone
Then complete the examples with words from the text. are used to refer to the future.
; } Which form can be used for either
future progressive goingto may-might-orwit present progressive the present or the future?

Function Example

Use (1) May, might, or will +5 make a it (5) See once approximately 50,000 residents.
predictions about the future. Hari City (6) _UsY
°° __ the first completely carbon-neutral
city.

Use (2) _9°'"9 '°__ to make predictions : The city (7) 929/99
/S. © _ function entirely on solar, wind, and
about the future and to talk about intentions. : hydrogen power.
present progressive
Use (3) ___ to talk about fixed : Thousands of people in the U.A.E. (8) 2/2
M°V'N9__ to a new city
arrangements and plans. > soon.
he he a ae a gg cl i
Use (4) °°
_— °*'to talk about events in I! be finish
>... some (9)! !"Sthem in the last years of this decade.
progress at a particular time in the future.

_ The future progressive is formed: will/won't/may/might + be + —ing form

It can be used with (by) this time tomorrow / next week, etc., and when.
_ By this time next year, we may be living in Masdar City.
| will be waiting for you when you arrive in Abu Dhabi.

Ccomplete
PRACTICE
aChoose the correct options to
WATCH
we
OUT!: | |
|
the sentences VY This time tomorrow, I'll be flying to Rome.
X This time tomorrow, I'll fly to Rome f
1 By July, I’m working /(/ will be working)in the new sina AORTA NO : ie aaiene ‘
office downtown.
g)/ I'll go on vacation on Friday. Can you drive me to the airport, please?
| thin Tom@ill visib/ is visiting Dan when he's in N Boe.
This time next month, we are getting ready Awill be getting readpto move to Perth.
{might be working/ might work when you call, so wait for me to answer.
Heather wi ly /Gsflying)to Berlin on Monday.
The new city Ry/ will be looking very impressive.
F&F
OU
on
WD By this time tomorrow, |'ll drive {Tbe drivingydown to Buenos Aires.

Bright lights, big city

 . oh |NOW YOU DO IT Work in pairs. Think of predictions, plans, and
intentions for your life at the points in the future listed below. Use
different future forms to tell a partner about them.
e this time tomorrow * next week ¢« by next summer
e in about two years e ten years from now ¢ when you're 50
This time tomorrow, I'll be traveling to the beach for a vacation.
B: Next week, I’m visiting my aunt in Santa Fe.

“6 PR - connected speech
A 2.27 Listen to the phrases and compound words. Notice how the
final consonant sound of the first word is connected to the same first
consonant sound of the next word with no vowel sound in between.
next time /‘nekstaim/ love Venice /lav'vents/
good day /gud'det/ Club Bayview /klab'betvju/
electric car /9,lektrik'kar/ same manager /seim'meenid3oar/
will live /wil'lrv/

B Ee) 2.28 Listen to the sentences, paying special attention to the

underlined phrases. Then practice saying the sentences using connected
speech.
The weekend is the best time to travel.
We will live in a city where electric cars run on tracks.
They love Venice and had a great trip there last year.
They might also visit Turin and Dolo next time.
WN
oF
= Club Bayview has had the same manager for a long time.
Asa’ iw) ) ‘\) \) (J (\) \l ‘J
- TONY
.
Gay
.
Bia
'
a‘ a s Ba’ Bait
>
Mit- Sisiiey
. 2
ea) eee
' '
a ane t
' | : '

talking about cities of the future fRmneeti/halaie Mima

* More / less environmentally responsible than
aealte beauty
A You are going to talk about what you think cities of cities now? yes / no
the future will be like. First, use the guide opposite to Bf, how?
make some notes about your ideas. Type and location of buildings and homes: —_
Transportation:
B Re) 2.29 Listen to three people talking about what
Population distribution:
they imagine cities of the future will be like. Match more urban / more rural / the same
each speaker with the correct statement. Were any of Other ideas:
the notes you made in Exercise A similar to what the
speakers said?
Speaker 1 ) thinks that rural areas will disappear.
Speaker 2 ) thinks cities are going to become more
environmentally responsible.
Speaker 3 ¢) thinks that people will mostly live
below ground in the future.

C (§% Work in pairs. Say which of the ideas

(a-c) mentioned in Exercise B you most agree
with and which ideas, if any, you disagree with.

D Bi Independent Speaking Work in pairs.

Think about your ideas from Exercise C and
the notes you made in Exercise A. Add any
additional points you want to include. Then
describe your vision to your partner.

147
D
* Give the students time to read the instructions and 7 Speaking: talking about
the list of time expressions. Point out the model
conversation. Encourage the students to think about
cities of the future
their future plans, hopes, and wishes. Encourage them Lead-in
to make some notes if they like.
e Put the students in pairs and have them discuss what Elicit some ideas from the class about what cities might
be like in the future. Give some categories, for example,
they think they will be doing in their lives at the points
in time listed. Circulate during the students’ discussions buildings, homes, cars, aircraft, parks, roads, etc. Ask how
and check that they are using future forms correctly. they think these things will be different in the future. List
e Elicit some responses from individual students and the students’ ideas on the board.
encourage the rest of the class to ask follow-up
questions to find out more information and to keep the
A
conversation going. ¢ Give the students time to read the instructions and
the guide for their notes. Go over the meaning of
environmentally responsible (not doing activities that
harm the environment).
8)
* Have the students work individually to complete their
notes using the guide provided.
¢ Put the students in pairs to compare ideas. Then elicit
6 Pronunciation: connected some ideas from the class.
speech | B pa 2.29
¢ See p. 1174 for the audio script.
A Bey 2.27 e Explain to the students that they are going to hear three
e See the Student's Book for the audio script. people talking about how they imagine cities of the
¢ Give the students time to read the list of phrases and future will be. Have them read the statements.
compound words. Highlight that in each phrase/noun, e Play the audio once and have the students match the
the ending consonant sound of the first word is the speakers with the statements. Check whether they need
same as the initial consonant sound of the second word. to hear the audio again.
e Play the audio once and have the students listen. Then e When you check the answers, elicit what clues the
play the audio a second time and have the students students heard that helped them to match the speakers
repeat each phrase. with the statements.
e Put the students in pairs and have them practice saying * Call on individual students to say whether any of the
the phrases, using connected speech. speakers mentioned some of the same points the
students listed in their notes in Ex. A.
B fps 2.28
Cc
¢ See the Student's Book for the audio script.
* Give the students time to read the sentences and think ¢ Put the students in pairs to discuss the statements in Ex.
about how the connected speech will sound in the B. Remind them that they need to say which ones they
underlined phrases. most agree with and discuss any they disagree with, and
e Play the audio and have the students repeat the to say why.
sentences.
¢ Have the students practice the sentences, and correct
their use of connected speech as needed. Alternative
Before the students discuss the statements in Ex. B,

Extra: additional phrases elicit additional statements about what they think
cities will be like in the future. List the statements
Have the students work individually to create a list of on the board for the students to include in their
six more phrases or compound nouns with the same discussions in Ex. C about whether they agree and
final/initial consonant pattern. Then put the students disagree, and why.
in pairs and have them exchange lists with their
partner and take turns saying the phrases aloud.
D
¢ Put the students in pairs. Have them look back at their
notes in Ex. A and their ideas from Ex.C. Explain that
Extra: travel show they should use their notes to talk to their partner
Have the students write a short segment for a TV travel about their vision of cities of the future, and that they
show about a local tourist destination. Have them include need to speak for about one and a half minutes. While
at least five of the phrases from Exs. A and B. Have the one student speaks, the other should listen without
students form groups and deliver their TV travel show interrupting.
segments, using connected speech where appropriate. e When they have finished, ask volunteers to share their
ideas with the class.

Bright lights, big city BUnieweea ary,

lifeSkills: recognizing and Extra: research
avoiding plagiarism Ask, Is it plagiarism to copy pictures, videos, and music?
Have the students work in groups to research online what
Step 1: Understand what plagiarism is. (Ex. A, Ex. B) constitutes plagiarism in media. Then have the groups
Step 2: Learn to recognize plagiarism in your own work or take turns reporting back to the class.
others’ work. (Ex. D, Ex. E)
Step 3: Learn strategies for avoiding plagiarism. (Ex. C, Ex. E)
Cc
Lead-in ¢ Elicit some of the students’ experiences of how they
Read the target skill aloud, and invite the students to tell have avoided plagiarism in their own schoolwork in the
you what they think recognizing and avoiding plagiarism past, and have the class give you other ideas for how
means. they might avoid plagiarism in the future. Highlight that
Give or elicit examples of reasons why it is important to using select information from other sources is OK and
be able to recognize and avoid plagiarism (so as not to is an excellent way to support the content in a written
get into trouble for going against school policies, to give report or research paper, as long as sources are properly
proper credit to researchers and scholars). credited.
Then highlight the three-step strategy to develop the skill ¢ Go over the list of strategies with the class. Model
of recognizing and avoiding plagiarism. the pronunciation and have the students repeat each
strategy.
¢ Give the students time to match the strategies with the
Culture note definitions. Then have the students compare answers in
pairs.
Intellectual property is the expression of original ideas
¢ Check the answers with the class. Ask the students
and is protected by copyright law. The first copyright
which strategies they have used before and whether any
law was passed in the United States in 1790. It
of the ideas are new to them.
provided copyright protection for a term of 14 years,
with a possible 14-year renewal. Over the years, new
copyright laws have been enacted changing the terms
of copyright coverage, but the overall concept of Extra: class writing project
protecting intellectual property has remained the same. Provide the students with a few paragraphs of
In the United States today, copyright protection remains copyrighted informational text. Put the students in
in effect for the life of the author plus 70 years. four groups and give one of the strategies for avoiding
plagiarism to each. Give the groups a few minutes to
write a few sentences using their strategy to present
the information. Then have the groups take turns
e Ask the students to read the definition of plagiarism. sharing the information with the class.
Then ask them to tell you what plagiarism means in their
own words. Elicit or point out the verb plagiarize.
¢ Have the students read the discussion questions and
think about their responses.
e Put the students in groups to discuss the questions.
¢ When the groups finish their discussions, call on a
representative from each group to share their responses
with the class.

¢ Give the students time to read through the quiz

questions and think about their responses.
e Put the students in pairs to complete the quiz.
Encourage them to give examples and information to
support their reasons for their answer choices.
¢ Combine the pairs to form groups of four and have the
students compare answers. Then check the answers with
the class.
e Discuss each situation in the quiz, and for the questions
to which the answer is no, elicit examples of what the
students could do as an alternative, for example, include
source information for a diagram they use.
 GAND AVOIDING PLAGIARISM
1d what plagiarism is.
nize plagiarism in your own work or others’ work.
e strategies for avoiding plagiarism.

A ok | Read the definition of plagiarism. plagiarism /'ple1d39,r1zom/ (n.) taking someone else’s
Work in small groups and discuss the work, ideas, or words and using them as if they were your
questions. own. Plagiarism also includes borrowing facts, statistics,
pictures, or even song lyrics without giving credit to the
1 For what purposes or in what situations do
source they came from. Because we use the internet as
people have to write texts? a source of information (which means we have access to
2. Where might the information for different types so many different people’s ideas), it’s easy to find that
of texts come from? you've plagiarized someone without actually meaning to.
3 Is it always wrong to use material from someone Recognizing what constitutes plagiarism is a necessary
else’s work? Why or why not? starting point in learning to avoid it.
4 What are the possible consequences of
plagiarizing someone's work?

B How much do you know about what constitutes

plagiarism? Work in pairs and take the online quiz.

Is it plagiarism if you ...

1 copy and paste a paragraph of text from a website into your work? Se >
2 take someone else’s text, but change a few of the words and sentences around? AE >
3 copy a diagram or other data from a source and provide a reference for the source? NO
4 use another author’s ideas as your own ideas? YES
5 include a fact in your work which is general knowledge? NO

C Match each strategy for avoiding plagiarism (1-4) with the correct
definition (a—d).
1 paraphrasing a) mentioning the sources of the information that you have included in your written work
2 quoting b) using several different texts on a topic and synthesizing the information from all of them
3 aeiccsceystiney <) rewriting what someone has written or said using your own words
4 summarizing d) using quotation marks (” ") around words that you have taken directly from
different sources another source and listing the source

: 7 ; ~= nse J ~ f 4 7 ~ Hiv, ; ‘ : . :™ : : :

Bright lights, big city LUXE

D [& Work in pairs. Read the extract from a book called
Urban Culture by J.E. Short. Then decide which one of the
texts (1-4) plagiarizes the original and why.

United States urbanization, which began in the late 1800s, created many new cities. Cities like Boston
and Philadelphia sprang up, and they attracted industry, which in turn attracted people. The population in
these new cities grew rapidly. Many poverty-stricken farmers, immigrants, and African Americans from
the South came to these major cities in search of jobs and a better life.

1In the late 1800s, the urbanization of the United States started with the expansion of cities
such as Boston. As industries developed, more people, particularly those from nearby farming
settlements, began to arrive in these new cities in search of work. According to J.E. Short,
many of these new arrivals were “poverty-stricken farmers, immigrants, and African Americans
from the South.”

2 United States urbanization, which started in the late 1800s, created a number of new cities. Cities like
Boston and Philadelphia grew, and this attracted people to them. The population in these new cities
increased rapidly. African Americans from the South, as well as farmers and immigrants, came to these
major new cities to look for work and new lives.

3 As J.E. Short argues in Urban Culture (2009), cities such as Boston and Philadelphia grew out of the need for poor workers from rural
areas to find regular paid work. Their arrival helped industries expand at a speed which had never been seen before.

4 By the end of the 19" century, rural areas of the United States could no longer support large numbers
of immigrant and African-American workers. In search of work, they ended up in places such as
Philadelphia—a new urban area, which, like Boston, was steadily growing. Here the work was plentiful
and reasonably well-paid.

fhe r HOW TO SAY IT

Even though this writer has
used some of the same
words, ...
| think / don’t think this writer
has plagiarized because ...
The writer has/hasn‘t used ...
although ...
Despite ..., this writer has ...

E (% Work in pairs. Discuss how the writers of the other three texts have avoided
plagiarism. Say which of the strategies in Exercise C they used.
F Work in groups. Discuss the questions.
Have you ever been in a situation when you may REFLECT ... How can the skill of
have accidentally plagiarized, e.g., by copying recognizing and avoiding plagiarism be useful
and pasting from the internet? to you in Self & Society and Work & Career?
What would you do differently now to
>
avoid plagiarism in a similar situation?
2 RESEARCH ...
=
Choose a city you want to know more about and do
research on it. Use the information you find to write a
short report about the city. Use the techniques in this
section to ensure you do not plagiarize any content.
* Give the students time to read the extract and the four @J@ REFLECT
summaries and think about which summary plagiarizes e Discuss the question with the whole class. Ask the
the original. students to say what they feel are the most useful
e Put the students in pairs to discuss which summary they points they learned from this lesson, and how the skill
think is plagiarism. Tell them to give specific examples of recognizing and avoiding plagiarism might be useful
from the text to support their opinions. in the domains of Self & Society and Work & Career,
¢ Direct the students’ attention to the examples in the either now or in the future.
How to say it box, and encourage them to use the ¢ Elicit the following ideas: using existing research and
expressions in their discussions. information that is useful for supporting their own work
¢ Discuss the answer with the class. on reports and in memos, maintaining integrity and
being respectful of others’ work, etc.
Answer
= RESEARCH
>

The writer of text 2 plagiarizes the original text

because although they have changed one or two words
and swapped around some sentences, much of the ¢ Go through the task and check that the students are
paragraph is exactly the same as the original. clear about what they have to do.
¢ Suggest some possible travel- and tourism-related
websites or magazines for the students to explore. Have
the students do research and make notes on the city of
e Have the students stay in their pairs and discuss how their choice.
the writers of the other texts avoided plagiarizing. Have ¢ Have them share their findings in class. Lead a class
them identify the strategies from Ex. C the writers used. discussion about the techniques they used to avoid
¢ Combine the pairs to form groups of four and have the plagiarizing.
students compare answers. Then check the answers with
the class.
Alternative
Answers Have the students do research and write a short report
The writers of the other paragraphs avoided plagiarizing individually. Put the students in pairs and have them
in the following ways: take turns reading their report and showing concrete
1 Quoting: According to J.E. Short,... examples of how they avoided plagiarizing. For
3 Referencing/Citing: As J.E. Short argues in Urban example, Here | used quotation marks to show the
Culture (2009),... words | took directly from one of the sources.
4 Paraphrasing the original

e Put the students in groups to discuss plagiarism. Have

the students focus on the domain of Study & Learning.
Ask them to think about how other students they
know might have plagiarized, either accidentally or
deliberately.
¢ Have the groups share their ideas with the class and
give further examples of how to avoid plagiarism.

Bright lights, big city Bente acy:

 Alternatives
Language wrap-up ¢ With any of the approaches above, you can assist the
students by looking at the exercises with them before
There are several approaches that you can use for the they start, and discussing how they should go about
Language wrap-up exercises:
them. For example, if they have to fill in the blanks
e in class as a test in a text, encourage them to read through the whole
e in class as a review text first to get an idea of the general meaning of it. If
* as homework
they have to choose the correct option to complete a
Class test sentence, encourage them to make sure they read the
e Ask the students to do the exercises in test conditions, whole sentence first to understand the context.
and give a time limit (e.g., 20 minutes). ¢ You can also use the Language wrap-up to review the
e Check answers with the class and deal with typical errors material in the unit with the class and work on the
or problems. exercises together as a class activity. In this case, you
can ask the students, for example, to look back at the
Class review appropriate Grammar section in the unit and review the
e If you decide to do the exercises in class, you can main points to clarify any misunderstandings before they
approach the Language wrap-up as a two-step review. begin an exercise. Similarly, you can ask the students
First, ask the students to do the Vocabulary section to first work in pairs to check the meanings of words to
individually. When they finish, ask them to check their be used in fill-in-the-blanks exercises in the Vocabulary
answers carefully, and then put them in pairs to compare section.
answers and discuss any differences. ¢ Note that the more assistance you give the students, the
e You can then apply the same procedure to the Grammar higher the score you should expect them to get when
section. they do the exercises.
¢ Self- and peer-correction are two excellent ways of
developing learner independence and creating a 1 Vocabulary
cooperative learning environment. ¢ Go over the words and phrases in the box. Point out to
the students that they will be using these to fill in the
Homework
blanks, whereas they will be choosing the correct noun
e If you give the exercises for homework, you can ask options.
the students to do them in test conditions, i.e., without e Encourage the students to read through the whole email
referring to the language they covered in the unit, their before they decide on their answers.
notes, the Grammar reference section, dictionaries, etc.
¢ Remind the students to use the context to help them.
¢ Give them a time limit (e.g., 20 minutes).
¢ Have the students complete the task individually and
¢ Check answers with the class in the next lesson and deal then compare answers in pairs.
with typical errors or problems. © Call on individual students to say the sentences,
e The scoring system has been designed to give the inserting the correct answers. Ask the rest of the class to
students an idea of the progress they are making. Each say whether the sentence is correct or not.
section has a total score of 10 or 12, depending on the
complexity of the language covered and the nature 2 Grammar
of the exercises. Whichever approach you take to the
¢ Point out to the students that they will be filling in
Language wrap-up, after checking the answers to each
the blanks with the correct future form of the verb (in
section, ask the students to write their score. If they
parentheses), whereas they will be choosing the correct
have a score lower than 8 (out of 10) or 10 (out of 12),
connector options.
direct them to the appropriate sections of the unit and
e Ask the students to read the whole diary entry through
encourage them to read them again for homework.
first before completing the exercise. Encourage them
After that, ask the students to complete the exercise(s)
to say each sentence silently to themselves before
again at home.
deciding on their answers.
e When checking the answers with the students, point
out that the future progressive is generally used with a
time expression, such as, by the time | graduate, when
summer vacation arrives, etc.
Complete the text with the words and phrases from the box.
Then choose the correct options to complete it. (10 points)

Dear Madam Despite the large numbers of people | am writing concerning

| look forward to hearing from you Sincerely
aa AAR tn SOT al 2 oe oon . o 23 Te

2 = : s Beaisrapt yest ot
i ® Ti i Sattenh behest ay fase

Se eas a Ar ta CN EEE Scorn PRTOL EN DEE SA Tee a UC e Pre eset hate Ae Nene e pesky pyieesioa epee

To: Young, Sarah

From: Harper, Zena
Subject: Celebrations

"fhe local celebrations that took place recently. I thought the event was great and
| even dioteh the weather wasn't very good, I was glad so many people came.
| First of all, sae I congratulate the organizing committee on their decision to hold the celebrations in the
(ayheard/ alleys of the city—it really gave visitors the chance to see our cultural (4) settlement Kh ritagd at its
best. We had a stunning (5) site /Wiewof the firework display from the main square. (6) _! CU
it was easy to get in and out of the city.
I’m attaching some pictures of the evening that you might like to include on your vwebsite. Some a them
were taken at the archeological (7) alley Ksitand others were taken from our (8)Vi llage)/ settlement ten miles
from aah ay at We start of the evening. Please let me know if you have any problems downloading them.
nearing rom you

Dea 2
Zena Harper

al written language in letters and describe interesting places.

ions 2 and 3 on pages 143 and 144. SCORE: /10

Write the appropriate future forms of the verbs in parentheses and

choose the correctSaar toSe the diary entry. (10 poin ts)

July 18
Dear Diary, : oo
By this time next week, 1 (1)l//Will
beliving (live) in Montreal! I can't believe the time has ;
come to finally leave Miami, (2)uty however it's here. It's been great
(3)Gn pie although the few problems I've had. I'm really excited about it and I think
it (4) S/_ (be) a great opportunity. (5) Despite /« Nevertheles3 I'm go ing
i spite of / GhoughI'm et Mo be Back to visit.My new job as a DJ
to misssMian (6) in
earn
starting ill hay
(7) STATING
_S _ (start) on August 1, so I (8)— eae "(have a few days t6 Settle
in fisst. 7The new Aparement spunds so cool! (9) Though /Cloweve? it's a little expensive.
I (10) ee! (meet meet) the landlord on the 25% to pick up the keys. Can't wait!
going to meet

contrast and talk about the future.

and 5 on pages 142 and 146. SCORE: /10

Bright lights, big city

 Giving a short
presentation

A 2.30 Listen to someone talking about what she thinks her city will be like in
the next century. Answer the questions.
1 Does the speaker think Dallas will be completely different in the 22"¢ century from how it is now?
2. What aspects of 22% century Dallas does she talk about?
3. In what area does she think there will be the most changes? The fewest changes?

B Listen again. Make a note of the words and phrases the speaker uses for
the following purposes.
To express contrast To express a reason or result To express an opinion
however because | think
but as a result | believe
in spite of so I’m sure
nevertheless

C You are going to talk about what you think your city will be like in the 22" century.
Use the format below to make some notes.
Introduction to the areas you are going to talk about
Point 1:
¢ — things you think will change and how
¢ things you think won't change much and why
Point 2:
¢ things you think will change and how
¢ — things you think won't change much and why
Point 3:
¢ things you think will change and how
¢ things you think won't change much and why

D Work in groups. Talk about your city in the 22™ century. You can
refer to your notes, but you should not read.

HOW ARE YOU DOING?

O)| talked about at least three
aspects about a city of the future.
C) | used correct phrases to express
contrasting ideas, results,
or opinions.
oe | used correct future verb forms.
PFET THEIR

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43
. =

|
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See
 Cc
Speaking workshop: giving a ¢ Check the format of the exercise and answer any

short presentation questions.

Check that the students understand that they will be
talking about three aspects of their city. They will be
A Bea 2.30 discussing things they think will and won't change, and
giving reasons for their opinions.
e See p. T1174 for the audio script.
Give the students time to prepare and make notes for
¢ Tell the students that they are going to listen to
their presentations. Remind them that they will not be
someone from Dallas, Texas talking about how she
thinks the city will be different in the next century.
able to read from their notes during their presentations,
so encourage them to write brief bullet points, as
* Give the students time to read the questions. Elicit
opposed to writing their presentation out in full.
some predictions from the class about what the speaker
¢ Remind them to use words and phrases for expressing
will say.
contrast, reasons and results, and opinions. Give extra
e Play the audio once. Allow the students to make some
credit for including future verb tenses or new vocabulary
notes on the questions, if they like.
from the unit.
¢ Check whether the students need to hear the audio
again.
e Have the students compare answers to the questions in
pairs. Then discuss the answers with the class. Alternative
Have the students prepare their presentations for
homework.

1 No, she says a lot of things will be similar.

2 entertainment and going out, architecture,
transportation Extra: research
3 most changes: transportation; fewest changes:
Encourage the students to read local news articles and
entertainment and going out
local government websites and use the information,
for example, about a city-planning project, to support
their opinions about future changes in their city. This
Culture note will give them an opportunity to practice their new
strategies for avoiding plagiarism, as they will need to
As the ninth-largest city in the U.S.A., Dallas, Texas has
cite references in their presentations.
a population of around 1.25 million. The city attracts
travelers from around the world, making it the top
visitor and leisure destination in Texas. D
e Put the students in small groups and have them take
turns giving their presentations. Remind them not to

Extra: in your own words read from their notes, but to try to look up and make
eye contact with the audience. Each student should talk
Have the students write a few sentences in their own for about one minute.
words to summarize the speaker's opinion.

Alternative
¢ Go over the headings and examples. Elicit one or two Before the students give their presentations, have
more examples for each purpose from the class. them practice in pairs. The students can time each
¢ Play the audio again and have the students write other's presentations and give each other feedback on
the additional expressions they hear for each of the length, as well as on eye contact, pronunciation, use of
connectors, future verb tenses, etc.
purposes.
¢ Elicit the answers from the class.
How are you doing?
Ask the students to read the statements and check the
>
Extra: brainstorm ones they believe are true.
Put the students in groups to brainstorm additional Ask them to discuss their presentations with a member
words and phrases for each of the purposes in the of their group and identify things they could improve on
table in Ex. B. Have the groups share their words and next time.
phrases with the class by using them in a sentence
that describes a city.

Bright lights, big city BUaieue ea ie)

 UNICATIVE WRAP-UP
Communicative wrap-up ® Work in groups of four. Follow these instructions to play the game.

1
A Work in small groups. Look at these people and discuss to what
extent you think each of them gains or loses through globalization.

A Work in pairs. Read what these people say.

Then say which opinion you agree with more,
and explain why.
1 think learning English 1 can see that learning
has really changed me. | English is very useful, but it
feel like a different person hasn't really changed me.
when | speak English, so The more | learn, the better
| feel like | can explore the career | can aim for, but
different ideas, The better I'l always be basically the
my English becomes, the same person. It just means
more | feel it becomes that | can express my ideas
part of my identity, to more people.

a factory worker a consumer

B With your group, imagine you're having a discussion with the B With your partner, complete these sentences. Compare your ideas
people in Exercise A. Role-play, expressing your opinion and explaining with another pair.
why you agree or disagree with the statement below. The stronger your sense of national identity,
Increasing globalization is the best future for mankind The more time you spend with people from other countries,
The more multicultural our society becomes,

2 for things that are easy and 1 for things that are

A Work in pairs. Discuss how your country is changing in each 3

of these categories. What effects are these changes having on society? 3
What do you think of these changes? be different. pea3
* economy + shopping + work + media + education d national identity. 4
anuan 3 NNN
B Tell the class about one change in each category and ask the class ye statements, look at Units 1 and 2 again.
if they agree with your opinion.
Online shopping is becoming more and more popular. We think it’s a good thing
because you can save money by shopping online. What do you think?

Communicative wrap-up HEE

winners (people who gain an advantage from the situation)

Units 1-2 and losers (people who suffer a disadvantage because of
the situation), e.g., in an election there are political parties
who win and others who lose, etc.
These fun, communicative activities closely mirror real-life
tasks and situations. They are designed to help the A
students consolidate the strategies, skills, and language
items learned in the preceding two units. The focus is on e Put the students in small groups and ask them to discuss
fluent communication, through speaking and collaborative
whether globalization benefits the people in each
listening, with achieving the task at hand as the main goal. picture or harms them. Make sure they think of different
aspects and give reasons for their opinions.
At the end, the students evaluate themselves in terms of
e Listen to their ideas as a class, making notes on the
what they can do, say, and talk about. The intended outcome
board of the advantages and disadvantages for each
is a sense of progress and applicability to the real world. of the people.
In this Communicative wrap-up, the students practice the
following tasks:
e Discussing the effects of globalization (Section 1)
e Put the students in groups of four and assign each
¢ Comparing how things used to be with how they are
group member the role of a person pictured in Ex. A.
now (Section 2)
If there are more than four in a group, two or more
¢ Describing how they would like things to be different students can take the same role.
(Section 3)
¢ Have the students read the statement and explain or
e Expressing opinions on personal and national identity
elicit the meaning of mankind (all humans as a single
(Section 4)
group). Give the students a few minutes to think about
their response to the statement and to make a few
1 Global winners and losers notes if they wish. Remind them to think about the
statement from the point of view of the person whose
Activity: discussing the effects of globalization
role they are playing.
Lead-in ° Ask them to discuss the statement in their groups.
Write the words winners and losers on the board. Ask the ¢ Listen to some of their ideas as a class.
students to think of some situations where there are both
2 Changes ¢ Ask one group member in each group to keep score.
Then ask the students to play the game. Monitor while
Activity: comparing how things used to be with how
they are working in groups and resolve any disputes
they are now
over correct grammar if you are asked to. Continue until
Lead-in there is a winner in each group.
Elicit from the class how sport used to be different
50 years ago, e.g., sportspeople didn’t use to get paid
4 New identities
as much as they do now; athletes weren't as strong or as
fast as they are now. Make sure the students are confident Activity: expressing opinions on personal and national
using used to and would to talk about the past. identity
Lead-in
A Ask the students to brainstorm as many reasons as
e Put the students in pairs and ask them to read the possible why people learn English. Encourage them to
questions and look at the categories. Elicit an example think of ideas beyond the obvious ones, e.g., to read
for one of the categories, e.g., the country’s economy books written in English in the original edition, to surf the
is changing because there used to be a big clothing internet faster, etc. Build up a list on the board.
industry which has moved abroad. This is a bad
thing because people have lost their jobs. Make sure A
the students talk about their own country (or city if
¢ Make sure that the students remember the meaning of
necessary) and remind them to decide together whether the word career in English (a job or series of related jobs
each change is good or bad.
that you do, especially a profession that you spend a lot
of your working life in). Also check that they understand
the phrasal verb aim for (to have as a target).
e Have the students read the example. Invite pairs of students e Put the students in pairs and have them read the two
to choose one of the categories in Ex. A and describe a statements. Ask them to say which one they agree with
change to the class as well as give their opinion. Encourage more, and make sure they give reasons for their choice.
class discussion before you invite a different pair to present e Listen to some of their ideas as a class. Ask the students
a change and their opinion on a different category. if they think speaking one or more foreign languages
e At the end of the activity, summarize the students’ ideas. makes you a different person. What other languages
Have them think about which of the categories has would they like to learn, and why?
changed the most, and whether most of the students
think the changes have been positive or negative.
¢ Point out that the students will need to complete the
3 The wish game sentences using repeated or double comparatives.
If necessary, give an example: The stronger your sense
Activity: describing how they would like things to be
of national identity, the more you feel you belong to a
different
group / the less open you are to new cultures.
Lead-in e Ask them to work in the same pairs as they did in Ex. A
Tell the students to imagine they have three wishes. Give and to discuss possible endings for each statement with
them a couple of minutes to note down the three things their partner.
they would wish for, e.g., | wish | could be president of my e Then ask each pair to work with another pair to form
country for a day. Put them in pairs to discuss their ideas, groups of four. Have them compare their statements.
then invite some students to share their ideas with the Listen to their suggestions as a class.
whole class.
¢ Put the students in groups of four and ask them to read Score yourself!
the instructions. Give each group a sheet of paper and
have them divide it into sixteen squares, four squares
When the students have finished doing all the exercises
in the Communicative wrap-up, ask them to complete the
per student. Make sure that each group member writes
a different word on each of their pieces of paper, one evaluation table. Alternatively, you can ask them to score
for each of the categories, e.g., trash for community.
themselves as they complete the corresponding task,
¢ When the students have shuffled (mixed up) the squares rather than waiting until the end of the Wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
of paper, make sure they place them face down on the
is difficult. Tell any students who have scored 1 or 2 for any
table or desk in the middle of their group.
of the statements to look again at the relevant material
e When a student picks up a piece of paper, they read
the word, state the category, and then make a wish. If a and exercises in Units 1 and 2.
student picks up their own piece of paper, tell them to
put it back and choose another.
e Ask the students to read the example sentence. Remind Self-evaluation
them to use | wish + would/wouldn’t when making It is common for students who lack confidence to
wishes about things that they think other people can underestimate their abilities. Since this might be their
change, and to use | wish + was(n’t)/were(n’t) to talk first attempt at self-evaluation in this level, encourage
about things that they would like to be different from them not to be too hard on themselves.
the way they are.

Communicative wrap-up BAPE)

 snicative wrap-up
A Work in small groups, Read the
poem and discuss what you think it means.
&: I think in general, the poem means that
8 Well, if the horse hadn't
A Work in pairs. Choose a celebrity and make a
list in your notebook of what you know about the
person. Make a second list of what you want to know.

We Know We want to Know

what she does Cactress how she became fornous
if she nas Kids Cyes) what sne's like.

B Work individually. Walk around the class and ask your classmates
questions to try to complete the information that you don’t know.
Do you know how Sandra Bullock's career started?
B With your group, think of an event in history or in a famous
c Work with your partner from Exercise A again and report the person’s life that had important consequences. Discuss these questions.
information you found out.
1 What was the event?
@ Carrie said that Sandra Bullock had won an Oscar for best actress in 2010. She also 2 What were the consequences?
said that she had been nominated for best actress in 2014 for the movie Gravity. 3 What qualities did the person possess or lack that influenced the outcome?
8: Yeah, Ali told me about the Oscar, too. And he said that she had also won a Razzie 4 How would things have been different if this hadn't happened?
for worst actress back in 2010 for the movie Al About Steve! | don’t think that has
ever happened again though!

A &§ Work in pairs. Think of an interesting event in the life of a famous

person. Discuss what happened and what you think the outcome will be.
A Work in pairs. Decide what you think each bumper sticker means
and whether the message is positive or negative.
@: You know that politician who is accused of election fraud? | don't think he’s quilty.
8: You mean the mayor? Of course he's guilty! If his opponent had asked for a recount,
Mayor Sanders wouldn't have won!
:
ii ful a: Well, they're saying that on the news, but | think the media just wants to cause a
scandal to create excitement. Sanders won't be found guilty.

j@)M1GOOD DAY, TRY MISSING Tea B With your partner, work with another pair. Tell them who and
what you talked about. Comment on what you hear.
: Marty said he thought Mayor Sanders had paid people to vote for him and that if
SAY. TO @ EAT RIGHT, «0 EXERCISE, (9 DIE ANYwa they had recounted the votes, he would be in jail by now.
NEGATIVITY y B: No, | didn’t! | said that he wouldn't have been elected!

for things that are easy and 1 for things that are
B With your partner, create a bumper sticker with a saying about life’s ups and
downs. Your message can be optimistic or pessimistic, funny or serious. Then present your 5 4 3
idea to the class and discuss the meaning of each bumper sticker. Vote on the best idea. 5 4 3
5 4 3 2
past and present lives. S 4 3
YOU CAN’T HAVE A RAINBOW WITHOUT RAIN ments, look at Units 3 and 4 again.

© Communicative wrap-up

¢ Tell them that when they get an answer to a question,

Units 3-4 they should write down the information and the
name of the person who gave it to them. Have them
continue until they have asked as many people as
In this Communicative wrap-up, the students practice the possible. Encourage the students to answer the
following tasks:
questions even if they're not absolutely certain that
¢ Reporting information about celebrities’ past and the information is a fact.
present lives (Section 1)
¢ Talking about people's qualities and attitudes towards Cc
life (Section 2)
¢ Speculating about hypothetical situations in the past e Have the students work with their partner from Ex. A
again. Have them read the model conversation.
(Section 3)
¢ Reporting anecdotes and information about past events Encourage them to report their findings in a similar way.
(Section 4)
Remind them to use the past perfect when reporting
simple past statements.
e When they have reported the information to their
1 Information pool partners, ask some students to report their findings to
Activity: reporting information about celebrities’ past the whole class in the same way.
and present lives
Lead-in 2 Bumper stickers
Write the word celebrity on the board. Elicit names for Activity: talking about people's qualities and attitudes
different types of celebrities, e.g., singers, politicians, etc. towards life
Lead-in
A
Ask the students to keep their books closed. Write
e Put the students in pairs and tell them to choose a
the expression bumper sticker on the board. Elicit the
celebrity that they are interested in. Point out that each
meaning from the class (a small sign that you can stick on
student should note down what they already know
your car on the rear bumper, or on another part of the rear
about their chosen celebrity and also what they do not
of the car where it can be seen, with a message on it that
know and would like to know.
may be funny or political or advertising something). Ask
the students if they have a bumper sticker on their car,
or if they have seen any amusing or memorable bumper
¢ Point out the model question and remind the students stickers recently.
that they should use indirect questions. Then ask them
to circulate and ask their classmates questions to find out
the information they do not know about their celebrity.
A
e Put the students in pairs and explain that they should * Ask the students to continue working with their group
decide whether each message reflects a positive or a from Ex. A. Have the students read the instructions
negative attitude, and why. and questions. You might need to suggest some
¢ Invite different pairs to explain their ideas. general categories to help them think of events, e.g.,
discoveries, inventions, wars, accidents, etc. Ask them to
ENT TE Re CS eae make notes during their discussion.
Possible answers A Rae
e Listen as a class to each group's interpretation of their
Monday is an awful way to spend 1/7 of your life:
chosen event.
self-explanatory meaning (negative)
If you don't think every day is a good day, try missing
one: every day really is a good day because you're alive 4 Rumors
and participating in life (positive)
Activity: reporting anecdotes and information about
Say NO to negativity: stop being negative about
past events
everything (positive)
Eat right, exercise, die anyway: why bother being healthy Lead-in
and doing the right things because you'll die in the end Write the word rumors on the board and elicit the meaning
anyway (negative) (unofficial information about something or a person that may
or may not be true). Put the students in pairs or small groups
and give them three minutes to brainstorm words associated
with rumors, e.g., lies, truth, whisper, allege, gossip, spread,
e Ask the students to look at the fifth bumper sticker and misinformation, etc. Elicit ideas from the class.
elicit that the message is positive (bad things are often
followed by good things). A
e Put the students in pairs and ask them to create their
e Have the students read the instructions and the model
own bumper sticker choosing an existing saying
conversation. Ask the class to brainstorm a list of recent
(positive or negative) or coming up with a saying of their
events in the lives of famous people. Make a list on the
own. Encourage them to draw a picture for their sticker.
board.
¢ Ask the pairs to write their bumper-sticker messages on
e Put the students in pairs. Tell them they can use one
the board and to present them to the class explaining
of the events on the board or choose another event.
the message behind the saying. Have a class vote on
Explain that they should discuss what they heard or think
the best bumper sticker.
happened, and what they think the outcome will be.
Point out the use of the third conditional to speculate on
3 What if ...? how things might have been different, and the future to
speculate on what they think will happen in the future.
Activity: speculating about hypothetical situations in
the past
Lead-in e Ask the students to read the model conversation. Elicit
Ask the students to work in pairs and brainstorm all the that back-shifting is used, and ask the students to say
vocabulary they can see in the illustration. Set a time limit why thought could be replaced with thinks (Marty still
of three minutes for this. Listen to their ideas as a class and thinks this).
write appropriate words and expressions on the board, e Ask each pair to work with another pair to form groups
e.g., soldier, rider, horse, sword, battle, helmet, armor, etc. of four. Have them discuss their rumors and report
what their partners told them. Tell them that they can
A correct their partner if something they said is reported
¢ Read the poem aloud as the students follow along silently. incorrectly, and that they can also give their opinions on
If necessary, point out that for want of means “because the other pair's report.
something was lacking”, and that lost here can mean
“killed”. Draw the students’ attention to the model
conversation. Point out that the third conditional is needed
Score yourself!
to interpret the poem successfully. Put the students in small When the students have finished doing all the exercises
groups and ask them to discuss the meaning of the poem. in the Communicative wrap-up, ask them to complete the
e Listen to their ideas as a class. Elicit the fact that one evaluation table. Alternatively, you can ask them to score
small event (the missing nail) set off a chain of events themselves as they complete the corresponding task,
that had enormous consequences in the end. Ask them rather than waiting until the end of the Wrap-up. Ask the
what implications this poem has for modern daily life students to circle 5 if something is easy and 1 if something
(that sometimes not paying attention to small details is difficult. Tell any students who have scored 1 or 2 for any
can cause big problems). of the statements to look again at the relevant material
and exercises in Units 3 and 4.

Communicative wrap-up APY

 Communicative wrap-up
A B2.31 Work in pairs. Listen to a conversation about a college
ritual. Then see how many details you can remember about it.

eT
A Work in small groups. You work for an advertising agency, and a
@® Ugur’;
wiaynions/
company has approached you to promote a new brand of eco-friendly TEAM SPIRIT PEP RALLY wa
bottled water. Decide on a name for the product and complete the ¥ SATURDAY, AUGUST 29
marketing strategy. 3PM. 00S
ers. TE ‘s 5 q WARRIOR STADIUM

M k et i” ‘tentony is cake B With your partner, work with another pair. Discuss which of the following
Ne arkeul 1g otfat Cyy | ee a statements you agree with more, and explain why.
Project description | “Rituals like the one that's being described in the
The company wants to take into account environmental issues when is conversation don't really getpeople to identify more
marketing the product and has requested that it have an “eco-friendly” J . ¢ with their college. They justencourage people
to place
jook and marketing strategies, Think of which water-related environmental e 5 ’ 7 yr importanceon the wrong things, like whether the football
issues you would like to deal with in your marketing strategy. * = tear wins or loses. These things are unimportant, and
5 % they're just 2 way to avoid taking your education seriously!™
Bottled water

3
A Work in small groups. Look at this traditional office and
discuss what it might be like to work there. Make a short list of
three or four advantages and

wat everyone is doing

B You are going to design a nontraditional working
environment. Read these comments from employees to help
prompt ideas. Make notes on what your dream office looks like
and what the office rules and regulations might be.
"| get easily distracted at work, | think it's because | get bored working alone.”
"We're so used to working in a particular way that it stops us from being creative. Things need
to change all the time.”
“Our office seems to be designed around the work, not around the people. It’s not somewhere
| look forward to going on Monday morning.”
c With your group, work with another group. Explain your ideas to them and
comment on their ideas. Use the questions below as a guideline.
What would the advantages of each suggestion be?
B With your group, prepare to present your ideas to the rest of the Are there any potential disadvantages?
class. Practice your presentation to make sure you know what each person How would managers/employees feel about working in such a nontraditional environment?
is going to say. Each member of your group should participate equally. a
Our product is called ..., and it's being marketed to ‘things that are easy and 1 for things that are
In order to interest our market, we have to describe our water as
We think consumers are tired of ...,so we have to persuade them to . ons behind choices.

c Give your presentation to the rest of the class, When all the
groups have finished, vote on the best marketing strategy.
onal ways,
“iglook at Units 5 and 6 again.
statements,
Communicative wrap-up MBPYA }

Units 5-6 e Explain to the students that they are now going to
prepare a group presentation of their marketing
In this Communicative wrap-up, the students practice the strategy. Have them read the examples and point out
following tasks: that expressions of purpose are being used here: to, in
* Discussing alternative ideas and explaining reasons order to, so. Encourage them to present their product
behind choices (Section 1) using the same kinds of expressions.
* Talking about rituals (Section 2) ¢ Point out that they should divide the presentation of
¢ Designing an ideal working environment (Section 3) their marketing strategy in four parts, with each group
member taking an equal share. Suggest, for example,
that one person takes the introduction (the name and
1 Making the sale environmental factors), the next discusses the price and
Activity: discussing alternative ideas and explaining the target market, the third the adjectives to describe
reasons behind choices the product, and the fourth the advertising campaign.
esaciss e Have the students work in their groups and practice
eaa-in presenting their strategy. Give them plenty of time to
Write the word marketing on the board. Elicit from the class prepare the presentation, but emphasize the importance
what factors are important when marketing a new product. of using their notes as prompts rather than simply
Write their suggestions on the board, e.g., brand name, reading them aloud.
brand image, slogan, logo, target market, price, etc.
Cc
A e Have each group present its marketing strategy to the
e Have the students read the instructions, and check that whole class. Ask the rest of the class to listen carefully
they understand the task. Put them in small groups without interrupting the presenters. When all the groups
and ask them to read the project description and the have finished, take a class vote on which marketing strategy
categories in the marketing strategy form. Make sure was the best. Elicit reasons for the students’ choices.
they understand that they should include a water-related
environmental strategy in their marketing plan. Check
that they understand all the terms used in the form,
especially retail price (the price at which a product is
sold to the public) and outline (a general description of
something).
¢ Ask them to work as a group and write notes to
complete the form.

159
2 Team spirit
Activity: talking about rituals ¢ Have the students work in the same groups as in Ex. A.
Ask them to read the employees’ comments to help
Lead-in them think of a nontraditional working environment that
Put the students in pairs to brainstorm rituals and would be suitable for everyone's needs.
traditions at their school/college/workplace. Ask them to * Give the students time to design their dream (perfect)
share some of these as a class. Are there any that they office and make a list of rules and regulations. Prompt
think are embarrassing or silly, and if so, why? them to think of furniture, layout and distribution of
working spaces, and common areas (e.g., meeting
A 2.31 rooms, kitchen, café, leisure rooms for breaks, etc.).
e See p. T175 for the audio script.
¢ Tell the students they will hear two people discussing a Cc
college tradition in the United States. Put them in pairs ¢ Tell the students that they are going to explain their
and ask them to listen to the audio. dream office and office regulations to another group.
e Play the audio once and then ask the students to work Point out that they should use the questions as a guide
together and write down as many details as they can for making comments and suggestions.
remember. e Ask each group to join another group. Remind them
e Listen to their ideas as a class. Write key words from that each person in their group should take part in
the audio on the board, e.g., rally, orientation week, explaining their plan.
cheerleaders, sports teams, mascot, etc. ¢ If there’s time, invite groups to share some of their ideas
with the whole class. Have a class vote on the best
working environment.
e Ask the students to read the two statements. Check
that they understand all the vocabulary, especially bond
(something that gives people or groups a reason to like
Score yourself!
one another or feel they have a duty to one another). When the students have finished doing all the exercises
e Ask each pair from Ex. A to work with another pair. Have in the Communicative wrap-up, ask them to complete the
them discuss the two statements and say which one evaluation table. Alternatively, you can ask them to score
they agree with more, and why. Then elicit ideas from themselves as they complete the corresponding task,
the class. rather than waiting until the end of the Wrap-up. Ask the
students to circle 5 if something is easy and 1 if something
is difficult. Tell any students who have scored 1 or 2 for any
3 The dream office of the statements to look again at the relevant material
Activity: designing an ideal working environment and exercises in Units 5 and 6.

Lead-in
Ask the students to look at the picture. Ask them to
describe the office and speculate what the people's job is
Group work
Organize group projects and presentations like the
and what they’re working on at the moment. Elicit whether
ones in this Communicative wrap-up (1 Making the
the students work or have worked in an office like this. Is
sale and 3 The dream office). Set different topics
this a typical working environment in their country or do
and allow the students to choose what they will
offices look differently? Elicit ideas from the class.
work on. For example, the topic could be “funniest
news story of the year”, but the students will work
A
together to choose the specific story. Make sure they
e Put the students in small groups. Ask them to think of all participate in the group work. Have them work
advantages and disadvantages of working in an office in different groups each time to change the group
like the one in the picture. Look at the examples with dynamics.
the class. Then give them a few minutes to make a list in
their groups.
¢ Elicit an advantage and a disadvantage from each group
in the class.

Communicative wrap-up BRPY/

 A Work in groups. Look at the poster and RIGHTS
discuss these questions. A
1 What is the topic of the poster?
2 Inyour opinion, is the text effective?
3 How do the graphics illustrate the message?

B With your group, design a social justice

=
nd dislike about each T-shirt design. poster that would be relevant to your country or
community. Complete the design guide below.
You do not have to be an artist to come up with
_, collegenet a good design!

HOME ARTICLES GAMES ADVICE WRITING quizzes

} sussect Check out my design!

POSTED: Mon, June3, 12:42 aur
Hey, guys. OK, what I'm trying to do is come up with a good idea for a submission in
the T-shirt designing contest. The T-shirt has to be about the college camping trip.
Which one of these designs do you think | should continue to develop? Please rate the
following things: the general image the design projects; the color scheme; the typeface; the
artwork, c With your group, present your poster
Thanks for the input! idea to the class. Vote on the best idea and
explain your reasons.
We think this group's poster is the best because

A Work in pairs, Think of a person who you think has

had a positive impact on a specific country or region, or on
the world, Complete the notes.

B With your partner, work with another pair.

Tell them about the person you talked about.
Decide which of the two people your group thought
of has had a more positive impact.

5 for things that are easy and 1 for things that are

B With your group, make a list of good and bad points for each jinions and make suggestions
design, and decide which one you think the designer should develop
further. Then make notes on what the person needs to do to improve the my preferences, wes 3 2 (4
design and why. ce. ees 2 1
We'd rather you didn’t use those colors because “any
ofthestatements, look at Units 7 and 8 again.
We'd prefer to have a different picture because
c Report your decision to the class. Explain which design you chose
and why. Tell the class some of your ideas for improvements.

Communicative wrap-up MPY i

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¢ Tell each group to use their ideas from Ex. A to make

a list of good and bad points for each design. They
In this Communicative wrap-up, the students practice the should then decide as a group which design the
following tasks: designer should develop further. Encourage them to
¢ Giving opinions and making suggestions about design discuss any differences of opinion in order to reach
(Section 1) a consensus. Instruct the groups to make notes on
¢ Talking about social issues and justice (Section 2) specific ideas for the designer to improve the design
¢ Comparing and contrasting things and explaining that their group chose. Point out the prompts and ask
preferences (Section 3) the students to use We'd rather (you) ... and We'd prefer
(you) ... when discussing and noting down their ideas.

1 Design critique
Activity: giving opinions and making suggestions Alternative
about design Have the students decide individually which design
Lead-in they prefer. Put the students in groups with other
Put the students in small groups. Tell them to choose students who chose the same design and ask them
someone in the class who is wearing an item of clothing to make notes on what the person needs to do to
that they like. Have them take turns describing the item
improve the design.
of clothing to the rest of their group, without saying the
name of the person. The rest of the group should guess
whose item of clothing is being described. If necessary,
¢ Have each group report their decision to the class.
demonstrate the activity first by choosing a student and
Remind them that in their reports, they should say which
describing an item of his/her clothing.
design they chose and why they chose it. They should
then say some of their ideas for improvements. You
A
could take on the role of the designer so the students
e Put the students in small groups and give them time address you when they say We’d rather you ..., etc.
to read the forum entry. Elicit the four things that they
need to rate (the general image, the color scheme,
the typeface, and the artwork). If necessary, ask them
to point out the typeface on each T-shirt to check they
understand the word.
¢ Seta time limit of around ten minutes for this exercise.
2 Campaigning for justice 3 Changing things for the
Activity: talking about social issues and justice better
Lead-in Activity: comparing and contrasting things and
explaining preferences
Write the word justice on the board. Put the students in
pairs and give them three minutes to brainstorm as many Lead-in
words as they can think of connected to this word. Invite Refer the students to the title of the section and ask each
individual students to call out their words as you write them of them to think of one way they would change the world
on the board, e.g., fair, unfair, rights law, legal, etc. Ask for the better if they could. When they have thought of
the students to give examples of situations demonstrating something, have all the students stand up and mingle with
justice and injustice, using as many as the words on the other students, exchanging ideas.
board as possible.
A
A
¢ Put the students in pairs. Ask them to think of a person
e Put the students in small groups and refer them to the who has had a positive impact, that is, whose work has
poster and the three questions. Give them around five made life better for people, either of a specific country
minutes to discuss the three questions in relation to the or region, or for the whole world. Have them discuss
poster. and complete the questions in the notes about the
e Elicit answers from the class. person they have chosen. Allow them to use the internet
to find out details about this person’s life.

e Explain that each group will now design a social justice

poster that reflects an issue that would be important to e Put each pair with another pair. Have each pair tell the
their country or community. Point out they will do this by other about the person they talked about. After they
completing a design guide. have shared their ideas with each other, have the groups
e Have the students look at the design guide. Check that decide which person of the two has had a more positive
they understand what kind of information is required impact on the people they worked to help.
in each section (audience: who will be looking at the
poster; text: what words they will use on the poster;
graphics: what kind of artwork the poster will have;
ideas for arrangement on poster: how and where the
Extra: class vote
text and graphics will be placed on the poster). Give the Have the groups report to the class on the people
students around ten minutes to agree on a social issue they discussed. Have the class vote on the person who
and to complete the design guide. has had the most positive impact from all the people
who were discussed in the groups.

Alternative
If some groups are having problems thinking of social Score yourself!
issues to discuss, write some suggestions on the When the students have finished doing all the exercises
board, e.g., people losing their homes due to bank in the Communicative wrap-up, ask them to complete the
loans, discrimination at work, child labor, etc. evaluation table. Alternatively, you can ask them to score
themselves as they complete the corresponding task,
rather than waiting until the end of the Wrap-up. Ask the
Cc students to circle 5 if something is easy and 1 if something
¢ Have the groups present their poster ideas to the class. is difficult. Tell any students who have scored 1 or 2 for any
After all the groups have presented their design ideas, of the statements to look again at the relevant material
have the class vote on the best idea. and exercises in Units 7 and 8.

Extra: in class Class debates

Have the students draw the posters that they have Listen to the students’ discussions before or after
designed. The posters could then be displayed in the class to find out what issues interest and worry them.
classroom or in another area of the school. Allow a few minutes in class every now and then for
the students to debate these issues in English. Talking
about a topic they feel passionate about wil! help
them build up their vocabulary and confidence. Make
sure there’s opportunity for everyone to express their
opinion and that the students respect each other's
point of view.

Communicative wrap-up Baby

 A Work in small groups. For each of the following activities,
talk about what you think the main risks are.

A Take this quiz to find out what types ofjobs and

leisure activities are best suited to your personality!

1 5
Yes /No
2
Yes / No Mostly ¥@S answers Mostly 0 answers:
You are very competitive. You are not very competitive
You will not be happy doing and you are happy doing
a job or hobby that doesn't jobsor other activities
challenge you or give you that allow you to work ina
opportunities to be a winner. cooperative way with other
You should play sports or people, You feel anxious and
games that allow you to unhappy when you have to
express your competitive compete, so the key to your
nature. You want to win in happiness is team activities,
whatever you do! whether at work or at play.

re
_ Pe
Yes
/No My err having an operation under
riding a rollercoaster Ml general anesthetic m I

B Work in groups. Discuss these questions.

1 Did most people in the group have mostly yes or no answers?
2 Do you agree with the results of the quiz? Why or why not?
3 What types of jobs and leisure activities might be best suited to competitive people
and non-competitive people?

A Read this description. Think about what might have — pr rk

happened. scuba diving @ starting your own bi
A single shoe is found in the middle of the desert. However, as
far as anyone knows, no one has crossed the desert for at least
three months, and there are no footprints in the sand leading B With your group, rank the activities in Exercise A from
to or from the shoe. What happened, and how did the shoe 1 (the riskiest) to 6 (the least risky).
get there? Where is the other shoe?
c Compare your ranking with another group's and explain
B Work in pairs. Discuss what you think might have your choices.
happened. Make notes of your best ideas.

c With your partner, work with another pair. Compare 5 for things that are easy and 1 for things that are
your ideas. Who has the most convincing explanation?
competitive behavior Sess 2: 1
D Listen to the best ideas from all the groups. Then check and difficulties in the past. fies 3 2 1
the answer with your teacher. Did anyone guess correctly?
° any of thestatements, look at Units 9 and 10 again.

© Communicative wrap-up HRC)

Or ea eee = aI

Units 9-10 e Put the students in small groups and give them time to
answer the first two questions. Elicit answers from the class.
In this Communicative wrap-up, the students practice the ¢ Then ask the students to work in their groups and make
following tasks: a list of jobs and leisure activities that are competitive
¢ Talking about jobs and leisure activities for competitive and non-competitive. Encourage them to think of
and non-competitive people (Section 1) reasons why. Give an example if necessary: Being a
¢ Speculating about a past event and difficulties in the fashion model is extremely competitive because it’s
past (Section 2) usually a short-term job. There are many young models
¢ Talking about and assessing levels of risk (Section 3) that get into the fashion world every year.
¢ Put the students in different groups to compare their
lists and give reasons why each job and leisure activity is
1 How competitive are you? or isn't suitable for competitive people.
Activity: talking about jobs and leisure activities for * Elicit ideas from the class. Write the jobs and leisure
competitive and non-competitive people activities on the board as the students talk about
them. Then have a class vote on the most and least
Lead-in competitive job and leisure activity.
Put the students in pairs and ask them to discuss how
competitive they are. Have them think about different
activities, e.g., playing tennis, taking a class test, and 2 An unexplained situation
ask them to decide whether they feel the same level Activity: speculating about a past event and difficulties
of competitiveness in all activities. As a class, find out in the past
which students are the most competitive, and discuss the
Lead-in
advantages and disadvantages of being competitive in all
situations. Have the students look at the picture and describe
what they see (a shoe abandoned in the desert, with no
A footprints around it).
e Ask the students to work individually to do the quiz.
Explain that they have to read the questions and answer
A
yes or no. Tell them to give honest answers without taking ¢ Nominate a student to read the situation aloud.
too long to decide. Then tell them to look at their result. ¢ Give the students a couple of minutes to reread the
e Put the students in pairs to compare their answers and situation if necessary, and to think individually about
results in the quiz. Do they agree with each other's what might have happened.
description?
e Put the students in pairs to speculate about what they
performing in front of a crowd: tripping and falling,
think might have happened. Have them make notes
aggressive crowd or crazy fan, stage stress
of their best ideas. Circulate while they are working to
canoeing: drowning, crashing against rocks
check they are using the correct language to speculate
riding a rollercoaster: equipment malfunction, falling
about the past. If some students are having trouble
out of the ride, heart attack or anxiety, getting stuck for
getting started, tell them to speculate about who might
hours on the ride
have been wearing the shoe, where they were going,
having an operation under general anesthetic:
and why there’s only one shoe in the picture. Set a time
complications from the surgery, complications from the
limit of around ten minutes.
anesthetic
scuba diving: running out of oxygen, water-pressure
changes, drowning, being attacked by a fish
¢ Put each pair together with another pair to form groups starting your own business: investing and losing all
of four. Have the groups compare their ideas. The your money, burnout from working too hard, family/
students should consider who has the most convincing relationship problems because of long hours at work
explanation.

¢ Have each group tell the class what their best idea ¢ Have the groups rank the activities in Ex. A from 1
was. Then have a class vote to decide which idea is the (riskiest) to 6 (least risky). Encourage them to think of
most convincing. Point out that there is no one correct reasons for their choices.
answer, and that any answer that is logical is valid.
Cc
Possible answers Combine each group with another group and have them
compare rankings and explain their choices to each
A person walking thought the desert might have been
other.
attacked by an animal or a person, and been taken away.
In the struggle one shoe must have come off. Then there
was a sandstorm that covered all the tracks.
A passenger in a helicopter flying over the desert might Extra: in class
have taken off their shoes because their feet were hot. Put the students in pairs. Ask them to discuss which of
One shoe must have fallen out of the helicopter. The the six activities in Ex. A they would be willing to try,
pilot didn’t have time to stop. and why. Elicit answers from the class.

3 Assessing risk Score yourself!

Activity: talking about and assessing levels of risk When the students have finished doing all the exercises
in the Communicative wrap-up, ask them to complete the
Lead-in
evaluation table. Alternatively, you can ask them to score
Elicit from the students some occupations and activities themselves as they complete the corresponding task,
(either that were discussed in Unit 10 or ones they know) rather than waiting until the end of the Wrap-up. Ask the
that carry higher-than-normal risks (e.g., firefighter, police students to circle 5 if something is easy and 1 if something
officer, stock trader, building climber, stunt person, political is difficult. Tell any students who have scored 1 or 2 for any
activist, politician, mountain climber, cave explorer, of the statements to look again at the relevant material
high-wire walker, illusionist, etc.). Ask the students to say and exercises in Units 9 and 10.
what some of the risks are that are associated with each job.

A
e Put the students in small groups. Refer them to the
Respectful listening
pictures of high-risk activities and have the groups talk
Take this opportunity to point out the importance of
listening to other people's opinions and responding
about what they think the main risks are. You may wish
to them politely. In this Communicative wrap-up, the
to elicit one or two ideas to get the students started.
students had many opportunities to respond to their
Set a time limit of around ten minutes for this, and then
classmates showing interest.
invite groups to share their ideas with the whole class.

Communicative wrap-up BAC

 A Work in pairs. You are going to design your ideal city using
characteristics of other cities around the world. Make a list of cities you
have visited or heard about and the positive characteristics of each one.
Then choose the characteristics you want to include in your dream city.
+ culture + nightlife
A Work in pairs. Decide together which decade each picture comes + environment + famous landmarks
from and why. + entertainment + people
+ transportation + food
’&: We should have the harbor from Sydney, Australia because
it's so beautiful, and also the Opera House is a famous
landmark.
B; Good idea. And how about the nightlife of New Orleans?
There are so many great clubs and music venues there.

B With your partner, work with another pair.

B With your partner, imagine you work for a publisher who is Present your ideas and explain which parts you
planning to bring out a book called The History of Photography. You have want to take from which cities and what your ideal
been asked to choose an image for the cover of the book. Discuss what city will be like.
each image in Exercise A says about the history of photography. Our city will have Sydney's beautiful harbor and Opera House.
Then decide which image you would choose and why. In addition, it's going to have ...The nightlife will be great
because it will have lots of music venues like New Orleans.

2
A Look at these pictures of places to live and decide which one would
be your personal paradise. Consider the advantages and disadvantages Work in groups. Read the rules and play the game “Just a minute.”
and choose the one that has the most advantages for your lifestyle. + Choose a timekeeper. This person will tell the class or team when the minute starts
and ends.
+ One player chooses a topic from the list below and tries to talk for one minute about
that topic without hesitating, repeating anything, or changing the topic.
+ If the person does any of these, another player can interrupt and say, “Just a minute!
You hesitated/repeated yourself/changed the topic.”
+ If the player who interrupted is correct, he or she then continues to talk on the same
topic for the remaining time.
+ Other players are free to challenge this player in the same way. The person who is
speaking at the end of the minute gets a point
+ Adifferent player then chooses a different topic and the game starts again.
Topics:
+ the “selfie”
+ city life
+ family pictures
+ plagiarism

5
for things that are easy and 1 for things that are

B Work in pairs. Tell each other which place you chose and why. any ofthestatements, look at Units 11 and 12 again.
Mention any disadvantages of the place your partner chose. Do these
disadvantages change your opinion?

Communicative wrap-up [RE-x} q

eo

2 Personal paradise
Units 11-12 Activity: comparing and contrasting places to live
Lead-in
In this Communicative wrap-up, the students practice the
following tasks: Elicit the meaning of paradise (in some religions, a place
¢ Describing pictures from the past (Section 1) where good people go when they die; a perfect place or
¢ Comparing and contrasting places to live (Sections 2, 3) situation; a place that has everything a person might want).
¢ Discussing and justifying ideas (Section 4) Ask the students what they think the title of this section
means. Ask them to describe their own personal paradise.

1 Pictures of the past A

Activity: describing pictures from the past e Have the students look at the pictures of places to live.
As a class, discuss each place and talk about the kind
Lead-in
of person that might live in each one. Elicit one or two
Put the students in small groups. Ask the students to take advantages and disadvantages of living in each place.
turns talking about a picture that’s special to them. It could ¢ Give the students a few minutes to work individually
be a family picture, a picture with their friends or a picture and consider more advantages and disadvantages for
of themselves on their own. Allow the students to look each place. Tell them to think about their own lifestyle
at pictures on their smartphones and choose one to talk when choosing one of the places as their own personal
about if they wish. Make sure they don’t spend too long paradise.
choosing a picture.

A
¢ Put the students in pairs to tell each other which
e Put the students in pairs. Ask them to look at the place they chose, and why. Have them mention any
three pictures and decide when each one was taken. disadvantages of the place their partner chose. After
Encourage them to give reasons for their opinions. Give hearing the disadvantages, the partners should say
an example if necessary, e.g., The first picture must have whether the disadvantages changed their opinions.
been taken in the 1950s or 1960s because it’s black and e At the end, conduct brief whole-class feedback to see if
white. Also the clothes look quite old-fashioned. the students chose very similar or different places.

¢ Read the situation aloud and explain that the students

should talk about the three pictures in Ex. A.
¢ Allow a few minutes for the students to discuss the
questions in their pairs. Elicit ideas from the class.

163
3 A city of dreams * Elicit the meanings of the following words: timekeeper
(a person who keeps track of time in a game); hesitate
Activity: comparing and contrasting places to live
(pause or do something slowly, usually because of
Lead-in nervousness, embarrassment, or worry); interrupt (to
Ask the students to close their books. Tell them to think speak when someone else is speaking).
about a city they have visited that they liked a lot. Elicit e Put the students in small groups. Read the rules for the
the cities and have the students call out the different game aloud and ask if anyone has any questions. Clarify
characteristics that made them like the city (e.g., clean any confusing points. Draw the students’ attention to
and cheap, good transport system, good nightlife, good the list of topics.
attractions, etc.). Write their ideas on the board. Then have Have the groups play the game. Allow enough time for
them open their books and compare the characteristics each group to cover all of the topics. At the end, ask the
with the ones on the list. students if they enjoyed the game, and whether they
found it difficult to talk for a minute without stopping.
A
e Put the students in pairs. Explain that they are going to
design their ideal city using characteristics of other cities Extra: in class
around the world. Tell the students that they should If there's time, allow the students to write down their
make a list of cities they have visited or heard about, own topics. They should do this individually. Then they
and the positive characteristics of each one. play the game again. The person sitting on the left of
e Refer the students to the list of characteristics and the person who is going to talk for a minute chooses
encourage them to consider these as they make their the topic for them.
lists. Refer the students to the model conversation to
give them an idea of how they might discuss their cities
with their partner. Set a time limit of around ten minutes. Score yourself!
When the students have finished doing all the exercises
in the Communicative wrap-up, ask them to complete the
Put each pair together with another pair. Have the pairs
evaluation table. Alternatively, you can ask them to score
present their ideas to each other and explain which
themselves as they complete the corresponding task,
parts they want to take from which cities and describe
rather than waiting until the end of the Wrap-up. Ask the
what their ideal cities will be like.
students to circle 5 if something is easy and 1 if something
e Read the model conversation aloud to show the
is difficult. Tell any students who have scored 1 or 2 for any
students one way to talk about their ideal cities.
of the statements to look again at the relevant material
and exercises in Units 11 and 12.

Extra: in class
Invite pairs to share their ideas with the whole class. Extra speaking
Take this opportunity to point out the importance
of practice in becoming fluent speakers of English.
4 Just a minute Encourage the students to take advantage of every
Activity: discussing and justifying ideas opportunity to speak in English. Suggest they get
together to speak in English outside of the classroom
Lead-in either informally or by organizing a Reading club, Film
Refer the students to the title and tell them this is the club, etc.
name of a game. Invite them to guess what the game
might involve. Ask if any of them have played this game
before.

Culture note
Just a Minute is a humorous British radio game show
in which contestants have to speak for one minute
on a particular topic without hesitating, changing the
topic, or repeating themselves. It was first broadcast in
1967 and has featured many famous comedians over
the years.

Communicative wrap-up 1163

 yy 1.02 ry 1.03
| = Interviewer, A = Armando A= Anna, S = Sean, K = Kayla,
M= Matt
5) 1.01 I:
. OK, Armando, a few questions
about your life now. You live in A: How important is it to be an
| = Interviewer, A = Armando
Miami, so | know you have a lot individual, to express your
I: Today I’m talking to Armando of contact with other Spanish personal identity? Sean?
Gurrola about how he defines speakers, but there aren't many
who he is. Armando is 28 and
| think it's really important to be
Mexicans there. Do you worry yourself. If we don’t have a strong
married. He’s Mexican, and he
about losing your Mexican identity? sense of our own identity, then it’s
lives in Miami, Florida.
No, I'll never lose my sense of as if we were all made in a factory.
Armando, how long have you
being Mexican; being Mexican is Well, yes, to a certain extent, but
lived in the United States?
a really important part of who don’t you think we have to respect
A: For almost two years. | am, but it has been really the people close to us, like our
I: When you were living in Mexico, interesting to learn about other family?
which factors were most important Latin American cultures. | think I’m
Yes and no. Family members
to your sense of personal identity? more open to different ideas than
should respect each other, but
| was in Mexico.
A: Well, number one was definitely that also means respecting each
my family. In Mexico, family values So are the most important identity other as individuals. | don’t think
and traditions are extremely factors on your list the same as your family should ever force you
important. And then | guess they were when you were in to dress or act in a certain way.
number two for me was my job. Mexico?
I'm sorry, but | just don’t think
I: Which was ...? No. Well, family is still number that's true. | think parents have
A: Actually, | was studying and one, but other things have the right to expect their kids to
working. | was an architecture changed. For example, my job conform to certain family values.
student, but | also had a job in is not a main factor in who | am
And what about at work? For
a construction company. Work anymore.
example, you like to wear your
was always more important than And why has that changed? hair really long, Sean, but if you
studying! Because right now, I’m studying get an office job, that might not
I: And why was your job so and working part time ina be appropriate.
important to your sense of restaurant. My job isn’t what | | just don’t think a job should
identity? want to do long term, so it’s a force you to go against who you
A: Well, in Mexico, your job really lot less important to me than my are. | would never take a job that
defines your social status, so it's studies. wouldn't let me be myself.
really important to us to have a That's interesting. So apart from I'm afraid | can't agree. People
good job. your family, what things do you have to make compromises. My
I: OK, | see. And what else consider most important to your older brother was always saying
influenced your personal identity? identity now? that he would never change
A: Probably my social group. Well, two things really. First is my because of a job, and he would
native language, Spanish. In the make fun of people who did. But
I: What things gave you and your
U.S., being a Spanish speaker then he got an office job and he
friends a common identity?
forms part of my identity, firstly had to start wearing a suit!
A: Well, we had similar family as a Latin American and secondly Sean, do you think you lose your
backgrounds and values, and also as a Mexican. The second thing individual identity if you change
similar interests and life goals. is school. I'm studying to become your hair or clothes?
I: Sure. So your family, your job, and a project analyst in Florida, so
Well, you don't change who you
your social group. studying is a big part of my life
are, but you're letting other
A: Yes. Oh, and food! here.
people pressure you to do what
I: Food! Why food? Food isn't on your list anymore, they want you to do.
then?
A: Because | never wanted to eat In a way, you're right, but if you
anything that wasn't Mexican No. Now | love eating all kinds of think life is going to be exactly the
food. When | traveled, | was food. Miami has great food from way you want it, you're just going
unhappy if | couldn't get it! so many different countries! to be disappointed.
Yes, it does. OK, Armando, thank
you very much.
K: | couldn't agree more. And it isn’t
sensible to do things that offend
Ee) 1.07 4 Large companies can drain skilled
workers.
other people just to show how | = Interviewer
5 There's a new international coal
individual we are. I: Everyone agrees that people agreement.
SS) Yeah our are becoming increasingly
interconnected through the
use of social media. We can Dy 1.10
communicate with more people This is a picture of a modern-looking
and we can communicate café that is popular with young
wherever we are. But what do people. There are lots of people in
1.06 people actually think about it? the background, and the café looks
Speaker 1 What do they think are the really busy. In the foreground is a
advantages and disadvantages? group of three young women, sitting
| think that globalization is having a
We're here in a local shopping in a row. The young woman on the
beneficial effect. | mean, it’s easier
mall to find out. left is using her laptop and the young
for countries to export goods and
that means some of the world’s Hello. We want to know what woman in the middle is on her tablet.
poorer countries can develop their people think about social media. They're both smiling, so they’re
economies. In some Asian countries Do you use any sites regularly, probably not studying. Maybe they're
there's been huge economic growth and what are their advantages reading emails from friends, or maybe
in recent decades and the standard of and disadvantages? they're watching videos. The young
living has increased dramatically. A: Oh yeah, | love using social woman on the right is on her phone
media—my favorite is Twitter. and using a tablet at the same time.
Speaker 2
The best thing about it is that | She's smiling too, so she’s probably
But is that always the case? It seems chatting to a friend. They’re sitting
can send short messages all day
to me that multinational companies close together so they probably know
long and | get tons of messages
increase their profits by, like, setting each other, but they aren't talking or
from my friends, so it’s like a
up factories in poorer countries looking at each other at all. They all
conversation going on all the time.
because the workers aren't paid very seem to be very involved with their
much. | think it's unfair that there’s I: How about you? Do you use a lot
electronic devices.
such inequality; the company owners of social media?
become millionaires, while the B: Yes, | like to share pictures and
majority of people live in poverty. videos on Flickr. It's really great
Speaker 3 because when | went on vacation
to Australia last summer, | could
That's a good point. And multinational ey 1.11
show my friends all the fascinating
companies are completely taking
places | was going to. It's getting In the late 1990s, an American
over. You know, you see the same fast-
easier and easier to send and journalist named James Ulmer figured
food restaurants, coffee shops, and
share information. | think it's great. out a scale to find out how valuable
supermarkets wherever you go. And
I: Excuse me. What do you think movie stars are to any movie they
small independent companies don't
about social media? work on. It takes into account factors
stand a chance.
such as talent and willingness to
Speaker 4 C: | don’t use it very much. | think
promote a movie. He called it “the
there are lots of advantages, but
Yeah, | completely agree. | kind of Ulmer Scale,” and it is widely used
| think it's too easy for people
think it's sad that regional cultures in the industry. But now this term is
like companies and advertisers
are disappearing and countries are being used to order celebrities in
to get ahold of your personal
becoming more similar to each other. terms of how famous they are. So, at
information. It's not a good idea
The same music and movies dominate the top of this scale are people on
to put all that stuff on the web—
popular culture everywhere and it all what is called the “A-List.” Those are
you just don’t know how they're
starts to look the same. people who have been very famous
going to use it, do you?
Speaker 5 for a long time, like Tor Hanks,
as well as the hottest stars of the
| know what you mean, but don’t you
moment, like Beyoncé. A-listers are
think that globalization also has some
often famous celebrities like actors or
positive effects? For example, it’s so 1 There are many vast new
singers, but they can also be people
much easier to communicate with emerging markets.
who are not exactly celebrities, but
people in other countries. The internet 2 We do want to take part in the they are famous. For example, they
facilitates information sharing and ... global conversation. might run a global company—like
well ... that helps everyone.
3 There's a rapid pace of
development.

Audio script GETE%

Bill Gates. Or they could have broken Gc What I'm trying to say is that
ey 1.15
‘d record, such as Usain Bolt, or they forget how to behave in a
normal way. T = Tanya, E = Elaine, B = Bob,
written a best-selling novel—someone
Ev = Evan
like J.K. Rowling. Conversation 3
T: Good morning, everyone.
And then further down this list are Ez Seems to me that rock stars and
We're here today to discuss my
the celebrities who aren't quite as celebrities are never happy.
proposal to cut the Lifestyle and
well-known, the B-listers. They tend Of course they are! You're telling Entertainment section from the
to be famous in their own country or me these people wake up in the paper. Who would like to start the
profession, but may not be known to morning worrying where the next discussion?
the general public around the world. dollar is coming from?
A good example would be someone I'm afraid | disagree. We get
like, uh, Leona Lewis. She won the X Maybe I’m not making myself dozens of letters to the editor
Factor in the U.K. and is well-known clear. I'm not necessarily talking each week with comments about
in the U.S.A., but she’s not an
about money. Look at the number articles in the L&E section. In
international star—at least not yet. Or of famous people who have fact, last week we got 50 letters
they might be people who are famous, personal problems when they're related to that section. If L&E
but not in an “I’'m-a-celebrity-look-at- at the peak of their careers. disappears, we're going to get
me!” kind of way. These are people Conversation 4 lots of complaints.
who have done incredibly important G: Downsides? You bet. Imagine B: Yes, but we get hundreds of
things, such as discover a cure for a having all that fame and all that letters about the news stories and
disease, or come up with an amazing money and not knowing who your editorials, far more than we get
new invention. Tim Berners-Lee, for real friends are anymore. | think for L&E. We have to cut
example, invented the World Wide being famous must be awful. I'd something, and | agree with Tanya
Web, but he doesn’t get on the front hate it. that L&E should go. People want
pages of celebrity magazines. to read real news.
Seriously?
And the ones who are even less OK, maybe | should rephrase that. Ev: | don’t know. Do we have good
valuable on the social scene are, data on who our readers are?
| wouldn't hate all of it, but | don’t
of course, on the C-list. C-listers Tanya, | know you gave us some
think it'd be easy ...
might include people who've done facts and statistics on newspaper
Conversation 5
something like appearing on a readership, but those are
reality TV show, causing a scandal So you're saying that celebrities generalizations for the whole
somewhere, orjust inheriting a don't enjoy their fame? country. I’m not sure the numbers
fortune. A lot of these people don’t Actually, that’s not what | meant. would be the same for our local
really have a particular talent or do | didn’t mean that celebrities paper. | think people in our
anything special, but we see them on never look for fame. A lot of community want a newspaper that
TV a lot. celebrities love all that attention. offers a variety of content.
Of course, the whole idea of But | was talking about famous E: Yes, and also, several national
using the Ulmer Scale for ordering people who don't really enjoy surveys have shown that when
people in terms of their social value the celebrity part of their jobs. young people do read the
is completely subjective, based You know, the ones who always newspaper, they tend to read
completely on opinions and not try to avoid reporters and the L&E sections. If we cut that
on any real factors, but it's kind of photographers. They really just section, we'll lose any young
interesting anyway. want to have normal lives, and readers that we have!
they're not going around looking
B: But look at the facts, Elaine. First,
for attention.
RS) 1.14 Oh, right. | see what you’re
the population is getting younger.
Second, newspaper sales are
Conversation 1 saying. getting smaller. | think the reason
A: | sometimes feel sorry for Conversation 6 is that most young people do not
celebrities. Imagine being chased get their news from newspapers.
K: It's people like Jay Z and Beyoncé
by the paparazzi every time you
| feel really sorry for. | mean, all T: OK. You all have some good
left the house.
that pressure to perform, to keep points. Why don't we investigate
B: You feel sorry for them? Really? your fans happy, to try and keep further before making a decision?
Most of them seem happy with the paparazzi off your back long Let's talk to a large sample of our
the publicity when it suits them! enough to spend time quietly with subscribers and find out who
A: Well, what | meant was, it can’t your family. | think fame comes at reads the paper and what they
be easy living in the public eye, a price. Put it that way. read. Here's what we want to
that's all. Did you say that you felt sorry for know: First, how many people in
Conversation 2 them?! | think it would be great! the family read the paper, and
C: | think a lot of very famous people You'd have tons of money, a how old are they? Second, what
lose a sense of reality, don’t you? private jet, you could do anything sections of the paper does each
and go anywhere. person read? Based on that
D: |’m not sure | understand what
information, we can decide
you mean ... whether to cut the L&E section, or
any other sections. Do you agree?
All: Yes, yes ... the connection between wealth and a partner and explain all the
T: Fine. I'll design the survey and we happiness. Nevertheless, the first reasons why it was bad and why it
can discuss it at the next meeting. thing to consider is the possible was absolutely impossible to do
Now, is there any other business? explanations for the differences in the anything about it.
findings of these two studies. Ore
The most crucial factor is the i: And then | had to switch roles
UNIT 4 terminology used. Quite simply,
“satisfaction” and “happiness” are
with my partner, and she had to
pretend to be me and explain my
different things. Various factors have situation to me as if it was her
i) 1.16 an influence on happiness, and problem.
Good morning ... good morning, and “satisfaction” is just one element of
welcome to today’s lecture. This is | see! But how does that help?
happiness.
the third in this series of psychology Well, that’s the interesting part.
So why do people with higher
lectures, and today we're going to Every time she said a negative
incomes experience lower levels of
be looking at happiness, or more thing, | had to say something
happiness? A recent study has
specifically the relationship between positive.
investigated this question. Research
wealth and happiness. Does having suggests that in addition to Err ... and did that work?
more material wealth increase or satisfaction, another element of I Well, it was kind of strange
decrease your happiness? happiness is enjoying the simple hearing someone talking about
things in life, like a beautiful sunny my problem. But after a while, it
Dy) 1.17 day, or a great cup of coffee. People did make me think about it in a
with lots of money can purchase lots different way, and | came up with
Good morning ... good morning, and
of positive life experiences, like exotic one or two ideas about how to
welcome to today’s lecture. This is
vacations and expensive meals, and change things.
the third in this series of psychology
as a result, they may enjoy everyday Did they work?
lectures, and today we're going to
pleasures less.
be looking at happiness, or more | don't know yet—lI'm going to try
specifically, the relationship between Another issue is thought to be ... them out today!
wealth and happiness. Does having Well, good luck with that—and
more material wealth increase or ry 1.21 tell me how it works out!
decrease your happiness?
1. What would you do?
It would seem to be common sense
2 Why did you go?
that more money will make us happier.
Most of us aim to increase our income 3. When did you leave?
throughout our lives, to enable us to 4 How would you find out?
buy more material comforts such as a
car or our own home, or provide the
resources to raise a family and so on. ry 1.22
And we think that all of this will make A = Alex, L = Luis
us happy. If we didn’t think money A: How was the workshop you went
would make us happy, why would to last week?
anyone try to get rich, right?
L: Oh, yeah! The positive thinking
Well, as expected, the results of an workshop? Yeah, well, | was really
international study confirm the idea skeptical at first. | mean, how can
that, in general, people with higher someone teach you how to be
incomes feel more satisfied with positive? But | thought, why not
their lives. This was the case when give it a chance?
comparisons were made between
And? Are you happier?
people in different countries, as well
as between different income groups L: You know, it was better than |
within the same country. thought it would be ... to start off
with, we all had to think of one
However, other surprising research
aspect of our lives that we want
has indicated that people with higher
to improve. | chose the problem |
incomes are not necessarily happier
had at work, you know, about that
than those who earn less.
promotion? If I'd taken that extra
Although these two studies seem training course, | would've been
to contradict each other by saying, promoted! But because | hadn't
on the one hand, that wealthier taken the course, they gave the
people are more content, and, job to someone else.
on the other hand, that wealthier
A: Yeah, that was a tough situation.
people aren't happier, both offer
some very interesting insights into L: So, when we had chosen our
situation, we had to explain it to

Audio script BALY/

 Sure. Hello. There are 884 million the region. In areas that do
2) 1.23 people in the world living without experience a regular rainy season,
Although many people believe that access to clean water, and 5,000 there have been floods, and crops
money is the key to happiness, | don’t children die every day because of have been badly damaged. So
really agree. Personally, | think family this. A lack of sufficient clean water famines can be caused by too
and friends are more important. There to meet your basic needs is known little water or too much water.
are two main reasons why | think this. as water poverty. Water Watch There's an urgent need to act
First of all, it’s clear that a person can aims to prevent water poverty and quickly to end this crisis. That's
have lots of money and plenty of provide communities worldwide where the public comes in ...
‘stuff’—they can own houses and with clean drinking water, but we RH: OK. | was just going to ask you
cars and nice clothes—but in the end can’t do it without your help. As what people can do to help.
they are not necessarily happier. Let you said, this week is Stop Water
J: Water Watch is a charity. It doesn’t
me give you an example. My friend's Poverty week, and we are making
receive any government funding.
grandfather worked for a big financial an appeal to the public to donate
The only money we get is from
company. He had a good position money. Even a small donation can
public donations. In order to
there and made a lot of money, but he make a huge difference to
prevent many, many more people
spent all his time working and never people’s lives and help in the fight
from dying, we need to raise
had time to enjoy the money he made against water poverty.
$15 million. This seems like a lot,
or spend any time with his family or RH: What are some of the specific but there are around 115 million
friends. When he was old, no one goals of Water Watch? households in the U.S.A., and if
came to visit him, and he became very
Well, Water Watch has several everyone donated only 15 cents,
lonely and depressed.
different goals, Lucas. The primary we'd reach our target. We're
My second reason is that money is purpose of the organization is to also looking for more volunteers.
very temporary, but friends and family prevent water poverty, of course, We already have about 3,500
last a lifetime. For example, | hada but we also work to improve volunteers around the world, but
neighbor once who had a lot of hygiene, education, and the we need more! Training is offered
money, but one day her house standard of living of the people in to all of our volunteers whether
burned down in a fire. She lost all the regions we are active in. they are actively working in the
her possessions. Just like that. But affected countries or offering
RH: OK, so what does that mean in
friends and family are always there their services here. You can give a
practical terms?
for you whether you are up or down. donation or sign up to volunteer
Relationships with other people Well, for example, in many parts
on the Water Watch website, or
are therefore more important to of Africa, girls don't get access to
call us at 1-800 ...
happiness, in my opinion, because an education because they have
they last longer. They aren't to travel long distances in order to
necessarily damaged by things like collect water for their families. And yy) 1.27
economic crises, or losing your job. as adults, women spend up to 12 A: Wow, | was really moved by
hours per day searching for water
To sum up what I've been saying, | that documentary about water
or looking after children who are
don't believe money can bring us pollution. | think we should do
sick because of diseases caused by
happiness by itself. Soending too something to help Pure Water
water pollution. So we're investing Action. They're doing amazing
much time worrying about money
money to increase the number of
just takes time away from your work for people who don’t have
faucets in these areas. The aim is
relationships with family and friends, access to clean water.
that no villager should be farther
who are more likely to make you B: Yeah, | agree. Let's get involved!
than one-half mile from their
happy in the long run. I'd suggest donating some money
nearest source of clean tap water
and that no child should die from a to Pure Water Action.
A: Well, we don't have much money
UNIT 5 disease that's easily preventable.
RH: And is there a reason why our right now, so we wouldn't be able
attention is being drawn to this to donate very much. We could
i) 1 26 now with Stop Water Poverty try to raise some money, though.
RH = Radio host, J = Jenny week? B: OK. How would we do that?
RH: This week is Stop Water Poverty Yes, absolutely! Climate change A: Well, we could get sponsored
week. My guest today is Jenny has made a bad situation much by people to run a marathon or
worse. The amount of rainfall something and then send the
Bryant, spokesperson for the
charity Water Watch. Jenny, first, has been affected by rising money. Maybe that would take
please tell us generally what water temperatures so that many parts too long to arrange, though.
poverty is, what Water Watch of the world see no rain from one There's always a garage sale. You
does, and what appeal you're season to another. Some areas are know—have people donate things
making this week. experiencing severe drought, and like household items, books,
this can cause famine because clothes, unwanted gifts, that kind
farmers cannot grow enough of thing, so that we can sell them.
food to feed all the people in Then we send the money we
make to Pure Water Action.
A: |'m not sure we could charge A: Well, | think they used to be more C: Some are, but for the most part,
much for stuff if it wasn’t in good important, but | think a lot of no. Look at the city history festival,
condition. What if we do some people, especially young people, which we've had every year in this
volunteering instead? don't really care about a lot of old city for the last 40 years. The kids
B: Yeah. Volunteering’s another traditions. aren't interested in it. They think
option—and you'd feel more I: What about you, personally? it's boring. Nowadays, kids avoid
involved in the whole issue. Do getting involved in anything to
A: No, I'm not into all that traditional
you know much about what they do with history or traditions. It’s a
stuff like formal weddings.
expect you to do? shame because the traditions will
I: Why not? be lost soon.
Not really, but we could find out.
A: They're not relevant to today’s I: Thank you for your opinion, sir.
B: Yeah. Let's look online. society. Young people aren't used
C: It was a pleasure.
to dressing formally and going
through rituals that don’t make Interview 4
yy 1.28
much sense to them. We want I: Do you think traditions are
My family—my husband, my five to do things in more creative, important and should stay the
children, and |—live in a small village interesting ways. same, or is it OK for old traditions
in Ethiopia. There are about 30 people
I: OK, thanks for sharing your to change or disappear?
who live here. Most of the men are
opinion. D: Well, | know that most people
farmers. My day starts at about 5 a.m.
| get my eldest daughter, Ashmi, out A: Sure, no problem. my age aren't really interested in
of bed. Her job is to go and collect keeping traditions, but | think it’s
Interview 2
the water from our nearest water important.
I: Do you think it's important for
faucet, which is two kilometers away. I: Why is that?
society to maintain traditions?
It takes her about two hours to make D: Traditions are important in order
the trip because she often has to wait B: It depends on what you mean.
for our society to maintain its
We need traditions, but they can’t
while other villagers get the water identity, and also so that there
stay the same. All traditions in all
they need. When she gets home with are connections and similarities
societies change over time, and
the water, | can begin making the tea between one generation and
| don’t think we can expect new
and the food for the family’s breakfast. another. For example, if |were
generations to keep doing things
Ashmi is very young, so she can carry getting married, | would want to
in exactly the same way they were
only ten liters of water at a time. have a really traditional wedding,
Sometimes | ask her to get extra water
done in the past.
just like my parents, you know,
in the evening, especially if it hasn't I: So you don’t object to changes with a white dress, and dancing,
rained and my husband needs water in traditions like weddings, and everything. | guess some
for washing. As for washing ourselves graduation ceremonies, or other people might think that was old-
and our clothes—well, | go with Ashmi traditional ceremonies? fashioned, but that's what | believe
and the baby twice a week to the river B: No. I’m a professor at the and that's what |’m used to.
and we wash there. It’s not very clean, university, and every year | love I: Thanks for talking to me.
but we don’t have enough water from seeing what the kids do at the
D: You're welcome.
the faucet for all our needs. graduation ceremony. They do
some pretty nontraditional things,
but the essence of the ceremony, yy) 1.34
UNIT 6 the joy of it, stays the same. Each Speaker 1
generation has to make the
| had never thought about personal
tradition relevant to themselves
i 1.30 rituals, but | guess | do have some. For
and to their lives.
| = Interviewer example, | allow myself to eat exactly
I: Thank you for your comments. three cookies while | watch the news
Interview 1
B: You're welcome. in the evening. That's because | love
I: Excuse me. I’m doing some cookies, but | have to be careful not
Interview 3
interviews for KTMU radio. Can | to eat the whole package! What else?
talk to you for a minute? I: How important do you think it is
Oh, before | go to bed, | always have
for a society to maintain certain
A: Yeah, sure. What about? to plan out the next day. If | don't,
traditions from generation to
I: We want to know if people | don't sleep well. | write down the
generation?
think it's important to maintain things | have to do the next day. In the
C: | think that traditions are one of morning, | go over my list, and that
traditions.
the things that give society, and makes me feel prepared for the day.
A: Do you mean like traditional groups within a society, a sense of
weddings or whatever? history and continuity. Speaker 2
I: Yes. Do you think traditions are an Let's see. | do have some rituals, |
I: And do you think young people
important part of our society? think. | always go through my mail
feel the same way? | mean, are
while | eat breakfast, and | line it up
they interested in maintaining
in three piles—trash, urgent stuff,
traditions?

Audio script Baty)

 ! other stuff. ¢ f course, | don’t do We've got our next caller on the I've been talking to some of the
thing about it, but at least | feel line, and it's Tony. Hi, Tony. What others, and | know they're going to
srganized! Oh, and | always get coffee do you want to say? ask me about things like leadership,
at the same place on my way to work T: Hi. | just wanted to say that I’m not and showing initiative. I’m really not
every day. And | get the same thing a big fan of celebrity designers. sure what I’m going to say in answer
every day—a large latte with caramel. | just don’t really rate them very to that. | need to come up with some
| drink it in the car, and | finish it just as highly. These days, it seems that good ideas over the next few weeks.
| arrive at the office parking lot. anyone whose career takes off There’s a conference next week. |
Speaker 3 decides to produce a line of didn't want to go, but maybe that
My working life can be very varied, and clothes, or a perfume. Look at would be a good opportunity to show
every day can be different, but | do people like Sarah Jessica Parker, initiative. I’m not sure how, though.
have one ritual. You might think it’s a or Gwen Stefani. They might be There must be lots of ways. | need to
little strange, though! OK, here goes ... good actresses or singers, and think of a few and then go to my boss
| always put on all of my work clothes sure, they are trendsetters when with some suggestions.
for the next day before | go to bed. it comes to fashion, but does that And the following week we've got
Well, | mean | try on the clothes to see mean they can come up with good to attract new clients. But how? The
how they look. | don’t sleep in them! ideas? It doesn’t. | also think that managers really didn’t give us very
some of them are cheating the much guidance on that. |’m sure
public, in a way. | think a lot of the they're waiting to see how we do on
ry 1.35 time they don’t even draw up the that task just before our performance
Well, let me see. Both pictures show designs themselves. Somebody reviews. So | need to come up with
something connected to the idea of else does it and the celebrity just something good. But what?
tradition. While the first picture is of puts their name on it.
a traditional meal, the second is of RH: Thanks for your opinion, Tony.
a traditional dance. One thing the
pictures have in common is that they
Next up we've got Marianne on
the line. Marianne, | think you've
UNIT 8
both show people doing an activity got a different opinion.
together. In the first one it's a family, ry 2.02
M: Yes, | disagree with the last caller.
while in the second they might be | think it takes real talent to Good morning, and welcome to
from the local village or neighborhood. create new designs that catch on,
today's lecture about fair trade. I'd like
The pictures are similar because in and some celebrities have that to start by saying a little about what
both of them the people are enjoying talent. Look at Victoria Beckham, the fair-trade movement is, before
themselves in a traditional way. In the for example, or Penélope Cruz. looking at its history, its successes, and
first, they might be eating special food Millions of young women look the criticisms of the system.
to celebrate a festival. In the second,
up to them for what they've
it might be a dance they do ona achieved. When you're famous,
particular day of the year. In contrast yy 2.03
you spend a lot of your time
to the first picture, the second picture Fair trade is an attempt to avoid
thinking about producing the
shows people in unusual costumes, exploitation and inequality in business
right look, and that means you
which is probably a kind of traditional between the developed and the
understand the effects that
dress. The first picture is a more developing world. The developed
clothes have on people and you
relaxed situation and the people are world relies on products from
know about the latest trends.
wearing their usual clothes. developing countries and spends
Even if a celebrity doesn’t actually
| think these traditions are important huge amounts of money on products
create a design, they choose it
to these people because they remind like tea, coffee, and sugar. The
because it fits their style. And if
them of their history, either their companies selling these products
you like that person's style, then
family history or their national history. make plenty of money, but very often
you can look like that, too.
These traditions bring them together the people who actually produce
RH: OK. Well, thanks for all your calls. them live in poverty. In other words,
and remind them what they have in
We'll hear some more of your the coffee or tea farmers only receive
common with each other and with opinions right after the next song.
other people around them. a very small part of the price you pay
in the supermarket. Buying fair-trade
1.40 products means that the people who
UNIT 7 - I've been here for almost two years
produce them receive a fair price.
The next point I'd like to discuss is the
now. Before | started here, |’d been
change in focus of fair trade. From
By 1.36 working in much smaller companies,
the 1960s until the 1980s, fair trade
and they didn't really have an annual
RH = Radio host, T = Tony, performance review. You know, a was mostly about buying handmade
M = Marianne meeting where they ask you how objects, such as traditional fabrics or
RH: OK ... we're talking about you feel about what you've done jewelry. However, by the 1980s many
celebrity designers. What do you well. Here, though, they rate your of these objects started to seem
think of celebrities who bring out performance every two years, and I’m old-fashioned. At the same time,
their own ranges of products? really not looking forward to it. international prices of products like
coffee and tea were falling, making life Finally, we all have a responsibility that competition is terrible,
very difficult for the producers. Most to help the next generation. Many especially for children. Think
fair-trade organizations shifted their children are born into poor families. about it: in our society, personal
focus to agricultural products, and In a fair society we should give them a value is measured by how many
today, fair-trade products include not chance for a good education. In that competitions a person wins—in
only tea and coffee but also cocoa, way, the society of tomorrow will be sports, for jobs, to get into the
sugar, honey, bananas, and cotton. better off than the society of today. best colleges. Schools award
Now, let's move on to how fair trade gold stars or other prizes for
works. You are probably familiar with top grades on tests, so even
2.07 getting an education becomes
the way fair-trade products are labeled.
Each has a symbol that shows that they The problem is that the rents in her a competition. Very few people
have been approved by an organization, city are very high. She complains that can be winners, and if you are
so the buyer knows they are making a the rents go up every year and soon not a winner, what are you? A
fair-trade purchase. The most familiar to she won't be able to afford to live in loser. Competition makes children
most people is the organization simply the city. anxious and unable to concentrate
called Fairtrade. The key thing about This problem is very common in many well. “Winners” become more
the symbols is that they allow fair-trade cities. In my opinion, there are a aggressive, and they often feel
products to be easily identified in couple of ways to solve this problem. ashamed or angry when they
supermarkets. Customers don't have to First, the landlords need to stop don’t win. “Losers” become
wonder which coffee is fair trade and raising the rent so much. | think it discouraged and often stop trying
which isn’t, and they don't have to go to would be good to limit their raises to because they feel that they won't
a special store. They can buy their fair- just one or two percent per year. Also, win anyway. The solution? We
trade coffee at the same time as buying they should have to explain why they need to experiment with ways to
their other groceries. This has made fair- want to raise the rent. If they don’t teach kids to work with others,
trade products much more popular, and have a good reason, the rent should not against them. Cooperative
the organization works with 1.3 million stay the same. games and projects produce
people in more than 70 developing Secondly, what the city council should feelings of high self-esteem and
countries. do is use taxes from rich people to the satisfaction of being part of a
provide low-rent housing for people group. Thank you.
Let's turn our attention now to
some of the criticisms of fair trade. who are on low incomes. Then Dr. B: Good morning, everyone. My
Producers may benefit in the short people can save money to buy their colleague has some legitimate
term, but some economists say that own homes, instead of spending concerns about competition, and
fair trade actually makes the situation everything on high rents. | agree that there are some
worse in the long term. They argue These are two possible ways to solve negative effects when competition
that fair-trade products introduce a the problem of high rents in the city. is taken to extremes. However, |
high price for goods such as coffee. would argue that there is, in fact,
This encourages the producers to healthy competition, and that
make more, so then there is too much
coffee, and the price generally drops.
UNIT 9 it is necessary for kids to grow
into well-rounded adults. As
This makes life even harder for the Dr. Carson himself mentioned,
coffee producers. ry 2.08 competition is a fact of life. We
M = Moderator, Dr. C = Dr. Carson, compete in sports, for jobs—
Now, I'd like to look in detail ...
Dr. B = Dr. Banks even for the person we want
to date or marry! While it’s true
M: Hello, everyone, and welcome
by) 2.05 to the third session of the
that competition can produce
anxiety and damage self-esteem
lf we want our society to be fair, we Conference on Healthy Kids. Our
in some young people, there is
have to help poor people. | believe two guest speakers this morning
no proof that competition is bad
this for three main reasons. are Dr. Jane Banks and Dr. Leo
for the majority of people. In
First of all, a fair society is one where Carson. They are both educational
fact, a number of psychologists
everyone has enough food. Some psychologists, and they will
have conducted research and
people live on very little money every present opposing theories on the
recorded results that indicate
day and they can’t afford to buy effects of competition on children
that when kids are not allowed to
enough food for their families. The and adolescents. After their
experience failure, they respond
government should provide benefits presentations, they will take
very negatively to failure later
so that no one goes hungry. We questions. Dr. Carson?
on. Competition helps kids
should all have the right to eat. Dr. C: Good morning. We all know develop important life skills such
Second, we should remember that that competition is a fact of life, as problem-solving, recognizing
anyone can lose their job and then but is competition healthy? strengths and weaknesses,
be unemployed. In a fair society we Recently there has been an creating strategies, and perhaps
take care of the poor because we increase in the number of studies most importantly, knowing how to
know that one day we could be in that that have led me to conclude win and how to lose. Thank you.
situation ourselves. We should help
people now so that we can get help
when we need it.

Audio script BAVA!

 E: Look! Here's a picture after the

Speaker 1
stunt. See? He needs help walking!
And | heard that the doctors
UNIT 11
read an interesting study on how at the hospital found that he’d
young adults’ success in both sports developed an irregular heartbeat. By 2.19
and academics is affected by the Look at how exhausted he is! J = Jackson, P = Penny
amount of peer support they receive. J: | don’t know, but | don’t want to Je Hello, and welcome to Click, the
When young adults receive praise and see the picture. Look, I've got number 1 photography podcast,
encouragement from their teammates to go. with all the latest news from the
or classmates, there is an increase in world of photography, and this
self-esteem, which results in higher is Episode 23, with me, Jackson
motivation, which in turn, results in me) 2.17 Wood, as usual.
higher achievement. The conclusion is R1 = Reporter 1, R2 = Reporter 2
And me, Penny Green. So, what
that praise has a positive effect, even R1: Wait till you see this next clip, just in have you been up to this week,
when the person's performance wasn't from Janey Cusack. Here we go ... Jackson?
great.
R2: What's that guy doing? It's been such a busy week, Penny.
Speaker 2
R1: Well, apparently he managed to | did a very special wedding
I'm not convinced. There are plenty ascend to an altitude of 16,000 shoot, and I’m going to be talking
of other studies that indicate the feet in a lawn chair by tying a little bit more about that later,
opposite, which is that excessive balloons to it. and | attended the opening of an
praise has no effect, or even a exhibition of local photographers.
negative effect, on performance. We
R2: Are you kidding?! Why would
anyone want to do that?! Look, he Man, | was blown away by the level
all know when we've done well, and of talent we have in our local area!
if we haven't, then having people say even took his lunch with him!
R1: Who knows why people do the | know! It’s easy to think that
“Good job!", or whatever, is actually
things they do? He may have photography these days is all
sort of insulting. There is also a
always wanted to be a pilot, but
selfies and snapshots on social
theory that too much praise results in
couldn't get his license. media, isn't it? But some people
decreased effort. If people are praised
are really putting a lot of effort
for basically just showing up, then they R2: So he decided to fly a lawn chair.
into their work. Did you have a
start to think that’s good enough and Why did he have a pellet gun?
favorite?
they stop trying to improve. R1: No idea. He might have wanted
There were lots of great shots in
to shoot at birds. Stay tuned for
the exhibition, including some
the story of Larry and his lawn
UNIT 10 chair, right after the commercial
fantastic landscapes of the local
area, but | think the one that really
break.
impressed me the most was a
2.16 photo by a local woman, Judy
E = Evan, J = Jenna i 2.18 Anderson. It's a portrait of a local
E: Hey, Jenna, did you hear homeless man. In the foreground,
In general, | would much rather do
that David Blaine almost got you can see his dog, and, on the
something quiet than an exciting
electrocuted? left-hand side, a small sign. The
extreme sport. There are three main
man, the dog, and the sign are
J: Evan, he’s an illusionist! He’s really reasons for that. First, | find quieter
all in focus, so you can see them
good at making people think he’s activities much more relaxing than
clearly and that's where your eye
risking his life when he isn’t. extreme sports because of the danger
is drawn. In the background, there
E: No, this really happened! Here’s involved in activities such as mountain
are people moving around, but
the video. You've got to see it! climbing. Unlike some people,
it's out of focus, so you can't really
| don't like the idea of putting my
J: OK, OK, play it. tell what's happening. That means
life at risk for no reason. Relaxation
E: Look, that's a million volts passing they don’t take your attention
for me means reading a book or
through him. What do you think? away from the subject, this man
watching TV, not risking serious injury.
who lives on the streets. The
J: It couldn't have been real. He The second reason | tend to prefer
photographer has managed to
must have practiced a lot of times quieter activities is that my job is very
capture his expression and, for
before they filmed it. And what's active—I work outdoors with horses.
me, it makes me wonder about
the metal suit he’s wearing? | might have had a hard week, so on
what his story might be, where he
E: | don’t know. He looked scared my days off, | like to watch movies or
meet friends, and | don’t really have
came from, how he ended up on
to me. |’m going to find some the streets. It also says a lot about
pictures of it. the energy for extreme sports. Finally,
quieter activities appeal to me more the recent economic problems
J: OK, but | think it was all fake. that we've been facing around
because they reduce the amount of
He might have found a way to here, so it’s like a piece of local
stress in my life. Some people like the
just get the electricity to go right history.
excitement that more stress brings, but
around him.
| don’t. | much prefer to do activities
that don’t cause me more stress.
 Mmm ... that sounds really RS) 2.23 M: Yes, as | said, we understand
interesting, and | believe that ee that. Still, just try to relax a little
exhibition runs until the end of Hi, this is Erica. | just wanted to see bit more next time. Besides that,
the month, so get on down to the if you could send a memo around to there were one or two problems
Mayweather Gallery to see some SSens about the images for the with the technology. | know
great examples of local work. website. We've decided to do things a computers can be tricky, but you
Now, Jackson, tell us about this little bit differently this year, so instead didn't seem to have any idea how
wedding. | thought you said you'd of Raving a professional photographer, to solve the problems.
never do another wedding, Weis going to getevenyone to doa. jaar nner
J: Ha. 1 did, but this one was a little ayte ee ea ihe si er é never explains things to me, and
bit different. <a anne forane | | keep asking her for more help.
of themselves in a pats
Ree a eno Bs Vcr SEM SION IeLE iiayna) 6 C6i2'a wise2 San o's situation that means something to ine ale should a _
By) 2.20 them—in the kitchen, cooking, or out Ue eee
on their bike, that kind of thing. And M: Well, | know Sylvia is very busy
M = Mike, B = Becca
they should email it to you, so you can with a lot of people. All I'm saying
M: Hi, Becca. What've you got there? check it before we use it. In addition is that Id like you to be more
B: Oh, just a couple of pictures to that, we need them to write a few familiar with the computer next
for an article I’m writing. | need sentences about themselves, their time. | think that's all. Thanks
to choose one to go with the interests and hobbies, just to give the again for coming to see me, and
article, which is called “The Art of website a human face. Can you ask | look forward to your next
Photography.” I’m just comparing them to do that, please? Oh, and we presentation.
them and trying to choose. need everything before the 22"¢ of the P: Oh, OK. Great. Thanks.
: Well, both pictures are alike month. Thanks! Bye.
because they're pictures of
groups. The first is a family E
2 2.24
UNIT 12
portrait and looks like it’s
been taken by a professional M = Manager, P = Paul
photographer, while the second M: Thanks for coming in today, Paul.
Fe) 2.25
shows someone taking a selfie | just wanted to give you some G = Guide
with their friends. Everyone's feedback on your presentation the Extract 1
taking selfies these days! other day. Now, don’t worry! The G: You're going to want to take some
Yeah, that's right. And | talk first thing to ey, is that Syeene pictures in this neighborhood.
about the selfie phenomenon in thought you did a very good job, It looks kind of like your home
my article. Another similarity is particularly since you had such a country, England, don't you think?
that the people are posing for limited time to prepare. These are San Francisco's famous
the camera and smiling in both P: Ok 2 athanks. Victorian houses, and they were
pictures. However, maybe the M: And we thought you had some built in the late 19" century,
first situation is a little formal for very good ideas. We liked your when Victoria was the Queen of
my article, whereas the second suggestions for increasing sales. England.
situation is much pete informal. You've given us something to Extract 2
The people in the second picture think about. What did you think G: We'll get out of the car here and
eg ee bee en if De about the presentation? walk around. The downtown area
Bratt Tesieuld ee P: Um... well... | thought it went OK, of San Francisco aes the
Uaioe hee teasonsthey're you know. | mean, | did my best “Financial District.” It's the heart
pages pice taken. The and | really didn’t have very much of business, trade, and finance in
fe aagietercbaly wants a time to prepare for it because the northern California.
; last speaker dropped out. Extract 3
picture they can put on the wall
at home. In contrast, the second M: Yes, | understand that. Now, G: Would you like to have some
group wants a picture they can I'd like to move onto one or of the best Chinese food in the
send to friends or put online to two ideas to improve your world? This is the place for it—
show people what a good time presentations in the future. There's Chinatown, San Francisco!
they’re having. | think the second baal spieeg lneabpiln Ty Extract 4
, < : Vv :

‘gles aisi atuige article of all, you seemed pretty nervous. ©: OK, big change of scenery here.
ie It’s important to relax and be This area is the Mission District. |
: Yes, | think so. Both pictures are confident, you know San Francisco has a large Hispanic
similar in that the people want ae ee ie la ae er population, and people from a
to record this moment in their lot of different Spanish-speaking
lives, but the second one is more get things done. It was Damian's
countries live in this area.
modern. It'll appeal to younger fault, really. He was giving the
people, unlike the first one. I'd go presentation, then he got sick,
for the picture of people taking a and so | had to quickly ...
selfie.

Audio script BARE!

 number of people from El how they didn't like the climate
i) 2.26
Salvador and Nicaragua. In or the food, or how strange life in
G = Guide Chinatown, all the signs are in the past was!
G: You're going to want to take some English and Chinese, and around C: My idea of a city of the future is
pictures of the houses in this here the signs are in English and really just the same as a city of the
neighborhood. It looks kind of Spanish. present day—except there'll be
like your home country, England, B: So San Francisco is a very lots more people, more cars, and
don't you think? These are San international city. fewer green places to escape to.
Francisco's famous Victorian | honestly don’t think that 200
G: Oh, yeah. Name any country, and
houses, and they were built in the years into the future we will be
there are people here from that
late 19% century, when Victoria driving flying cars or living in
country!
was the Queen of England. underwater cities. However,
A: Yes, it does look quite a bit like | think the spaces we live and
some British neighborhoods. ry 2.29 work in will definitely change.
B: | don’t know. The architecture is A: Whenever | think of cities of the Yards may disappear completely,
similar, | suppose, but the colors future, | think of some of the and more and more people will
are a lot brighter here. Also, lots futuristic cities that already exist be moving into small apartments.
of these houses are built of wood. or that some countries will be The biggest change is going to be
building in a few years. The main in rural areas. In fact, there won't
characteristic of all of these cities be any rural areas anymore, just a
G: We'll get out of the car here and is that they are environmentally lot of mega-cities with suburban
walk around. The downtown area neighborhoods in between them.
responsible. One example is
of San Francisco is called the Farms are going to disappear, so
Pangyo, in South Korea. It’s an
"Financial District.” It’s the heart all of our food will be artificial. I’m
eco-friendly planned community
of business, trade, and finance in really glad | won't be around to
near Seoul. It has lots of green
northern California. see it!
areas, and it is extremely energy
B: Uh... | heard it can be a bit efficient. | think Pangyo and
dangerous downtown. communities like it will be the
be 2.30
G: Where did you hear that? Well, models for the cities of the future.
maybe if you walked around down The emphasis is going to be on | live in Dallas, which is already a very
here at night alone, but there's creating cities that are carbon modern city. Of course, lots of things
no problem at all during the day, neutral and use natural sources of will be changing between now and
don’t worry. Now we're going to energy like the sun and the wind. the 22° century, mostly because of
go to the top of the Transamerica This has to happen if we want new technologies that we can't even
Building. You'll see stunning views to continue living on the Earth. imagine yet. However, | think that
of the city and the bay from there. We all like modern conveniences many things will be pretty similar to
like air-conditioning and cars; the way they are now. I’m going to
nevertheless, if we don’t make our talk about three areas: entertainment
G: Would you like to have some and going out, architecture, and
cities greener, they may become
of the best Chinese food in the transportation.
uninhabitable in the near future.
world? This is the place for it—
B: By the 23” century, | think most I'm starting with architecture because
Chinatown, San Francisco!
city dwellers will be living below that relates to the whole appearance
A: Great! Perhaps we can have lunch and lifestyle of the city. We already
ground. | don’t say that because
around here. Of course, we have have lots of skyscrapers in downtown
| think it's a good idea, but |
amazing Chinese food in Dallas, and | believe those buildings
think all of the world’s biggest
Britain, too. will still exist in the next century
cities will be too crowded, and
G: Yeah, but you've got to try it here there'll just be nowhere else to because they're very functional.
in San Francisco, right? go. | imagine that future cities | mean, there are lots of buildings still
B: Yeah, sounds good! will have enormous areas that around from the last century, right?
serve different purposes. So, for | think the main change will be that
example, there might be a large more and more people will want to
G: OK, big change of scenery here. live in the city, and as a result, the
central area with office buildings,
This area is the Mission District. downtown area will get much bigger.
shopping malls, or whatever.
San Francisco has a large Hispanic The new buildings will probably all
There will be tunnels that go from
population, and people from a be built from environmentally friendly
the business center to different
lot of different Spanish-speaking materials. | think they'll renovate
neighborhoods where people
countries live in this area. old buildings, so they will be much
live. I'd like to think some cities
A: What countries do people mostly above ground will stay as they are greener. I'm sure that houses and
emigrate from? in spite of the fact that people apartments will all be “green” and
G: A lot of folks come from Mexico, no longer live there. These cities “smart” by the 22"? Century, but apart
and of course, San Francisco was could become memorials to the from that, | don't think there will be
originally a Spanish settlement. past. Maybe people will even go any huge changes in architecture.
These days there are also a on vacation there and talk about
The area that | imagine may have That's when the sports teams and
the least changes is entertainment the band lead a procession around
and going out. The main changes the campus, and the cheerleaders
to this area will definitely be related do yells and sing the school song
to new technologies. For example, and stuff. Lots of students join the
movies might be holograms so that procession and the cheerleaders
you feel like you're actually in the get us to yell and sing along. It
movie instead ofjust watching it on a raises spirit and support for our
screen. Sort of like 3D but even more teams and gives the freshmen
real! In spite of the new technologies, time to get used to doing the yells
| don’t think people are really going and singing the song. Of course,
to change what they like to do for Wonder, the college mascot, is in
entertainment. People will still be the parade, too.
going to movies, going out to eat, and Is that the black horse I've seen
going dancing or to listen to music. pictures of? I'm looking forward to
The area of transportation is where seeing him!
| believe the biggest changes may Yes: the horse is symbolic of a war
happen. We already have a light rail horse, because we're the Warriors.
system in Dallas, but | think it will And a senior member of the band
grow to cover a larger area, and it will gets to ride him, dressed in red
become much faster. Nevertheless, and black.
| think people will still have cars;
Ah, | get it. This should be
people in Texas love their cars! But |
interesting. In my country, we
imagine that car designs are going to
don't do things like this at our
change a lot. The other day | saw a
universities.
prototype of a car that can fold up to
fit into a very small parking space! I’m Well, | think most American
also sure that cars will be completely universities have a lot of rituals
automatic by then, so drivers won't and traditions. | like them because
actually drive. They'll just program | think they help students identify
their destination and the car will drive with the university and the other
itself. Finally, there will be no need for students there.
oil or gasoline because all vehicles will You know, | guess a lot of people
run on natural resources. from my country might think
these kinds of rituals are silly and
not taking education seriously,
Communicative but | see how they encourage
people to get involved with their
wrap-up Units 5-6 university in lots of different ways.
Well, a lot of students here can’t
nD 2.31 stand doing these things and they
Z = Zaid, C = Claire usually avoid participating in team
spirit activities, but I’m glad you
Z: Claire, that poster says “Team
think they'll be fun. | always get
Spirit Pep Rally.” What's that?
excited about doing this stuff!
C: Well, you know that next week Now, | need you to wear red and
is Freshman Orientation Week. black to the pep rally, OK?
That's when we introduce
No problem! And we'll meet
freshmen to college life and
tomorrow to plan out what we're
traditions.
doing next week, right?
Z: Kind of like an initiation process?
Sure. Listen, it would be a good
C: Yeah, kind of, but we don’t force idea for you to write down any
the freshmen to do anything questions you have so far, and
dumb or embarrassing. Mostly, we'll go over them tomorrow.
you'll get to take part in activities
OK, thanks, Claire. See you
with your sophomore buddy;
tomorrow.
that’s me in your case, obviously,
and the buddies show the new
students what to do.
Z: OK, that sounds fun. So what's
this Team Spirit Pep Rally?

Audio script [iVAR

 3 If team members get along, the
project will be completed on time. /
The project will be completed on time
if team members get along.
1!
1 was taking, rang 41 had to
2 learned, had spoken
3 did play, was
2 would, could
3 would UNIT 5
2 2
1 didn’t get into, had sold out 4 (that) she would never miss the final
of The X Factor. 1 have been confirmed
2 saw, was reading
2 (that) if he had known, he would 2 are being discussed
3 opened, had received
have gone. 3 was rebuilt / had been rebuilt
3 (that) they should read this/that 2
best-selling book. 1 Studies into laughter therapy are
1 | used to struggle with my sense of being carried out (by researchers). /
identity when | first arrived. Studies are being carried out into
2 Jessica would never arrive on time 1 laughter therapy (by researchers).
for meetings. 1 were 2 Recently, jobs have been
3 They are always trying to meet new 2 (both are correct) outsourced (by more and more
people. 3 (both are correct) companies).
2 2 3 The comeback tour has been
1 is/'s always running 1 (that) globalization is/was a threat to announced.
2 never used to get / would never get many indigenous communities.
3 used to have 2 (that) she didn't eat meat anymore.
3 (that) unemployment figures are/
were going to decrease next year / the 1 for, so that

UNIT 2 following year. 2tonion

3 so as to, so that
2
1
1 Do you see UNIT 4 1 in order not to / so as not to/ so
that you don't
2 is being
2 To/ In order to
3 are thinking
3 for
2 1 Do you know why no one was
1 are interested in the talk today? (c)
2 don’t have
3 are you seeing
2 | think people often feel pessimistic
about how the world is changing. (a) UNIT 6
3 | think he'll be happier when he
starts his new job. (b)
2
1 More and more multinationals are 1 what
setting up in less developed countries. 2 where
2 The more we rely on social media, the 3 when
less face-to-face interaction we have.
,
m/am not used to having
3 The more globalized the world 2 get used to waking up
becomes, the more foreign cities 3 had been used to working / was
resemble each other. 1 If we finish early, we usually go for used to working
2 coffee.
1 Average temperatures in the U.S.A. 2 If the company doesn’t make a loss
are becoming warmer and warmer this year, salaries will increase. / If the
each year. company hadn't made a loss this year, 1 The emergency workers told people
2 The more difficult the class, the salaries would increase. do not to stay in their homes if they
more you need to study. 3 He said he would come if he began to flood.
3 The better the healthcare, the finished work on time. 2 Teachers don’t expect that you to
longer the life expectancy in a country. 2 speak perfect English.
1 If | were more outgoing, | would get 3 Airlines warned te passengers not
a job in sales. / | would get a job in to carry liquids over 200 ml in their
sales if |were more outgoing. hand luggage.
2 If people focus on material goods, 2
they are often less happy. / People 1 persuaded people not to
are often less happy if they focus on 2 don't expect freshmen to
material goods. 3 allow (their/the) employees to
 »
UNIT 7 UNIT 9 UNIT 11
ad
1 Caleb and Joanna's 1 at 1 eating
2 Max's 2 about 2 to fix
3 about 3 booking
2 2 2
1 dog's 1 capable of 1 I've tried calling work several times
2 Julia's and Adrian's 2 looking forward to but nobody answers.
3 Chris and Ben's 3 worry about 2 | remembered to mail that letter for
you. It should get there by tomorrow.
3 Do you think you could stop eating
chocolate for a week?
been having 1 | can’t imagine training for five hours
been talking every day.
started 2 Are you having difficulty
=New understanding the homework? 4 In addition
1 Every time he checked his inbox, he 3 Commuters waste hours traveling 2 Furthermore
was disappointed to see that she still long distances to work. 3 asa result of
hadn't replied. 2 2
2 Unfortunately, the band had been 1 | heard my brother arriving home. 1 It's important to enjoy what you
playing for 30 minutes when we 2 James spent many years repairing do. Therefore, earning a large
arrived, but we heard a few songs. a boat. salary should not be the most
3 | had never really thought about 3 The girls stood on the beach important factor when choosing a
living in another country until | saw the watching the sunset. / The girls stood career.
ad for this job in Spain. watching the sunset on the beach. 2 It is claimed that anorexia is
increasing because of the presence of
very thin models in magazines.
UNIT 8 UNIT 10 3 Some studies find that children are
more productive when they cooperate
with others. Furthermore, collaborative
work increases self-esteem.
1 Farmers would prefer consumers 1 are able
to buy products that promote fair 2 can’t/couldn't
3 aren't / are not capable of / ‘re/are
trade.
2 We'd rather you came with us. incapable of UNIT 12
3 | would rather get there by lunchtime.
2 2
1 to come up with my own ideas for 1 A few years ago, | (successfully) Even though
a website instead of contracting a managed to run a half marathon. Nevertheless
designer. 2 Do you think you will succeed in Despite
2 you not to post pictures of me on raising $1,000 for charity? ND
oo
=WN
social media sites. 3 Sam is good at designing websites. 1 Although / Even though / In spite of
3 richer countries canceled poorer | saw some of her work and it was the fact that / Despite the fact that
countries’ debt instead of giving them fantastic. 2 However/Nevertheless
financial aid. 3 despite / in spite of

1 must 1
2 can’t/couldn’t 1 I’m having
3 might/may/could 2 will use
2 3 will be designing
1 must have gotten along 2
1 How quickly you made lunch was 2 can't/couldn’t have gone 4 What are you doing this weekend?
amazing. 3 might/may/could have sent I'm staying / I’m going to stay ina
2 What the government decided was hotel in L.A.
unfair. 2 By this time tomorrow, we'll be
3 Who will win is hard to predict. sitting on a sunny beach.
3 In the future, | think most schools
will use / are going to use / will be
using digital notebooks.

Grammar reference answer key BRUA/

1 Reading
A
1 Text 1:d OF
MSO,
OWOr
Text 2: a
oO
eouUhWwnNADH
2 Text 1:b Student's own answers.
Text 2: a,c

make sense of
sense of humor UNIT 2
sensible
common sense 1 Listening
sensitive A
sense 1 the economy
sensitive 2 the service industry
3 trade
2 Vocabulary 4 communications
6 Grammar B
A
1 social group A Speaker 1 e, d, a
2 life goals 1 P Speaker 2 c, a, d
3 family values 2 P Speaker 3 d, a, e
4 sense 3 PP Cc
5 family background Watch out! 1 well
6 social status | was always taking pictures to express 2 kind of
myself. 3 like
B 4 | mean
3 Communication strategy 2 | would always do what my friends 5 you know
told me to do.
Lisa Adams 3 | was always behaving irresponsibly.
Lisa Adams 4 | never used to have a strong sense
Mark Owens of my own identity.
Lisa Adams 5 | would never feel confident.
Mark Owens Cc
Mark Owens 1 would work/used to work
2 would never help/never used to
| couldn't agree more. help
Yes and no. 3 was always doing/always used to
In a sense, you're right. do/would always do
Well, yes, to a certain extent, but...
oAuhWNnN=AD
ObhACOW 4 was always making sure/always used 1 multinational
2 |’m sorry, but | just don’t think that’s to make sure/would always make sure 2 economic growth
true. 5 would never take time off/never 3 dominate
3 I'm afraid | can’t agree. used to take time off 4 profits
5 regional
6 facilitates
4 Grammar skillsStudio
A A
Axe 1 there are many 3 Grammar
2 more than one A
Watch out!
3 three 1 has had
| had to wear a uniform when | was in
school. 2 are you seeing/were you seeing
3 think/thought
B
4 are/were
1 was wearing
2 didn’t have
3 did have Love across the globe
4 didn't look like My girlfriend and | had (1) seen been
5 had never worn seeing each other for three years
6 put on when her company offered her a job
7 did feel
in the Shanghai office. It was (2) being 6 Writing
an amazing opportunity, so she moved
A
there last September, and (3) we're-ret
1 Dear Mr. Godoy,
seeing we don't see each other very
2 Thank you for your interest in
often. It isn't (4) beirrg ideal, but there
3 Could you let me know
are a lot of ways to keep in touch.
4 You will be required to attend
And we've just gotten engaged, so |
5 | look forward to meeting you
(5) “pa-thinking think that old saying,
6 Regards
“absence makes the heart grow
7 Klaus Steinmann, Director, Globe4U
fonder,” might just be true!
B
Watch out!
(1)-HHtattst+Dear Mr. Steinmann:
| am thinking of applying for a transfer
(2)+FRanks-se-mteh Thank you for
to the Mexico City office next year.
your email.
| would prefer to work in June rather
than August, and I’m available to Student's own answers.
4 Grammar come in to discuss the work on May 5
A at 10 a.m. (3)- dttsttettre Could you
sc
2e
let me know if there’s any preparation
that | can do for the meeting?
UNIT 3
3a (4)-See-yotrthen- | look forward to 1 Grammar
4b meeting you.
(5)-Withtove, Regards, Watch out!
5 f
(6)-Migtet Miguel Godoy She told us she had to work late
6d
yesterday.
A
skillsStudio 2 had never tried
3 couldn't believe/might meet
A 4 had to take
G 5 shouldn't charge
B 6 would probably never be
2 The harm that tourism can do the
B
environment
will
4 What ethical tourism is
might
4 How to be an ethical tourist couldn't
3 The harm that tourism can do to
had planned
Watch out! local communities would
Multinational companies are Cc could
becoming more and more dominant. How can tourism harm the has to
environment? could
1 There are more carbon emissions OU
= should
OMAN
RWD

5 Vocabulary from increased air travel.

A 2 Tourists damage local environment
1 support by dropping litter. 2 Vocabulary
2 promote 3 Tourism uses too many natural
3 campaign resources.
How can tourism harm local fortune
4 generate record
5 value communities?
4 Local businesses can’t compete with scandal
6 sustain invention
7 participate multinational companies.
5 People are forced out of their company
8 boost a cure
homes to make way for tourism.
B How can we become ethical tourists? 5 [e) < O
1a 6 Use ethical transportation if
2b possible.
3b 7 Leave excess packaging at home. TBM
DWNANRWNHAD
4c 8 Make sure your travel operator is
sc ethical.
6a £2072
7b >
8c
2. =aWUNNAO

Workbook answer key

3 Reading skillsStudio )
1 enjoy
A A
1b 1 Winston Churchill f yeaa
3 satisfaction/pleasure
2 « 2 Sherlock Holmes, King Arthur, Fer ee
32 Winston Churchill Repeat?!
5 appreciate
B B 6 happiness/pleasure/contentment
4 Star athletes; b 4 confusion 7 pleasant
2 Fast food; b FO a ee erences
atHenan mene ae
3 Luc Longley and Jenn Morris; c 3 treasure
4 At the Sydney Olympics; c 4 inspired 3 Grammar
5 3 times; c Cc
A
Siatsiaialcaufet ota vieleiereieirie’ai>/c/0/vivisie\ereeiei97elnipiviarein\p'e)e/e!s'bieinie =\ale :; 1 when

2 why
4 Vocabulary 3 : Pa
+4 : 4 where
2i D 5 what
Tay
4b 2h B

3a
6a 7A XE
4g 3
7a 5e
=
8a 6b 4c

EStudent's own answers.

C
5 Grammar 1 what
Watch out! A :He
They said she would never be famous,
but years later she became a big star. UNIT aa

ae 1 Listening Watch out!

20 A | don’t know where he went.
30 ee a i ete ee OM Se ne Nn Le Ren TEETER RARE ET Boe coc sen
an 2 F
50 | 3 F 4 Vocabulary
4T yx
B 5 7 ao mrs
Sy had 1 pessimistic
' 6T
b 3 2 depressed
ce B 3 state of well-being
d 4 a3 4 optimistic
C b2 5 ina good mood
: c 1 6 distracted
She said that Jay Z was never goingto 47 ee.
be a successful rapper. 210 5 aie
D io B
1 she’s probably not going to win/she g 6 een ad
probably wasn’t going to win h 8 5 sans, SEesine
Z wants/wanted : ;> 3 emotions, state of well-being
3 she’s wearing/she was wearing eal re aa 4 d
4 dreams/dreamed k 12 RE cea LC:
5 isn‘t/wasn't | 4 Cee eee eres e eee eseeeseeseeeeeeeseesssaseseceseseeese

6 would never be C
7 will cry/would cry 4 5 Grammar
Cre
ERR et Png oc occas bacnisnteaeubeaetanat 2 di fak A
3 b,h, j 1 simple present
6 Communication strategy 4 a | 2 simple present
A 3 simple past
1 Actually, that’s not what | meant.
4 past perfect
2 Fame isn’t easy, put it that way. 2 Vocabulary B
3 Maybe I’m not making myself clear. a 1 would have cried, had watched
4 Perhaps | should rephrase that. Nouns: appreciation, contentment,
2 sees, will/'II tell
5 What | meant was, it’s complicated. enjoyment, happiness, pleasure, 3 were, would/'d be
6 What I’m trying to say is, it's a problem. satisfaction, wealth 4 told, could have helped
B Adjectives: content, happy, pleasant,
5 have, help
; cd
Parcaton 1.6 behus peer 6 don't take, will/'Il regret
Conversation 2: a Verbs: appreciate, enjoy, satisfy Watch out!
Conversation 3: d If you told me he was depressed,
Conversation 4: b | would have called him.
Conversation 5: ¢
Conversation 6: f
 GC 2 Reading
What are you reading? 1b
It's an article called, The Key 2e
to Happiness. | (1) will/‘Il SEC}
read you some sections if 4a
ovo
you're interested. Le
Alright. 6 f
OK, well, it says that if you D
(2) wanted want to be 1 high
happy, then be a good friend 2 agrees
because, strong relationships 3 declining
are the key to contentment. WMfor
M}
oplon
UPwWNnN>A
WNH=>>D
4 doesn’t say
Chris: | think that's true. | love 5 low
spending time with my 6 disagrees
friends and if | didn't have 7 increasing
them, | (3) witt would be very 8 doesn’t say 3 Vocabulary
unhappy. 9 high A
Lisa: Me, too. It also says that 10 agrees Cc
people are usually more 11 declining
satisfied with life if they (4) B
12 agrees 1 range from... to ...
did do a job that they love.
Chris: Yeah, that's true, too. Do you 5 market it as ...
remember last year when 1a 2 to make ... worth ...
| was doing that office job a 3 put up against ...
| hated? If |hadn't gotten 3b 4 as much about ... as ...
a new job in the music 4b
Cc
5c
store, | (5) wit would still be 1 ranges from $1.00 to $2.50
miserable. 6d
2 market bottled water as something
Lisa: Hmm, and probably the F
3 as much about helping the planet
reason I'm not that happy Student's own answers. as Our own convenience
right now is because | don’t 4 put bottled water up against other
have a job | enjoy. | think if products
| (6) Have had a job that |
love, then | would be more
UNIT 5 5 To make a simple bottle of water
worth that kind of money
content.
1 Grammar
Chris: | totally agree. So, stop
A
reading that article, and
1b
4 Communication strategy
check out the job postings
instead! 2d A
Lisa: = Good point! 3a 1 collecting
4c 2 putting
5e 3 displaying
4 is
6 Writing Watch out!
5 giving
Dozens of homes were damaged by
A 6 take
the flood.
1 Your donation was so generous
2 | would also like to express my B
gratitude for 1 was first built
3 Thanks again from all of us here 2 was awarded
5 Grammar
4 | am writing to thank you for 3 has been transformed
4 are being added A
B 1 for + gerund
5 is now called
1 | am writing to thank you for 2 to + base form
6 was designed
2 Your donation was so generous 3 so (that) + (pro)noun + clause
7 hadn't been abandoned
3 | would also like to express my 4 in order (not) to + base form
8 was redesigned
gratitude for 5 so as (not) to + base form
9 has been visited
4 Thanks again from all of us here
10 is still being used B
Cc 4 for
1 is located 2 to/in order to/ so as to
skillsStudio 3 for
2 was built
A 3 had 4 in order to/to
1 pessimistic 4 are painted 5 so/so that
2 optimistic 5 has recently been decorated/was 6 In order not to/So as not to
3 optimistic recently decorated Watch out!
B 6 has just been planted/wasjust Everyone must drink water to stay
41 23, 69 planted healthy.
2 Speaker 3 7 are always served
8 had been cleared away/was cleared
away

Workbook answer key TI81

6 Vocabulary E 5 Vocabulary
1 am/'m getting used to A\
e1 water pollution 2 to get used to Fo
Cee SSR ae
> seis 4 am/'m used to 3 f
ay Olee 5 to get used to 4
g hood 6 am/'m used to 5
5 water poverty 5g
6 drought Watch out! 6b
7 disease I'm used to traveling for my job. 7h
Recmncteeetarce me ge ces
te BP Rei ca as isdaaasnhaarcenexscawdeeter 8a
B , B
1 water poverty 2 Listening 1 go through
2 water pollution A 2 plan out
3 hygiene 1b 3 put on
4 diseases r Si 4 writing down
5 climate change 3b 5 go over
6 floods B 6 cross off
7 droughts Speaker 1b 7 line up
8 famine Speaker 2d 8 clean out
2a ape oe ae CEE REE Tees nee Speaker 3c soc Soe IOR, iat ia Sy A RN cep ee
Speaker 4a a
SOLAS LUC Or ee tS nt Oe, ee 6 Writing
A A
2 Water footprinting—a new approach 3 Vocabulary The following sentences should be
to water conservation A underlined.
B pacha | just returned from a walk in the
2 The total volume of freshwater used 2 initiation woods, evely aoe soa ae at
to produce goods and services 3 mascot ay pe: oots and walk in the
Cc 4 high-ranking pees
tele As
rapa fe Ser 5 ritual | like it, it means | go back there every
Pigs OLle KNOW ie concen. 6 a year on the anniversary of his death
the carbon footprint. SyMDOIIC Sad Renate
2 There is, however, another global B | have a personal ritual for when | am
environmental issue that requires urgent 1 ritual worried, | buy a balloon.
international attention: water resources. 2 initiation This reminds them that I’m thinking
3 As a way of drawing society's 3 symbolic about them, it reminds them that they
attention to the nature and scale of the 4 freshman aren't going through life alone.
problem, scientists have developed 5 mascot Now, every morning, | remember my
the concept of the “water footprint.” 6 high-ranking promise, | put on my ring.
4 Water footprints can be calculated c | don’t have any rituals, now I'll try to
for specific goods and products. 1 trechnen eraGne,
5 Water footprints have also been Snkiaton .

re tee ope ener eS,

calculated for each nation, with 3 Rial z 4 x ns

international water consumption. 5 high-ranking and could be/used treanyanane

D 6 symbolic sentences, but the following answers

US ES ER kk show the ways to use all the options.)
2b 1 | just returned from a walk in the
3a 4 Grammar woods. Every New Year's Day | put on
ac A my hiking boots and walk in the same
<* 1 Did he invite you to go to his place.
E graduation party? 2 | like it, because it means | go back
Student's own answers. 2 | advise you not to be late for there every year on the anniversary of
morning exercises. his death and remember him.
3 The principal ordered the students 3 | have a personal ritual for when |
UNIT 6 to be quiet. am worried; | buy a balloon.
4 This reminds them that I’m thinking
4 They expect the freshmen to arrive
1 Grammar on time for the ceremony. about them, and it reminds them that
they aren't going through life alone.
A 5 Now, every morning, | remember my
1 ‘m used to us not to worry
promise when | put on my ring.
2 get used to us to review
6 | don’t have any rituals, but now I'l
3 got used to us to get
try to start one.
4 get used to us to use
5 wasn’t used to us not to bring
6 got used to us to come / us to go
COuURWNA
skillsStudio
Watch out!
They even ask us not to work too hard. A
1 Monkey Buffet Festival (C)
2 Cheese-Rolling Festival (A)
3 La Tomatina (E) 5d 3 had opened
4 Up Helly Aa (B) 6e 4 had been
5 Konaki Sumo Festival (D) Watch out! 5 had been waiting/waited
He designs affordable, comfortable 6 had been coming
childrens’ clothes. Watch out!
B She didn't show anyone her designs
1 Dolce and Gabbana’s until she finished them.
2 girls’, boys’ B
3 company’s closing 1 made / had been making
4 designers’ mothers’ 2 changed
5 designer's and CEO's 3 attended/had been attending
4 noticed
5 asked
6 thought/had been thinking

6 Communication strategy
A
1 | was hoping
1 Monkey Buffet Festival, Thailand, 2 | was thinking we
A large picnic is held for the many 3 | wanted to suggest
monkeys that live locally. 4 | was wondering
2 Cheese-Rolling Festival, England,
Cc
Competitors race to see who can
catch a large round cheese as itrolls
1 | wanted to ask your opinion about
painting the bathroom blue.
down a hill 3 Reading 2 | thought you should buy a new rug
3 La Tomatina, Spain, A large food
A to match the color of the sofa.
fight happens where people throw
1,4, 5, 6,8 3 | was hoping my mother would help
overripe tomatoes at each other.
B us by coming up with an idea of how
4 Up Helly Aa, Scotland, There is a
1: If you're like most people, the to decorate the baby’s room.
parade with torches and a boat is then
thought of painting the walls doesn’t 4 | was wondering if Maria had any
burned. Then there is entertainment in
exactly fill your heart with happiness suggestions for an interesting design
venues across the town.
and joy. (paragraph 1) for the kitchen.
5 Konaki Sumo, Japan, Two Sumo
wrestlers hold two babies. The first 4: ...babies cry more in yellow rooms.
baby to cry is the winner. (paragraph 2)
5: ...blue interiors can lower blood skillsStudio
E
pressure and reduce your heart rate. A
Student's own answers.
For this reason, many people choose 1
this relaxing color for their bedrooms.
B
UNIT 7 (paragraph 3)
6: ...create an exciting atmosphere
1 gawk
2 dispute
and get people talking ... especially at
w ray
1 Vocabulary night... (paragraph 4)
context
A 8: ...brings together the best qualities
overcast
1 top-quality of blue and yellow. (paragraph 5)
hk
aun spire
2 template 7 awning
3 manufacture 8 glare
4 miniature 4 Vocabulary 9 suspend
5 unique A 10 scorch
6 innovative TOUTE
7 affordable 2 off
8 personalized 3 with
B 4 up
1 unique 5 on
2 innovative 6 to
3 template B
4 miniature 1 brought out
5 manufacture 2 coming up with Student's own answers
6 affordable 3 drew up
7 top-quality 4 caught on
8 personalized 5 took off
6 look up to

2 Grammar
A 5 Grammar
Ac A
2H 1 ended
3a 2 had been drawing
4b

Workbook answer key MiEEE2

 4 Vocabulary skillsStudio
A
1 Because he wanted to show the U.S.
1 Vocabulary government how it can help deal with
1 poverty
violence in the Democratic Republic
2 ambassador
of Congo.
3 philanthropic
4 humanitarian B
5 refugee 1 Rosie
6 injustice 2 Paul
7 underprivileged 1 has the right to Cc
8 foundation 2 can't afford to 1b
3 unemployed Zinc
B
4 benefits 3a
1 refugee
5 have a responsibility to 4b
2 poverty
6 live on 5a
3 injustice
4 ambassador 6b
5 underprivileged ZAG
6 philanthropic 8b
7 foundation D
8 humanitarian ha
Zea
3g
2 Grammar 4b
5d
A
1 Sam would prefer not to take part in 6c
Watch out! 7e
the demonstration tomorrow.
What the charity needs is ... 8h
2Vv
3 They would prefer donations not to B E
be sent by mail. 1 What people need is a way to feed 1 join
4v themselves. 2 hear
5 We would rather she doesn’t 2 Who receives the most aid is 3 respond
volunteer anywhere dangerous. uncertain. 4 disagree
6 We'd prefer not to collect donations 3 Where we send donations this year 5 point
until tomorrow. is undecided. 6 agree
Watch out! 4 What we do is distribute baskets of
I'd rather donate time than money. food.
5 How we support our community is
B
important.
1 not to receive
6 What's best is to donate money
2 gave
directly. Student's own answers.
3 went
4 not to transport
5 invest
6 to see UNIT 9
1 Grammar
3 Listening A
A/B 41 about, to
ano 2 at, about
b 2 3 by
c 1 4 about, in
Cc 5 about, about
Main idea 1 b Watch out!
1 Discovering how many local
Main idea2a As a parent, | object to having beauty
Main idea 3c
homeless people there are in your
area may surprise you. contests for children.
D 2 What they really need is your Would you like to play soccer in the
1 doesn't make support to help them get back on park on Sunday?
2 sell their feet. B
3 70 3 But it’s not always easy to know how 1 looking
4 the U.S. to get involved in charity work. 2 interested
5 Overseas Needlepoint and Crafts 4 |f you volunteer in some way, you 3 capable
Project could make a significant contribution. 4 object
6 North America 5 Charities, which often need 5 insist
7 50
8 2006
volunteers, may be the main source of 6 happy
funding for local homeless shelters. 7 bored
6 You could think of new and exciting 8 excited
ways of getting people to donate 9 responsible
money to the charity.
2 Reading 6 Communication strategy 3 Writing
A A A
b,d 1a 1a
2b 2b
aia 3c
4a B
a We would like you to consider ...
PS
00.
fs b We are writing to bring your
skillsStudio attention to a problem we noticed ...
¢ We know we can count on you for
&
prompt action.
gy
anoo
Arr7nQA
wh
—
d We would like to mention that we
are happy with ...
Cc
3 Vocabulary Dear Mrs. Carter,
1 a feeling of 3 (1 d) We would like to mention that
2 a desire to we are happy with the decision to
3 the agony of install an elevator in the shopping mall
4 the fun of because it is very useful for elderly
the
5 the will to people like myself and saves us having
2m)
to climb the stairs! (2 c) We know we
3 NM
can count on you for prompt action.
4F
2 (3 a) We would like you to consider
4 Grammar 5 NM
taking the following action:
A 67
Every evening, millions of families D ¢ Close off the elevator so that
around the world sit at home Student's own answers. children can't play on it.
watching reality TV. We know we e Fix the elevator as soon as possible.
shouldn't waste time watching the 1 (4 b) We are writing to bring your
programs, but we have a good time
laughing at them. They're harmless
UNIT 10 attention to a problem we noticed in
the new shopping mall—the elevator
fun. Or are they? According to a
recent survey of girls aged 11-17,
1 Vocabulary is broken and children were playing on
it, which is dangerous.
those who like to watch reality TV are A
more competitive than the girls who 1 be exposed to
don't. They are more likely to agree 2 dare to
with statements such as, “You have 3 failure
to lie to get what you want,” “I have 4 freedom
a hard time trusting other girls,” and 5 play it safe
“It's normal for girls to gossip and 6 risky
compete with each other.” However, 7 security
the effects of reality TV were not all 8 take a chance
negative. Sixty-two percent of the girls B
who watched reality said they found 1 freedom, security
themselves learning about new things 2 risky, took a chance
and important issues. 3 are/‘re exposed to, play it safe 1 risk their lives
Watch out! 4 dared to, failure 2 risky
Olympic athletes spent years 3 risk assessment
preparing for this opportunity. 4 reduce the risks
5 run the risk
B
6 at risk
1 have trouble
2 performing
3 listening
4 spend 5 Grammar
5 to sit A
6 find 15}
7 solving 2 MP
8 thinking ase
4 MP
eae)
REQ
YS 5 Sl
5 Vocabulary 6 S|
1 Research 7 MP
2 prove B
3 studies 1 must have
4 researching 2 couldn't have
5 conclusions 3 may have
6 theory 4 could have
7 experiments 5 might have
8 measure 6 must have
Watch out!
9 tested
You have to be capable of taking risks
to run your own business.
Workbook answer key MAE)
 5 Communication strategy
can't have been UNIT 11 A
might have fallen off
10
might have thrown 1 Reading 2a
could have had 3e
may not have seemed 4c
AKcould have been
COuUhWN 5h
Watch out! 6g
He couldn't have thought it was risky, 7G
or he wouldn't have done it. 8a
B
1 To explain a similarity between two
6 Listening things: 2f, 6g, 8a
A 2 To explain a difference between two
2 things: 1b, 3e, 4c, 5h, 7d
B
7
Zar
aah
2 Vocabulary
1 landscape
4T
2 subject
Cc 3 left-hand side
1 Did you 4 foreground
2 must have 5 right-hand side
3 got to 6 portrait
4 kind of 7 background
5 want to 8 out of focus
6 don’t know 9 in focus
7 could have
8 gota

3 Vocabulary
similar in that
skillsStudio similarities
A whereas
1 third unlike
2 Nepal similar
321955 =
WNwhile
aouh

B
=
4 Grammar B
Cc 1 to inform
2 Joe's climb up Mount A
2 driving
Kangchengjunga 1b
3 meeting
1 Facts and figures about Mount 2ha
4 to reply
Kangchengjunga B 5 to fix
5 Joe's plans for the future 1A 6 to buy
3 The dangers associated with Mount ZN 7 eating
Kangchengjunga 3c 8 swimming
4 The reasons why Joe loves to climb 4A bo) seeing
5C 10 to get
6A
Watch out!
HE
| forgot to hand in my assignment this
SiG
morning.
9A
1006
hE
PG. skillsStudio
13 A A
1 put up/raise their hands
2 28,169 feet, third G 1 negative
3 higher/taller, easier 1 because 2 negative
4 southwest 2 As a consequence 3 positive
5 avalanches and bad weather 3 So B
6 More than 20% 4 because 1a
7 doesn't think/doesn’t agree/ 5 because of 2b
disagrees 6 In addition to 3a
8 rewarding 7 Therefore 4b
F Watch out! 5a
Lots of people want to be thinner as a 6a
Student's own answers.
result of selfies. 7a
8b
 3 Furthermore, d B
4 hearing, e 1 China
O 5 concerning, b 2 history and architecture
6 Sincerely, f 3 the center
4 Chinese cooking
5 He wants to find a job.
6 working at a local bookstore
eee,
POMDrPOLPOD
DO
WNADH
ONAN 6 Grammar
Student's own answers.
A
“ilxe.

UNIT 12 2b
SuiG
Paragraph A: b 4a
1 Grammar Paragraph B: a Watch out!
A Paragraph E: c By the time this concert ends, the
1 however fe trains and buses won't be running.
2 but 1 Dear Sir/Madam
3 Although 2 | am writing concerning may be
4 despite the fact 3 we were very disappointed with it are leaving
5 despite 4 First of all isn’t
6 Nevertheless 5 Furthermore will be destroying
B 6 Finally may turn
Correct: 4,5 7 For these reasons is going to be
Incorrect: 8 | enclose will have
1 Rio was great; however, we didn’t 9 | look forward to hearing from you —
= is going to be
hRWDN
OW
ON

get to visit Sugarloaf Mountain./Rio 10 Sincerely

was great. However, we didn’t get to
visit Sugarloaf Mountain. skillsStudio
2 | love traveling for pleasure, but | 4 Vocabulary A
really don't enjoy business travel. A 1D
3 Although it was very crowded, we 1 trade 2B
enjoyed visiting the Louvre Museum 2 heart 3A
in Paris.
3 views 4C
6 Things have cost a little more than 4 alley
we'd expected. Nevertheless, we've B
5 heritage
had a fantastic vacation./Things have 4 limited resources
6 village 2 overcrowding
cost a little more than we'd expected; 7 site
nevertheless, we've had a fantastic 3 climate change
8 settlement 1 pollution
vacation.
B
Watch out! Cc
1 settlement limited resources, overcrowding,
Despite arriving an hour late, my flight 2 site
to Chicago was very nice. pollution
3 views
c 4 trade D
1 Despite/In spite of 5 village it(;
2 However/Nevertheless 6 alleys 2a
3 Although/Even though 7 heritage Pie.
4 Although/Even though 8 heart 4d
5 However/Nevertheless 5d
6 Despite/In spite of E
7 although/even though 5 Listening 2
8 However/Nevertheless F
A
1 plans for the future Student's own answers.
2 travel
2 Vocabulary 3 members of her family
1 disappointed, c 4 store
2 Dear, a

Workbook answer key 1187

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@ Life Skills: Higher-order skills such as critical thinking, organizational,

and learning skills that students need in order to be successful in their
professional, academic, and everyday lives.
@ Language sub-skills with tips to support the development of the four
language skills.
@ Step-by-step approach to grammar with grammar sections that provide a
clear focus on the meaning, form, and function of the language.
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speaking skills.
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