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TEACHER’S GUIDE

3

2015 | PDF | 258 Pages [email protected]

Paul Dummett John Hughes Helen Stephenson

3 T E A C H E R ’S G U I D E

Paul Dummett John Hughes Helen Stephenson

Life Level 3 Teacher’s Guide Paul Dummett John Hughes Helen Stephenson Publisher: Sherrise Roehr Executive Editor: Sarah T. Kenney Assistant Editor: Alison Bruno Director of Global Marketing: Ian Martin Senior Product Marketing Manager: Caitlin Thomas Director of Content and Media Production: Michael Burggren Production Manager: Daisy Sosa Senior Print Buyer: Mary Beth Hennebury

© 2015 National Geographic Learning, a part of Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, or applicable copyright law of another jurisdiction, without the prior written permission of the publisher. For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to [email protected].

Teacher’s Guide ISBN-13: 978-1-305-54821-3

Cover Designer: Scott Baker Cover Image: Michael Melford/National Geographic Creative Compositor: MPS Limited

Cover image The beach at the Calanque d’En Vau fjord near Cassis, France. Photograph by Michael Melford.

National Geographic Learning/Cengage Learning 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan. Locate our local office at international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education Ltd. Visit National Geographic Learning online at NGL.Cengage.com Visit our corporate website at www.cengage.com

1 2 3 4 5 6 7 8 19 18 17 16 15 14

Contents Introduction Unit Walkthrough

iv viii

Scope and Sequence

4

Units 1 to 12: Notes and Answer Key

9

Student Book Appendices

153

Grammar summary: answer key

175

Photocopiable communicative activities

178

Workbook answer key

192

Video scripts

204

Photocopiable tests

216

Photocopiable tests: answer key

240

Introduction National Geographic National Geographic was founded in 1888 and defines its mission as “to inspire people to care about the planet.” The National Geographic Society is one of the world’s largest non-profit scientific and educational organizations. It reaches more than 325 million people in more than 30 languages through its magazines and other media. Proceeds from these activities have funded more than 9,000 scientific, conservation, and educational projects around the world. LIFE is published in partnership with National Geographic, using National Geographic’s content and values to inspire people to learn English.

National Geographic topics The topics are paramount and are the starting point for the lessons. These topics have been selected for their intrinsic interest and ability to fascinate students and teachers. Language objectives have been matched to the content and organized into a tried and tested syllabus. The richness of the content means that students are so engaged in learning and expressing their own opinions that language learning has to take place in order for students to satisfy their curiosity. This element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production.

People and places LIFE takes students around the globe, investigating the origins of ancient civilizations, showing the drama of natural forces at work, and exploring some of the world’s most beautiful places. These uplifting tales of adventure and discovery are told through eyewitness accounts and first-class reporting, with superb photos, maps, and videos. Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by journalists or told by the scientists and explorers themselves through interviews or first person accounts. Students see the impact of the discoveries on our lifestyles and cultures. Because the material comes from a huge archive that has been developed and designed to appeal to the millions of individuals who make iv

up National Geographic’s audience, it reflects the broadest possible range of topics. History

History can be a dry topic, especially if it’s overloaded with facts and dates. However, the National Geographic treatment of historical events brings them to life, and there is often a human dimension and universal themes that keep the events relevant to students and to our time. History, or the re-telling of historical events, can also be influenced by a culture or nation’s perception of the events. National Geographic’s non-judgmental and culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors.

Animals The animal kingdom is always an appealing and interesting topic. LIFE provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs, and reptiles in their daily struggle for survival. It also informs and surprises with accounts of animals now extinct, species still evolving, and endangered species which are literally fighting for their existence. Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda. National Geographic’s objective journalism, supported by easy-to-understand visuals, presents the issues in an accessible way. The articles are written by experts in their fields. It’s often true that those who have the deepest understanding of issues are also able to express the ideas in the simplest way. High-quality thinking and expertise are not synonymous with complicated concepts expressed through complicated language; in fact, usually the reverse is true.

National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures; our experiences and the things we learn about the world are stored using

them. Raising awareness of this can help students to remember language more easily. All too often photos in books are cosmetic and without impact. National Geographic has great photography and powerful images at its core, so it seems natural that photographs in LIFE should serve as the starting point for each unit. The photographs in each spread are also integral to the written and recorded content and every opportunity has been taken to use photographs to stimulate learning. In LIFE, there are photographs that: tell a story by themselves support understanding of a text provoke debate stimulate critical thinking by asking you to examine detail, think about what is not shown, or question the photographer’s motives raise questions about the ethics support the language learning process by representing lexical sets or language functions As a first exercise when handing out the new book to your students, ask them to flip through the book, select their favorite photograph, and then explain to the class what it is they like about it. Some suggestions for working with the photographs: pictures of people or animals capture a moment, so ask students to speculate on the events that led up to this moment and those that followed it pictures of places aim to capture their essence, so feed students the vocabulary they need to describe the details that together convey this (the light, the colors, the landscape, the buildings)

National Geographic video Each level of LIFE features National Geographic videos on a whole range of subjects. Each video is connected with the topic of a corresponding unit and can be used in conjunction with the video lesson pages in the unit. Video sections are divided into three parts:

Before you watch This section leads students into the topic of the video and engages them in a pre-watching task. While you watch These exercises check comprehension of the video, both in terms of what a student sees and hears. After you watch This section allows students to respond to the video as a whole and take part in a productive speaking task using language and contexts from the video.

The videos are designed to form part of your lessons. However, if you don’t have time in class to watch them all, you can ask students to watch the videos and complete many of the exercises on the page in the Student Book. This can form a useful part of their self-study. Students can also watch the videos again after seeing them in class. This is useful for review and students can focus on parts of the audio that particularly interest them. For more variation with the videos, here are some more ideas you can use and develop: Play the video without sound. Students predict what the narrator or people are saying. Then play with sound and compare. Play the sound only with no video. Students predict where the video takes place and what is happening. Then play with the screen on and compare. Show the first part of the video, pause it, and then ask students what they think happens next. Give students a copy of the script for the video and ask them to imagine they are the director. What will they need to film and show on the screen? Afterwards, they can present their screenplay and finally watch the original. Write a short text on the same topic as the one in the video, leaving some information out. Students read the text and then watch the video. They make notes on any new information and rewrite the text so it includes the new details. With monolingual groups, choose part of the video with someone talking. Ask students to listen and write down what they say. Then, in groups, ask them to create subtitles in their own language for that part of the video. Each group presents their subtitles and the class compares how similar they are.

National Geographic and critical thinking There is a graded critical thinking syllabus in LIFE that starts in Level 2 and runs through all the later levels. The critical thinking activities appear in Lesson C of each unit. The syllabus covers areas such as reading between the lines, differentiating between opinion and fact, evaluating the reliability of source material, assessing the relevance of information, identifying the techniques used by an author to persuade the reader, weighing up evidence, etc. These activities require students to engage with the reading texts at a deeper level and to show real understanding, not just reading comprehension. This training in evaluating texts, assessing the Introduction

v

validity and strength of arguments, and developing an awareness of authorial techniques is clearly a valuable skill for those students learning English for academic purposes (EAP), where reflective learning is essential. However, it is also very much part of the National Geographic spirit, which encourages people to question assumptions and develop their own well-informed and reasoned opinions. In this sense, it adds another dimension to the experience of learning English through National Geographic material.

LIFE methodology Treatment of grammar Target grammar is presented through reading and/ or listening input in the first two spreads of each unit. This input is authentic, adapted for level as necessary, using the target language in natural and appropriate linguistic contexts. This not only aids comprehension, but presents good models for the learner’s own language production through a variety of “voices” and genres. The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures. Learners are first directed to notice this language by various means, such as using highlighting within the text, extracting sample sentences, or having learners locate examples themselves. A variety of task formats are used to lead learners to analyze the form, meaning, and use of the grammar structures, as appropriate. Such an approach can be highly motivational by actively engaging learners in the lesson and allowing them to share and discuss their interpretation of the new language. After this stage, clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a check point for the teacher and learners alike as it summarizes the information learners will have arrived at through completing the discovery tasks. A cross-reference is provided to more detailed information and additional exercises at the back of the book. These are suitable for use both in class and for self-study, according to the needs of the learners. The grammar practice tasks within the unit are linked to the presentation text and topic and are thus content-rich in the same way. They move from more supported exercises through to more challenging tasks. Depending on the level, they have a differing emphasis on form and use. The practice tasks give learners an opportunity to personalize the structures and practice them in the context of their own experiences and situations. This anchors the vi

new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language. Equally, the practice exercises incorporate a real reason to use the target structure, whether by devices such as quizzes, games, etc., or by genuine exchange of information between students. A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, and task-based activities (ranking, etc.), and the emphasis from the learner’s perspective is on content and fluency, rather than grammatical accuracy. Aside from the two main grammar input spreads, the target grammar is also recycled in the subsequent spreads of each unit and beyond.

Treatment of vocabulary LIFE teaches vocabulary in a range of different ways. This eclectic approach takes account of recent research, but doesn’t abandon tried and tested methods. There is more practice of all of this vocabulary input (apart from words occurring in glossaries) in the Workbook. 1 Lexical sets Some of the benefits generally associated with teaching words in lexical sets are: learning words in a set requires less effort retrieving related words from memory is easier seeing how knowledge can be organized can be helpful to learners it mirrors how such information is stored in the brain the meaning of words can be made clearer by comparing and contrasting them to similar words in the set Each unit usually has two or more lexical sets. The lexical sets also cover commonly confused words. There is evidence to suggest that once students have learned one or more of the words that belong to a group of commonly confused words (e.g., job and work), it is useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning. LIFE focuses on these groups of words as and when they come up. 2 Word focus The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they

appear and the different words they collocate with. At higher levels, there is increased exposure to idioms and colloquial usage. This content is reinforced in the Workbook where appropriate.

3 Wordbuilding The independent wordbuilding syllabus offers students another opportunity to expand their vocabulary. The Wordbuilding boxes in the units focus on areas such as prefixes, suffixes, collocations, parts of speech (e.g., noun adjective), compound nouns, and phrasal verbs, and highlight examples from the reading or listening texts. The box gives a brief explanation and some examples, which is often reinforced in the Workbook. 4 Glossaries Where certain words are important to the meaning of a text, but are above the level of the student, they are glossed. Students aren’t expected to learn these words, but the short and simple definitions prevent them from being a barrier to understanding. Learning skills There is a comprehensive learning skills syllabus in the Workbook. This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time, assessing your own progress, etc.

There are photocopiable tests in the Teacher’s Guide. There is a Check! section at the end of each unit in the Workbook for students to check what they have learned (general knowledge as well as language).

Overview of a Student Book unit On the following pages, you will find a walkthrough of a unit of LIFE, from Level 2. The Student Book units follow this organization: Opener: a one-page introduction to the unit that gets students interested in the topic a and b: double-page lessons that teach grammar and vocabulary through reading and listening texts c: a double-page lesson that focuses on reading comprehension d: a one-page lesson that teaches a speaking skill and functional/situational language e: a one-page lesson that teaches a writing skill and the features of a text type f: a double-page lesson of video comprehension exercises Review: a one-page lesson of practice activities and can-do check statements

Assessment Students and teachers can assess progress in the following ways: Each unit in the Student’s Book finishes with a one-page review where students do the exercises and complete a number of can-do statements linked to the objectives of the unit.

Introduction

vii

Explore a Unit Compelling National Geographic images open every unit and introduce the theme, while naturally promoting critical thinking.

Unit 3 Places

The Midnight Sun restaurant, Norway Photo by Marvin E. Newman

F E AT U R E S

1 Look at the photo and caption. Where is it? Is it day or night?

34 Car-free zones

2

Some cities are quieter because they don’t have cars

1 2 3 4

36 Working underwater Meet a woman who works underwater

12 Listen to part of a TV program about restaurants in different places. Answer the questions.

3

13 Complete the times. Then listen, check, and repeat.

38 Places and languages

thirty

Many places in the world have more than one language

1

42 Barcelona Street Life Learn about Las Ramblas, Barcelona’s most famous street

What time is it? Where is the TV presenter? Why is the restaurant popular? How many hours a day is the restaurant open in the summer?

nine

o’clock

2

past

3

to

4

1 It’s six  . 2 It’s three . 3 It’s twenty-five.

twelve

5

6

4 It’s quarter four. 5 It’s five minutes two. 6 It’s two minutes to .

4 Work in pairs. Ask and answer questions. What time is … ● ●

it now? sunrise and sunset?

● ●

noon? your English class?

Unit 3 Places

33

Lessons a and b Lessons a and b deductively teach and practice the grammar and vocabulary needed to acquire the real-life functions of the unit. Real-world images alongside readings develop visual literacy skills.

3a Car-free zones nes ess Reading

Vocabulary adjectives about cities

1 Read the article and match the cities

3 Underline all the adjectives in the article in Exercise 1.

with the photos (1–4).

Which adjective means: 1 doesn’t cost money 2 lots of people? 3 has bad air? 4 many people like it? 5 very good?

2 Answer the questions. 1 What is a problem in many cities? 2 Why is it a problem? 3 How many people live in downtown London? 4 What is beautiful in downtown London? 5 What are popular in Tokyo? 6 How many people take the bus to work in Bogotá? 7 Why is Bourke Street popular?

Which adjective means the opposite of: 6 quiet 9 cheap 7 ugly 10 big 8 dirty 11 old

4 Work in pairs. Which places in a city you know are: ● ● ●

free or cheap? small and crowded? polluted and noisy?

● ●

modern and popular? beautiful and relaxing?

1

C A R  F R E E

Z O N E S

Many people have cars in the city. But pollution is a problem because of the traffic. Nowadays some downtown areas around the world don’t have cars. These car-free zones are areas for people, bicycles, and public transportation only. London Eight million people live in the center of London and another two million people go to work there every day. The downtown area is very noisy with hundreds of cars, buses, and taxis, but there are also a lot of beautiful parks with free music concerts. At lunchtime and after work, many people go there for a break.

Grammar simple present (he/she/it)

16 Listen to the third person form of the verbs. Do you hear the sound /s/, /z/ or /ɪz/? Listen again and repeat.

8 Underline all the verbs in this text about Frank. Then answer the questions. 2

3

Tokyo Parts of Tokyo are always crowded with hundreds of people—but no cars! These modern car-free zones are very popular and people like shopping there.

Frank Richards studies places under water. He has an office, but he doesn’t work there very often. He’s usually on a boat or under the sea. On the boat, he gets up early and he meets his team for breakfast. He starts work after breakfast and he finishes late. At home, he doesn’t finish work late. He lives with his wife and son. SIMPLE PRESENT (HE/SHE/IT)

She doesn’t work in an office. For more information and practice, see page 160.

9 Complete the text about another archaeologist with the simple present form of the verbs.

Grammar is presented deductively through a reading or a listening activity and then applied to relevant practice.

Dr. James E. Campbell 1 (come) from England and he’s an archaeologist. He 2 (study) the ancient pyramids in Egypt. James 3 (speak) three languages. He 4 (have) an office, but he 5 (prefer) to work in the pyramids. He 6 (not / have) much free time because he 7 (travel) all over the 8 world. He (not / get) bored in his job!

works /s/ lives /z/ finishes /ɪz/ studies gets meets

1 2 3 4 5 6

1 In affirmative sentences, how does the verb change for he/she/it forms? 2 In negative sentences, what verb do you add?

He works in an office. She goes to work every day. He studies archaeology at a university.

viii

10 Pronunciation -s endings

11

7 8 9 10 11 12

starts loves speaks teaches goes travels

17 Match these questions about Frank and James with the answers. 1 2 3 4 5

What does Frank do? Where does James come from? When does Frank start work? Does James have an office? Does Frank finish work early?

a b c d e

Yes, he does. No, he doesn’t. After breakfast. He’s a marine archaeologist. England. SIMPLE PRESENT QUESTIONS (HE/SHE/IT)

What does he do? He’s a doctor. Does she have children? Yes, she does. / No, she doesn’t. For more information and practice, see page 160.

Speaking 12 Work in pairs. Exchange information to complete a fact file about Joel Sartore, pictured below. Student A: Turn to page 153. Student B: Turn to page 154.

Lesson c Lesson c teaches reading, vocabulary, and critical thinking skills while providing a full reading.

3c Places and languages Reading and vocabulary 1 How many languages do you speak? Which language(s) do you speak in different places (e.g., at home, at school, at work)?

2 Read the article. What is it about? Choose the correct answer (a–c). a The languages people speak in different places b Places with new languages c Why English is important in different places

3 Read the article again. What do these numbers refer to? 1 over 190 2 about 7,000 3 over 1 billion 4 5 6 7 8 9

countries in the world

Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4: a English is the world’s biggest second language. b That’s one point five languages for every island. c When he dies, his language dies. d Many people there speak Spanish as their first language.

7 Look at these two sentences from the article. Which says how many and which says the order?

with the definitions (1–4).

1 2 3 4

to the end of each paragraph.

Vocabulary cardinal and ordinal numbers

4 Find these words in the article and match them first

6 Read the article again. Add these sentences (a–d)

and

380 million 400 million 80% 65 109 1

ancient

Explicit “Critical Thinking” activities build the scaffolding that takes learners from understanding, to evaluating, and finally to creating their own texts in English. (Level 2 and on)

Critical thinking g making ng connections

official

second 

the language you learn after your first language the main language that people in a place speak the language of the government a very old language

8 Work in pairs. Complete the sequence off numbers. numbe numb umbe umbe umber mbers. bers. rrs. s Check Ch Che Ch Then tell your partner the numbers. your answers with yourr in instructor. nstruc stru truc u to uc to tor 1

1 3

7

2

21

WORDBUILDING collocations We use certain words together. These are called collocations. Many nouns have adjective and noun collocations: first language, official language.

5 Discuss these questions as a class. 1 What is your first language? Is English your second language? 2 Does your country have an official language? 3 What languages do people normally learn at school? Why do they learn these languages?

“Wordbuilding” boxes offer opportunities to expand vocabulary through an exploration of relevant prefixes, suffixes, collocations, parts of speech, compound nouns, and phrasal verbs.

1 In first place is China. 2 There are over one billion speakers of Mandarin Chinese.

3

st

st

41 51 st

71

st

21 31 41 51

4

3rd

5th 6th 7th

9 Pronunciation saying numbers 18 Listen and check your answers in Exercise 8. Then listen again and repeat.

Speaking partner why they’re your favorites. My birthday is on June third.

38

Information-rich readings about real people and places, including National Geographic explorers, will engage and motivate learners.

PLACES AND

10 Write down three favorite numbers. Tell your

LANGUAGES

First place and first languages

The other 6,996 languages

There are over one hundred and ninety countries in the world and about seven thousand languages. In first place is China. O Ov ve one billion people speak Mandarin Chinese as a first ve Over language. In second place is India with speakers of Hindi. And in third place is Spanish. Spain isn’t a big country, but there are over four hundred million Spanish speakers around the world, especially in Latin America.

Chinese, Hindi, Spanish, and English are the “big” languages. About eighty percent of the world’s population speak them. But what about the other 6,996 languages? Many countries have lots of different languages. For example, the sixty-five islands of Vanuatu in the South Pacific Ocean have one hundred and nine different languages!

English as a global language

The last speakers

As a first language, English is in fourth place. About three hundred and eighty million people are native English speakers. But English is in first place as a second language. Over a billion people speak English for doing business, reading the news, or studying science and medicine. In some countries, English is not the native language but it is the official language for the government and in schools.

Finally, there are some languages with only one speaker. They are old people and they speak the language of their parents and grandparents. For example, Charlie Muldunga lives in Australia. He speaks English but his native language is Amurdag. It’s an ancient Aboriginal language and he is its last speaker.

ancient (adj) /’eɪnʃənt/ very old last (adj) /læst/ final over (adv) /’oʊvər/ more than about (adv) /əˈbaʊt/ approximately

Unit 3 Places

39

Sample from Level 2, Unit 3

ix

Lessons d and e Lesson d applies the language skills learned in Lessons a through c in relevant, real-world tasks.

3d The city of Atlanta

Vocabulary places in a city

3

1 Look at the map of Atlanta. Where do you do these things? 1 2 3 4 5

get tourist information learn about history relax outside see a play or a musical park your car

6 read a book 7 meet clients and colleagues 8 look at marine life

T = Tourist, G = Guide T: Hi, we’d like to go to the aquarium.  ? Is it 1 G: It’s 2 fifteen minutes  , but you go past some interesting places on the way. Here’s a map. Go 3 Decatur Street and continue on Marietta Street. 4 Spring Street and 5  Centennial Olympic Park Drive. The park is on your left. It’s very nice. Go 6 the top of the park and on the right there’s the World of Coca-Cola. T: Oh, that sounds interesting. G: Yes, it is. Go past it and the aquarium is opposite. T: Great. Thanks a lot.

Real life giving and getting directions 2

19 Look at the expressions for giving directions. Listen again and complete the conversation at the visitors’ center.

19 Listen to a conversation at the visitors’ center. What places on the map do they talk about?

DIRECTIONS Asking for directions Where is…? How do I get to…? Is it near here? Giving directions It’s near here. / It’s about ten minutes away. Go past the… Cross… Go straight on… Turn left on... /Go left at... Turn right on... /Go right at...

4 Work in pairs. Ask for and give directions to different places on the map of Atlanta.

40

Lesson e presents various text types through a writing model and then teaches and practices a relevant writing skill.

3e Describing a place Writing a travel website

2 Writing skill capital letters

1 Bella Potachouck writes for a travel website. Read about

a Read the website in Exercise 1 again.

her favorite city. Mark the items she describes (1–6). 1 2 3 4 5 6

the name of her city good places to visit her favorite time of day, month, or season places to meet friends her favorite cafés and restaurants good ways to travel around the city

Which one of these things 1–7 does not have a capital letter? 1 2 3 4 5 6 7

the word at the beginning of a sentence the pronoun I names of people, cities, or places countries, nationalities, or languages days and months seasons and parts of the day streets, roads, parks, and squares

b Rewrite this description with capital letters.

Text types include emails, blogs, reports, and forms, while skills include organization, using descriptive words, and being polite.

WHY I LOVE

MOSCOW My favorite place in Russia is Red Square in Moscow because there are interesting museums and art galleries. But I also like other parts of Moscow. Krasnaya Presnya Park is great. On Saturdays in the summer, I meet friends there in the afternoon. We relax and play sports. Summer is between May and September, but I love winter. December is my favorite month because the snow is beautiful and we go ice-skating.

i’m from australia and i love sydney! there are over four million people here, but it’s never crowded. that’s because there’s the harbor with the famous sydney opera house and there are beautiful beaches. my favorite season is summer because of the surfing. lots of people go to bondi beach, but on saturdays i go with my friends to narabeen beach. it’s quiet and relaxed. afterwards we go downtown. there are over 3,000 restaurants with every type of food, from japanese to lebanese.

3 Write a description of your favorite town or city for a website.

4 Display the descriptions around the classroom. Read each other’s descriptions and check the capital letters.

Unit 3 Places

x

41

Lesson f Each unit culminates with a National Geographic video that engages students while providing an opportunity to synthesize related topics between the unit and the clip.

3f Barcelona Street Life Video

Las Ramblas in Barcelona, Spain.

Before you watch 1 Look at the photo and read the caption. With a partner, describe what you see using the appropriate words from the list.

42

noisy polluted beautiful crowded ugly

modern small quiet big relaxing

2 In the video, people talk about the Ramblas, an important street in Barcelona, Spain. Look at the list of words in Exercise 1. Which words do you think describe the Ramblas?

e “The Ramblas is the street in Barcelona, in Europe, and I think, in the world, that you’re .” going to be f “Even the is decorated.” of life.” g “It’s a

6 Match the quotes from Exercise 5 with the person. Two of the people have two quotes. 1

2

3

3 Look at the word box below. Listen and repeat the words after your instructor.

While you watch

4

4 As you watch the video, check the people and things that you see.

Each clip is supported by Before, While, and After viewing activities.

5

hospital musicians people dancing singers people sleeping buses flowers people in costumes museum m mu muse mus museu s m trees performers outdoor café books paintings

After you watch 7 Work with a partner. Compare the Ramblas to a street in your city or town. The Ramblas is crowded…

8 Your friend is traveling to Spain. Write an email to your friend. Explain why he/she should visit the Ramblas when he/she is there. Be sure to mention: ● ●

5 Watch the video again. Complete the quotes with the missing words. friend lively music street

living inspiring entertained way

a “There is always something going on. You can always find a on the street. It’s where is.” b “You can go out in the street at night. It’s always .” c “I felt somehow better than in Amsterdam, more alive… vital. That makes it very enjoyable… , too.” d “In the Ramblas you can find theater, from Argentina, from Spain, from Africa…”

●

where it is things to buy things to see or do during the day

● ● ●

when to visit where to eat things to see or do at night

When you are in Spain, you can visit Barcelona. There is a very interesting street there … decorate (v) /ˈdekəˌreɪt/ to make an object attractive by putting something on it enjoyable (adj) /enˈʤɔɪəbəl/ something that is fun, nice, or pleasant entertain (v) /ˌentərˈteɪn/ to amuse someone by singing, dancing, etc. inspiring (adj) /ɪnˈspaɪərɪŋ/ causing people to want to do or make something lively (adj) /ˈlaɪvli/ with a lot of movement and activity performer (n) /pərˈfɔrmər/ a person who acts, sings, dances, etc., for a crowd vital (adj) /ˈvaɪt(ə)l/ with a lot of energy way of life (n) /ˈweɪ əv ˈlaɪf/ the habits and customs of a person or group of people

Unit 3 Places

43

Sample from Level 2, Unit 3

xi

Review page The review page after every unit informally assesses each skill taught in the unit. UNIT 3 REVIEW

6 Complete the adjectives in the article.

THAILA I ND BANG BA NGKO KOK, K, THA

Grammar 1 Complete the sentences with these verbs. eat

1 2 3 4 5

have

like

live

take

work

I with my family in Dubai. We in a restaurant near my house. to shop downtown. I don’t They in an office. I don’t a car so I the bus to work.

2 Complete the conversation with do or don’t. A: B: A: B: A: B:

you live? Where 1 In New York. 2 you like it? Yes, it’s great. There are lots of places to go. 3 you have a car? . And I 5 take public No, I 4 transportation because I have a bike.

Bangkok in Thailand is a 1 b_g city with about 10 million people. It’s also a 2 p_p_l_r city with tourists, so it’s often 3 c_o_d_d. The city is an interesting mix of 4 b_a_t_f_l, old houses and 5 m_d_r_ office buildings. There’s also a lot of traffic so sometimes the air is 6 p_l_u_e_. For 7 c_e_n air and 8 q_i_t places, go to the parks and to the river.

3 Choose the correct option to complete the sentences. 1 2 3 4 5 6

I come / comes from Egypt. He live / lives in Santo Domingo. My friend speak / speaks four languages! We don’t / doesn’t have much free time. She don’t / doesn’t work in an office. What do / does your husband do?

I CAN say the time describe a town or city talk about places of work

I CAN talk about my daily life

Real life

ask people about their lives

7 Complete the word in each sentence.

Vocabulary

is the museum? W Is it n here? . It’s about ten minutes a this street because it’s on the other side C of the road. right then go straight. 5 T

1 2 3 4

4 Say these times. 1 5:56 2 7:15

3 11:45 4 1:03

5 Match the words with the sentences.

I CAN

parking lot museum

1 2 3 4 5 6 7 8

hospital office

hotel park

library restaurant

ask for places in a city give directions

There are waiters here. People read books here. Doctors work in this place. People stay the night here. An accountant works here. People relax here at lunchtime. You park your car here. You can learn about history here.

Speaking 8 Work in pairs. Describe six actions in your normal day and what time you do each action. I get up at six o’clock.

44

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The Student CD-ROMs offer the same video clips and activities as the Online Workbooks in an alternate format.

The Print Workbooks reinforce the vocabulary, grammar, and language functions taught in the Student Book.

3

Paul Dummett John Hughes Helen Stephenson 1

5

2

5

6

Paul Dummett John Hughes Helen Stephenson

Paul Dummett John Hughes Helen Stephenson

UNIT 2

UNIT 1 HEALTH

COMPETITIONS

TRANSPORTATION

UNIT 4 ADVENTURE

THE ENVIRONMENT

UNIT 5

UNIT 6

STAGES IN LIFE

UNIT 8

UNIT 9

UNIT 7 WORK

UNIT 10 TRAVEL AND VACATIONS

UNIT 3

TECHNOLOGY

LANGUAGE AND LEARNING

UNIT 11 HISTORY

UNIT 12 NATURE

3

Contents UNIT

UNIT 1

Health pages 9–20

GRAMMAR simple present adverbs and expressions of frequency simple present and present continuous

UNIT 2

▲

VIDEO: Slow food page 18 Competitions pages 21–32

leisure activities do, go, or play wordbuilding: verb + noun collocations word focus: feel medical problems

wordbuilding: word forms sports venues and equipment competition words word focus: like

▲

UNIT 3

modes of transportation transportation nouns wordbuilding: compound nouns transportation verbs transportation words

▲

UNIT 4

personal qualities wordbuilding: negative prefixes geographical features in, on, or at for time expressions

▲

UNIT 5 UNIT 6

/s/, /z/, or /ɪz/ sound and spelling

talking about interests

/ŋ/ silent letters

going on a journey

than sentence stress intonation

telling a story

/d/, /t/, or /ɪd/ intonation for responding

calling about an order

/ðə/ or /ði/ sounding friendly

inviting, accepting, and declining

/tə/ emphasizing words

REVIEW page 56 materials household items wordbuilding: hyphenated words facts and figures word focus: take

REVIEW page 68

verb patterns with to + infinitive future forms: going to, will, and present continuous ▲

VIDEO: Steel drums page 78

4

▲

count and noncount nouns quantifiers definite article (the) or no article

VIDEO: Coastal cleanup page 66 Stages in life pages 69–80

talking about sickness

REVIEW page 44

simple past past continuous

VIDEO: Alaskan ice climbing page 54 The environment pages 57–68

PRONUNCIATION

REVIEW page 32

comparatives and superlatives as … as

VIDEO: Indian railroads page 42 Adventure pages 45–56

REAL LIFE (FUNCTIONS)

REVIEW page 20

verb + -ing forms like + -ing / ’d like to modal verbs for rules

VIDEO: Cheese rolling page 30 Transportation pages 33–44

VOCABULARY

life events stages in life celebrations word focus: get wordbuilding: synonyms

REVIEW page 80

LISTENING

READING

CRITICAL THINKING

SPEAKING

WRITING

a health expert analyzes sleep a radio interview about long life

a quiz about how well you sleep an article about centenarians an article about measuring health and happiness

the main argument

a quiz your current life measuring happiness

text type: online advice writing skill: conjunctions (and, or, so, because, but)

three people talking about sports a reporter describing the rules of a competition

quotes by famous sports people an article about crazy competitions an article about female wrestlers in Bolivia

reading between the lines

guess the ambition explaining the rules of a competition your opinions about sports

text type: an ad writing skill: checking your writing

two people discussing the pros and cons of electric cars two documentaries about animals

an article about transportation in the future an article about dog sledding an article about the fate of the rickshaw in Kolkata

reading between the lines

transportation you use attitudes toward using animals to carry things/goods arguing for and against keeping rickshaws in Kolkata

a report about how people travel around town text type: notes and messages writing skill: writing in note form

an interview with a survival expert

an article about adventurers an article about a climbing accident

identifying opinion

asking about your past qualities needed for an expedition events you remember retelling a story

text type: a true story writing skill: using -ly adverbs in stories

a radio call-in show about recycling

an article about e-trash an article about the Greendex an article about the Plastiki, a boat made of plastic bottles an online order

close reading

opinions on recycling presenting a report an interview with an environmentalist

a report of a survey text type: emails writing skill: formal language

three people talking about their plans and intentions a news item about Mardis Gras

an article about how a couple changed their life an article about how Mardi Gras is celebrated around the world an article about a Masai rite of passage

identifying key information

life-changing decisions your favorite festival describing annual events

text type: a description writing skill: descriptive adjectives

5

UNIT

7

UNIT 7

Work pages 81–92

GRAMMAR prepositions of place and movement present perfect

jobs wordbuilding: suffixes office equipment for or since job satisfaction word focus: make or do job listings

Work pages 81–92

UNIT 8

8

Technology pages 93–104

▲

VIDEO: Butler school page 90

Technology pages 93–104

UNIT 9

Language and learning

PRONUNCIATION

a job interview

irregular past participles

the Internet wordbuilding: verb prefixes expedition equipment word focus: have technology verbs

asking how something works

intonation in conditional sentences linking

describing a process

stress in two-syllable words

direct and indirect questions

number of syllables /dʒə/

giving a short presentation

/s/ or /z/ pausing

REVIEW page 104

▲

9

Language and learning pages 105–116

REAL LIFE (FUNCTIONS)

REVIEW page 92

defining relative clauses zero and first conditional

VIDEO: Wind power page 102

VOCABULARY

present passive voice: by + agent past passive voice

education phrasal verbs wordbuilding: phrasal verbs

pages 105–116

10

UNIT 10

Travel and vacations pages 117–128

Travel and vacations

past perfect subject and object questions -ed / -ing adjectives

vacation words (types of vacation accommodation, activities, travel items) vacation adjectives wordbuilding: dependent prepositions places in a city

pages 117–128

UNIT 11

11

History pages 129–140

▲

VIDEO: Living in Venice page 126

REVIEW page 116

▲

VIDEO: Disappearing voices page 114

used to reported speech

History

REVIEW page 128 archeology wordbuilding: word roots say or tell word focus: set

pages 129–140

UNIT 12

12

Nature pages 141–152

Nature

pages 141–152

any-, every-, no-, some- and -thing, -where, -one, -body second conditional will / might

▲

finding a solution

word stress

REVIEW page 152

GRAMMAR SUMMARY page 156

▲

▲

6

REVIEW page 140

classification of animals extreme weather society and economics wordbuilding: adjective + noun collocations

VIDEO: Cambodia Animal Rescue page 150 COMMUNICATION ACTIVITIES page 153

▲

VIDEO: The lost city of Machu Picchu page 138

AUDIOSCRIPTS page 169

LISTENING

READING

CRITICAL THINKING

SPEAKING

WRITING

a documentary about working as a photographer an interview with an engineer

workplace messages with instructions an article about the cost of new jobs to an area an article about modern-day cowboys

the author’s opinion

giving directions describing past experiences your opinion of a job

text type: a resume writing skill: action verbs for resumes

a science program about a new invention

an explorer’s blog an article about biomimetics

supporting the main argument

problems that inventions solved inventing a new robot planning an expedition using nature to improve designs

text type: a paragraph writing skills: connecting words; topic and supporting sentences

a radio documentary about learning Kung Fu in China

an article about the history of writing an article about saving languages

fact or opinion

adult education a general-knowledge quiz the author’s opinion

a generalknowledge quiz text type: forms writing skill: providing the correct information

two conversations about problems while on vacation an interview with a National Geographic tour guide

an article about tipping in other countries an article about the tunnels in Paris

reading between the lines

a vacation or trip you remember planning the vacation of a lifetime a tourist website

a tourist website text type: a formal letter writing skill: formal expressions

an interview with an archaeologist

an article about moments in space history a biography of Jane Goodall

relevance

items for a time capsule how we used to live moments in history reporting an interview an interview for a biography

text type: a biography writing skill: punctuation in direct speech

a documentary about a photographer

an article about storm chasers a profile on Greenland

close reading

promoting your region planning for every possibility predicting your country’s future

text type: a press release writing skill: using bullet points

7

Life around the world Unit 9 Disappearing voices Unit 4 Alaskan ice climbing

Unit 2 Cheese rolling The ancient tradition of cheese rolling in an English town.

Unit 7 Butler school Find out how to become a butler.

How to climb a wall of ice.

A project to record the last speakers of disappearing languages.

Unit 3 Indian railroads

Alaska UK USA West Coast

Unit 5 Coastal cleanup A global effort to clean up the world’s beaches.

Italy India

Trinidad & Tobago

Cambodia

Learn more about the Indian railroad system.

Peru

Unit 8 Wind power How the wind turbines of Spirit Lake save the schools energy and money.

Australia

Unit 6 Steel drums Steel band music is an important part of this Caribbean island’s culture.

Unit 1 Slow food Unit 11 The lost city of Machu Picchu

A city that is enjoying itself—taking life slowly.

Unit 12 Cambodia Animal Rescue

Unit 10 Living in Venice

The impact of tourism on the Inca city of Machu Picchu.

8

Rescuing victims of illegal animal poaching in Cambodia. Learn what it’s like to live in Venice.

Unit 1 Health

Unit

1

Health Warm-up Personal response Ask students to read the list of features for this unit on the left of the student book page. Ask them to talk to a partner and decide which of the topics they think the photo is connected to and why. Ask for suggestions from the whole class, eliciting reasons.

1 Ask students to work in pairs. Have them look at the people in the picture and discuss how they think the people feel, and why.

Da D Dan an nce ep pra r ct cti ttiice ice, ce A Au ustr s ali st alia a Pho oto by Brrre enda d n McCa McCarth Cart rthyy

F E AT U R E S 10 How well do you sleep? Take a quiz and find out how well you sleep

12 The secrets of long life How can you live to be one hundred?

1 Look at the two people in the photo and answer the questions. 1 2 3 4

Why do you think they are happy? Do you think they are married? Why? What are they doing? Do you think dancing is good for just their physical health or their mental health too? Why?

Elicit some answers and ask students to comment on other pairs’ ideas.

2 Work in pairs. Look at these activities. Tell your partner which activities you often do. Why do you do them?

SAMPLE ANSWERS

bike through the countryside do crossword puzzles go for a long walk work long hours read a book play computer games run marathons watch TV

1 Perhaps dancing makes them happy. 2 Students’ own answers 3 They are ballroom dancing in their backyard. 4 Dancing is good for both their physical and mental health, because it keeps them active, teaches them new skills, and makes them happy.

14 Health and happiness Measure the level of happiness where you live

18 Slow food A video about a healthier way of life in an Italian town

I often bike through the countryside because it’s good for my health.

3 Think about other activities you do in your free time that are good for your physical or mental health. Tell your partner.

Unit 1 Health

Extra activity Ask students to change pairs and tell their new partner what they found out about their first partner.

9

2 Read through the instructions and example with the class. Ask them to discuss the activities they do in pairs. 3 Ask students, in the same pairs, to discuss any activities they do other than those in the list in Exercise 2 and to say how those activities benefit them.

Unit 1 Health

9

1a

1a How well do you sleep? Reading and speaking

How well do you sleep?

1 Do you feel tired today? Why? / Why not?

Grammar simple present and adverbs of frequency

2 Take the quiz below about sleep and make a note of

5 Match the sentences from the quiz (1–2) with the uses of the simple present tense (a–b).

your answers.

1 Before bedtime, I often do some work. 2 I’m never tired at work. a

Listening

Warm-up

3

Personal response

People with mostly A answers: 1 Y You have regular routines. 2 Y You are hardly ever tired.

Ask students to work in groups of three or four to ask and answer questions about their sleeping habits. Elicit some example questions before they start (e.g., What time do you usually go to bed? What time do you get up on weekdays / the weekend?).

a to talk about things that are always true b to talk about habits and routines

1 Listen to a health expert talking about the quiz. Mark the characteristics that are true for each answer.

SIMPLE PRESENT

✓ ✓

I/you/we/they sleep he/she/it sleeps

People with mostly B answers: 3 Y You wake up once or twice a night. ✓ 4 Y You need more sleep than other people. People with mostly C answers: 5 Y You regularly work in the evening. 6 Y You don’t like sports.

I/you/we/they don’t sleep he/she/it doesn’t sleep Do you sleep ...? Does he sleep ...?

✓

For more information and practice, see page 156.

4 Work in pairs. Compare your answers in the quiz.

Reading and speaking 1 Ask students to work in pairs and answer the questions. Elicit answers from the whole class and try to elicit some different feelings—from very tired to wide awake—and the reasons for them. 2 Ask students to do the quiz individually. Check that they understand the expressions fall asleep and take a nap before they start (see the glossary at the bottom of the quiz).

Which type of person are you? Do you need to change your lifestyle?

Quiiz: Quiz: Q z

1 2 3 4 5 6

Q:

Question: 1 2 3 4 5 6

Q:

5 Ask students to match the sentences with the uses of the simple present tense. Ask students to read the examples of simple present forms in the grammar box and check that they are familiar with these forms.

10

How many hours a night do you sleep?

A between seven and eight B more than nine C fewer than six

3 Ask students to read the options for the answers. Play the audio and have students mark the correct answers. Elicit and discuss their answers.

Grammar

Do you often feel tired?

so et es ee t ed a te a o g day at C All the time! I’m always ready for bed.

Listening

4 Ask students to work in pairs to compare their answers to Exercise 2 and discuss what type of person they are. Elicit some answers as a whole-class discussion, and find out what sort of sleep problems students have and what the reasons might be.

Q:

1 2 3 4 5 6

Question: 1 2 3 4 5 6

Q:

Before bedtime, I often ...

A watch TV or read a book. B do some exercise. C do some work.

On weekends, I ... ame amount as any other day. or an hour or two extra. noon! I never get up early.

o

Question: 1 2 3 4 5 6

Q:

How often do you wake up in the middle of the night?

A I never wake up before morning. B I rarely wake up more than once, and I usually fall asleep again quite quickly. C T Two or three times a night. Question: 1 2 3 4 5 6

Q:

Are you often sleepy during the day?

A No, I’m never tired at work. B Sometimes, so I take a nap after lunch. C Always, because I work long hours. fall asleep /ˈfɔl əˈslip/ start sleeping take a nap /ˈteɪk ə ˈnæp/ sleep for a short time during the day

10

Grammar note The fact that the third person singular of the simple present is different from all the other forms of the verb causes constant problems for students. Highlight the -s regularly (I walk – she walks; do you like – does he like; I don’t run – it doesn’t run). One idea is to have a colored drawing of a snake in the shape of an S on the board or wall. Introduce the fact that snakes make a sssssss noise, and every time a student forgets the -s, point to the snake. In this way it becomes memorable for students.

6 Ask students to complete the article with the correct simple present form of the verbs given, as shown in the example.

Pronunciation 7 Discuss the fact that there are three different ways to pronounce the s/es endings of the third person singular simple present verbs: /s/, /z/, and /ɪz/. Play the audio and have students just listen to the words first. Then play it again for them to write the correct pronunciation. They can then compare answers with a partner. Elicit the

b

6 Complete the article about sleep with the simple present form of the verbs.

9 Complete this table with adverbs of frequency from the quiz in Exercise 2. 100% always

The

usually

secrets of sleep

1

answers from the whole class. If necessary, play the audio again to check any disputed answers. Play the audio for students to practice saying the words chorally and individually.

often 2 sometimes not often rarely 0%

3

never

10 Look at the position of the adverbs and expressions of frequency in the example sentences below. Choose the correct options to complete the rules (1–2).

Extra activity Give students the list of verbs below and ask them to write the endings as in Exercise 7.

ADVERBS and EXPRESSIONS OF FREQUENCY

Why 1 do we sleep (we / sleep)?

She’s ’ usually late for work. I often wake up at seven. How often do you wake up at night? She wakes up two or three times a night. t In the winter, r we sleep longer.

From birth, we 2 spend (spend) a third of our lives asleep, but scientists still 3 don’t know (nott / know)) exactl tly why. h

do humans

Why 4 have (humans / have) problems sleeping? In modern society, many people 5 don’t get (not / get) the recommended seven or eight work (work) long hours a night. We 6 go hours and we rarely 7 (go) to bed at sunset.

Why 8do we sleep (we / sleep) differently? It 9 depends (depend) on the time of year and also our age. Teenagers always 10 need (need) more sleep than adults. Lots of elderly people 11 don’t sleep (not / sleep) longer than four or five hours, but they often 12 take (take) naps during the day.

For more information and practice, see page 156.

1 An adverb of frequency goes after / before the verb to be but after / before the main verb. 2 An expression of frequency usually goes at the beginning / in the middle or at the end of a sentence.

1 feels /z/ 2 needs /z/

3 watches /ız/ 5 goes /z/ 4 sleeps /s/ 6 dances /ız/

8 Discuss the questions. 1 What time do people normally get up in your country? How late do they stay up? Do they ever take a nap in the afternoon? 2 How does this change during summer and winter?

Answers:1 2 3 4 5

frequency to ask or answer questions about these activities. exercise eat out in restaurants do gardening play board games check your email

read a book be in a bad mood go on vacation be busy on the weekend be stressed at work

Two or three times a week.

Speaking and writing 12 Work in groups. Prepare a How healthy are you? quiz for another group. Start each question with How often…? Are you often…? or Do you ever…? and offer three choices of answer (A, B, or C).

13 When you are ready, join another group and give and take your quizzes. Compare your answers. Do you think the other group is very healthy?

Speaking and writing 12 Ask the class to get into an even number of groups (e.g., four groups of four students; six groups of three students) according to your class size. They should produce a set of questions about healthy lifestyles as indicated, with three answers to choose from. Circulate and check correct question formation and other language features in their work.

6 7 8 9 10

washes makes writes listens wishes

/s/ /z/ /ɪz/ /z/ /z/

6 /ɪz/ 7 /s/ 8 /s/ 9 /z/ 10 /ɪz/

8 Ask students to read and think about the questions for a minute or two. Then elicit some ideas and different opinions from around the class. Prompt students to give reasons for what they say, by asking Why …? questions.

How often do you exercise?

Unit 1 Health

talks plays catches reads gives

Elicit the answers and check with the whole class. Have students practice saying the words chorally and individually.

11 Work in pairs. Use adverbs or expressions of

7 Pronunciation /s /, /z /, or /ɪz / 2 Listen to the ending of these verbs and write /s/, /z/ or /ɪz/ for the endings. Check your answers with your teacher.

1 2 3 4 5

11

13 Ask each group to join another group and ask the other group its questions. They then discuss how healthy they are. Elicit information from each group and discuss which group has a healthy lifestyle. HOMEWORK Ask students to write a paragraph describing their weekly routines in relation to sleep and exercise, e.g., From Monday to Friday I always get up at seven o’clock to get to work by nine o’clock. After work on Monday and Thursday, I usually go to the gym for an hour...

9 Ask students to locate all the adverbs of frequency in Exercise 2 and then decide which are missing from the table and write them in. Elicit the answers from the class. 10 Ask students to read and complete the rules about adverb position with the correct option. Read and discuss the examples of adverbs and expressions of frequency in the grammar box. 11 Ask students to work in pairs to ask each other questions, using the adverbs and expressions of frequency. They should respond with answers that are true for them. Read the examples with them before they start.

Unit 1 Health

11

1b

1b The secrets of long life

The secrets of long life

Reading

Vocabulary do, go, or play

1 How old is the oldest person

4 Complete the table with activities from the article in Exercise 2.

you know? How healthy is his or her lifestyle?

do

go

play

fishing

2 Read the article and answer the questions.

Materials

1 Why are the people of Okinawa famous? 2 What are the reasons for their good health?

Dictionaries are needed for Exercise 5.

3 Which of the reasons for good

5 Add these activities to the table in Exercise 4. Use your dictionary to help you, if necessary. Then think of one more activity for each verb. cards tennis

health in the article are true for your life? Tell your partner.

Warm-up

hiking the piano

homework yoga

nothing soccer

running karate

shopping surfing

WORDBUILDING verb + noun collocations We can only use certain nouns with certain verbs. These are called collocations. For example, go fishing but not do fishing or play fishing. fishing

Personal response Ask students if they know where Okinawa is (Japan). Then ask them to work in groups of four to discuss what they know about Japan and the Japanese way of life, and in particular, what kinds of food they eat. Elicit ideas from the groups and discuss them with the whole class.

The Secrets of

The island of Okin inawa awa in Ja Japan pan ha hass some some of th thee oldest peopl p e in the the wor world. ld. It It’s ’s fam famous ous fo f r its high number er of cen centen tenari arianss—men and women over a hu ove hundr ndred ed yea years old ld. There have been man ny scie cientific studies of their lifestyle and you u c evven can e buy cookbooks based on their diets. Some of the reasons for their good health are Som thatt they tha they …

Ask the class to look at the photo and say what they think is happening. They can use the Who? What? Where? When? Why? sequence of questions to structure their ideas.

● ●

●

●

●

Reading

●

go fish fishing ing and d eat e what they catch. regu egular la ly do gard lar dening and grow their own fruits fru its an a d vege vegetab tables. go bik biking ing an a d neve ne r drive d when they can wa walk. lk. often oft en spe spend sp nd d tim time e with th fr f ien iends. ds. s Th They e mee meett att peo ople ple’’s hous hous ouses es and pl play ay gam games. es rarely rar ely bu buyy food food fr from om a supe uperma rmaarke ket. t t. d regu do gular gu lar ex exerc ercise erc ise,, go ise go swim wimmin min ing, g and g, a lead an act ctive ve lilives ives ves..

1 Ask students to think about the answers to the questions. They can then get into a group of three or four to discuss their answers. You might ask for some answers from the whole class to see who is the oldest person anyone knows and to discuss the reasons for their long life. 2 Ask students to read the two questions and then read the article to find the answers. For the second question, ask them to find three general answers from the specific information given. ANSWERS

1 high number of centenarians 2 source their own food, travel by bike and walking, exercise, spend time with friends, etc.

3 Ask students to tell a partner about healthy aspects of their life.

Vocabulary 4 Ask students to complete the table with activities from the article which use do, go, and play. 12

12

ANSWERS

ANSWERS

do: gardening, exercise go: biking, swimming play: games

do: homework, nothing, yoga, karate go: hiking, running, shopping, surfing play: cards, tennis, the piano, soccer

5 Before doing the exercise, read the information about verb + noun collocations in the Wordbuilding box. Then ask students to write the nouns from the box in the correct column of the table. Make sure there are dictionaries available in the classroom for students to check any collocations they are not sure of. Ask students to think of an additional activity for each of the three verbs.

Extra activity Ask students if they see any pattern in the way the words collocate. They might notice that it is always go + verb -ing and that it is often play + a team sport, an instrument, or a game.

Listening 6

9 The three other sentences in Exercise 8 use the present continuous tense. How do you form that tense? Match the three sentences to the uses (a–c).

3 Listen to a radio interview and answer the questions. 1 What does David McLain want to know? 2 Why is he in Sardinia?

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a to talk about things happening at the moment of speaking 2 b to talk about things happening around now but not necessarily at the moment of speaking 1 c to talk about current trends and changing situations 5

3 Listen again and mark the sentences true (T) or false (F). 1 David McLain is traveling to different countries. T 2 He’s in a studio. F 3 Men don’t live as long as women on Sardinia. 4 Sardinian families often eat together. T 5 David thinks Sardinia is less stressful than other countries. F 6 Younger people are eating more unhealthy food and they aren’t getting much exercise. T

Listening 6 Ask the class to read the questions and then play the audio. Elicit answers from the whole class. Play the audio again if there are comprehension problems.

PRESENT CONTINUOUS

F

I am speaking you/we/they are speaking he/she/it is speaking

ANSWERS

I’m not traveling you/we/they aren’t traveling he/she/it isn’t traveling

1 Why Sardinians live longer. 2 Men live as long as women, which is uncommon.

Am I moving? Are you/we/they moving? Is he/she/it moving? For more information and practice, see page 156.

7 Ask students to read through the six sentences. Suggest that if they think they know the answer already, they should put T or F after those sentences in pencil. Then play the track again for them to check and complete their answers. They can compare answers with a partner and then listen once more. Elicit the answers from the whole class, having them read the sentence, then say if it’s true or false.

10 Complete the sentences with the simple present or present continuous form of these verbs. check learn

not / do play

not / eat read

go spend

We ’re learning a new language now. We often time together. Give me a minute! I my email. you to the gym? How often Right now I a really interesting book. any candy Currently, a friend of mine and he says he feels healthier. 7 I’m nearly eighty but I any exercise! 8 Which video game you ? It looks like fun.

1 2 3 4 5 6

Grammar simple present and present continuous

Speaking

Grammar

11 Work in pairs. Take turns asking and answering

8 Look at the five sentences below. Which two use the simple present tense? Why? 1 2 3 4

He’s currently traveling to places and regions. He’s speaking to us right now on the phone. Men live as long as women. Every Sunday the whole family meets and they eat a huge meal together. 5 Young people are moving to the city so they are doing less exercise because of their lifestyle.

8 Ask students to read the sentences and do the task individually. They can then compare answers with a partner. Elicit the answers from the whole class, having them read aloud the sentence before saying what tense it uses and why.

the questions. Use the simple present and present continuous tense in your answers. 1 What’s your typical working day like? Are you working on anything new right now? 2 How do you spend your free time? Are you getting much exercise? 3 Do you often read novels? Are you reading anything interesting at the moment? 4 Where do you normally go on vacation? Are you planning any vacations this year? 5 Do you speak any other languages? Are you learning any new languages?

ANSWERS Unit 1 Health

10 Ask students to complete the sentences individually and then compare answers with a partner. Elicit the answers as complete sentences. ANSWERS

2 3 4 5

spend I’m checking do, go am reading

6 isn’t eating 7 don’t do 8 are, playing

Speaking 11 Ask the class to get into pairs to ask and answer the questions using the simple present and present continuous. Students can then tell the class some facts about their partner.

13

Grammar note You may wish to point out some of the spelling rules for the -ing form to students. For verbs ending in a consonant + vowel + consonant, double the last letter of the verb and add -ing. e.g., swim → swimming For verbs ending in -e, delete final e and add -ing. e.g., move → moving You could also point out that we do not use continuous forms with stative verbs, e.g., like, love, be, have. So we would not say: I am liking my English classes a lot at the moment. Instead we would use an active verb such as enjoy: I am enjoying my English classes at the moment.

Items 3 and 4 use the present tense because they describe general facts and routines.

9 Ask the class to look at the sentences again and say how the present continuous is formed. Then ask them to match the sentences from Exercise 8 with the uses a–c individually. They can then compare answers with a partner. Elicit answers from the whole class, having them read aloud the sentence before saying which use (a–c) it matches. Read and discuss the examples of the present continuous form in the grammar box.

Unit 1 Health

13

1c

1c Health and happiness

Health and happiness

Speaking

Word focus feel

1 Which of these things make you feel happy? Order

4 Look at the sentences (1–4) from the article. Match

them from 1 to 5 (1 = most happy). Compare with your partner. ● ● ●

Warm-up

● ●

Personal response

Critical thinking the main argument

Ask students to think of a time when they felt very happy. What was the occasion? Why did they feel so happy? Ask them to work in a group of four and ask and answer questions about this event in detail. Elicit a few responses from the class.

2 Read the article on page 15. Which of the sentences (1–3) is the best summary of the main argument? 1 Happiness improves our health. 2 Denmark is the happiest country in the world. 3 There are different ways to measure happiness.

2 Ask students to read the three statements and then the whole article, and decide which statement best sums up the content of the article. Background note Denmark is a country in Scandinavia, in northern Europe. Copenhagen is the capital.

All the Scandinavian countries (Denmark, Sweden, and Norway) are known for their high standard of living and quality of life.

Reading 3 Ask students to read through the questions, read the article again, and answer the questions individually. They can then compare answers with a partner. Elicit the answers from the whole class.

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5 Match the questions (1–3) to the responses (a–c). 1 How do you feel today? a

1 The King of Bhutan measured his country’s development by... a money b health c happiness

6 Work in pairs. Take turns asking the questions in

2 Which is easier to measure? a happiness b health c sickness and bad health

Speaking 7 Work in groups. Discuss the questions. 1 How happy do you think your country is? Give reasons for your answer. 2 How much do you agree with the opinion that “happy people don’t get sick”? 3 What do you think are useful categories for measuring happiness? Which are not very useful?

8 Work in the same group. Make a list of five categories for measuring happiness (e.g., money, sleep). Then have everyone in the group give a score for each category (1 = very happy, 2 = happy, 3 = OK, 4 = not very happy). How happy is your group? Present your categories and result to the class.

14

Word focus 4 Ask students to do this exercise individually and then compare their answers with a partner. Elicit the answers, asking students to read the sentence and then add the meaning of feel (e.g., Denmark feels happier than other countries. Here “feel” means “to talk about an emotion.”). 5 Ask students to do the exercise individually, then compare their answers with a partner. Elicit the answers, asking one student to read the question and another, the correct response.

c

Exercise 5. Answer with your own words.

3 In one survey, Iceland was number one for its... a money b health c happiness 4 How did researchers measure happiness in 155 countries? a with answers to questions b by looking at people’s faces c by measuring the number of sick people 5 What do visitors to Krikortz’s website click on? a questions b faces c numbers 6 How many categories does Krikortz have for measuring happiness? a three b five c seven 7 What color are the lights on the building when Stockholm is happy? a red b green c purple

Critical thinking

to give an opinion to talk about an emotion to talk about physical illness to talk about wanting something or wanting to do something

a Fine, thanks. How about you? b Yes, I’d like to. c I’m not sure. It’s interesting, I suppose.

3 Choose the correct answer (a–c).

1 Ask students to order the five things listed individually, then discuss their answers with a partner. Tell them to explain why the things make them feel more or less happy.

a b c d

2 What do you feel about Krikortz’s project? 3 Do you feel like going for coffee? b

Reading

Speaking

Stockholm is the capital of Sweden, another Scandinavian country.

Sleeping for a long time Having money Relaxing on vacation Going out with friends Getting exercise

the word feel in each sentence with one of its uses (a–d). 1 It’s also easy to measure how many people feel ill or unhealthy in a country. c 2 Denmark feels happier than other countries. b 3 Krikortz feels that there are other ways of measuring happiness. a 4 The colored lights are also useful if you feel like visiting the city. d

6 Ask students to ask and answer the questions in Exercise 5 in pairs. Remind them to answer the questions truthfully about their own feelings, not just repeat the sentences in the book. They can then work with a new partner and ask and answer the questions again, if you feel they should have more practice.

measuring

HEALTH AND

Speaking

HAPPINESS The small country of Bhutan in the Himalayan mountains is over 1,000 years old. In the past, it was a poor country and not many people visited it. But nowadays, it is becoming more and more popular with tourists. Medicine and health are improving and the economy is growing. King Jigme Singye Wangchuck, the king of Bhutan until 2006, talked about his country’s “Gross National Happiness” because he thought happiness was the way to measure his country’s development.

So does happiness equal money and good health? Not according to the artist Erik Krikortz. He feels that there are other ways of measuring happiness. Krikortz has a website where visitors click on different happy or sad faces to comment on how well they sleep, their family and friends, their level of stress, their inspiration, and their physical activity. When you finish, his website adds the results for each area and gives you a final result for your happiness.

But how do you measure happiness? Perhaps health is the best way because, as a famous doctor once said, “Happy “H ppy pe p opl ple generall lly don’t ’t get g t siick.” k ” It’ It’s also l easyy to measure how many people feel ill or unhealthy in a country. For example, one survey says that Iceland is the healthiest country in the world because men and women live a long time there, the air is very clean, and there are more doctors available per person than anywhere else in the world.

In his home city of Stockholm, Krikortz also shows the results of his survey as colored lights on the side of a large b ilding buildi g in th the cit ity. y For example pl , red d means th the pe p opl ple off Stockholm are very happy, green is OK, and purple means many people are sad. “A lot of people look at the building every day and see how ‘we’ are,” Krikortz says. The colored lights are also useful if you feel like visiting the city. If the lights are red, you know the locals are feeling happy!

7 Ask students to work in groups of four to discuss the questions and prepare a short presentation of their ideas. Afterwards, depending on the size of your class, have each group report back to the class. If you have more than 16 students (i.e., four reports), it may be a good idea to have two sets of groups reporting back to each other. Have a brief class discussion of the issues. 8 Ask students to work in the same groups to make a list of categories for measuring happiness and then use the categories to measure their own happiness. Discuss the results as a class.

However, in a survey of the happiest countries in the world, Iceland was not near the top. The questions in this survey included: How much do you earn? How healthy are you? How safe do you feel? After visiting 155 different countries, the researchers decided that Denmark feels happier than other countries.

Background note In 2006, Bhutan was rated the happiest country in Asia and the eighth happiest country in the world. Most of the population is Buddhist and the country has a very strong Buddhist culture. Hinduism is the second most common religion. Bhutan has an unspoiled natural environment and conservation is central to the government’s policies.

inspiration (n) /ˌɪnspəˈreɪʃən/ n a feeling that makes you want to do something or gives you exciting new ideas

Unit 1 H He e eal alltth alt

HOMEWORK Ask students to write a paragraph about their feelings about projects like Krikortz’s, where there are large public installations and the public interacts with them, detailing the pros and cons of such things and giving reasons for their feelings.

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Erik Krikortz (born 1975, Luleå, Sweden) is an artist based in Stockholm. He specializes in installations, interventions, and performance, and is particularly interested in events that are set up in public areas and where the public participates with the installation. He became wellknown through his project called Color by Numbers, where the top ten floors of the Telefonplan Tower in Stockholm, which is visible from 12 miles away, could have the color of the lights changed by cell phone calls from the public. You can see examples of his work on his website: http://krikortz.net.

Unit 1 Health

15

1d

1d At the doctor’s Vocabulary medical problems

3 What do you do when you have the medical problems in Exercise 1? Choose an answer and compare with your partner.

1 Match the people (1–8) with their medical

At the doctor’s

problems (a–h). 1

1 I go to bed. 2 I take medicine. 3 I go to the doctor.

3

Warm-up

Real life talking about sickness

2

Personal response

4

Ask students to get into pairs and talk about their feelings about going to the doctor’s. Suggest some questions or write the following on the board for them to use as prompts: Where do you go? What is the doctor like? How often do you go? How do you feel when you go? What do you think about the service you get? Elicit some responses from the whole class.

4

5

6

8

1 Read through the list of medical problems with the class, making sure that they understand them all. Then ask them to match the problems with the pictures. Ask students to give their answers, saying, for example: Picture 1 – I have a backache.

a b c d e f g h

5

Pronunciation 2 Ask students to match the same-sounding vowel sounds individually and then compare answers with a partner. Play the audio for students to check. Then have the class repeat the words chorally and individually. 3 Ask students to categorize the medical problems individually and then compare their responses with a partner. Elicit suggestions from the whole class and compare their ideas. 16

Medical advice

sore throat 1 bad cough runny nose 1 earache 2 feel sick 1 fever 2

take this medicine twice a day 1 go to bed drink hot water with honey and lemon 1 take one pill twice a day 2 buy a box of tissues 1 drink lots of water 2

2

I have a headache. 4 I have a backache. 1 I have a runny nose. 2 I have an earache. 7 I have a stomachache. 8 I have a fever. 6 I have a sore throat. 3 I have a bad cough. 5

head throat cough ache ear

wake off note here bed

I have a sore throat. You take this medicine. should It’s good for a sore throat. You need a box of tissues. If you still feel sick in a few days, see a doctor . Let me have a look . Do you feel sick? . Let me check your temperature TALKING ABOUT SICKNESS Asking and talking about sickness I don’t feel very well. / I feel sick/ill. Do you have a fever? How do you feel?

4 Many English words have the same vowel sounds but different spellings. Match the words with the same vowel sounds. Then listen and check. 1 2 3 4 5

5 Listen again and complete the sentences. Then match them with the correct section in the box. 1 2 3 4 5 6 7 8

Pronunciation sound and spelling

Pronunciation note

However, with the other phrases, there is equal stress on both the adjective and the noun: runny nose, sore throat, bad cough.

Medical problem

7

Vocabulary

Notice that in the eight phrases in Exercise 1 there are variations in word stress. In all the words ending in -ache, the stress is on the first syllable of the word: headache, backache, stomachache, earache. The stress is also on the first syllable of fever.

5 Listen to a conversation at a drugstore (1) and a doctor’s office (2). Match the person’s medical problems and the medical advice they receive with each conversation. One item in each list is not mentioned.

1, 6, 7, 8

Giving advice 2, 3, 4, 5 Try drinking hot water with lemon. You need to take one of these. Drink lots of water.

6 Work in pairs to practice this conversation. Then change roles and repeat it. Student A: You have a medical problem. (Choose one from Exercise 1.) Student B: You are a pharmacist. Ask how Student A feels and give advice.

16

Real life 4 Ask students to read through the table before they listen and make sure they understand what they have to do. Then play the audio. If necessary, play it again and have students compare their answers with a partner. Ask for answers from the whole class. 5 Ask students to read the sentences, then play the audio again for the students to complete them. Play the audio one more time if necessary. Have students match the sentences with the two topics in the box. Students can then compare their answers with a partner. Ask for the answers as complete sentences.

Extra activity Give students the scripts of the two conversations, and ask them to get into pairs and practice them. They should do each one twice, changing roles each time. They could also change partners when they do the second one, for the sake of variety and changing classroom dynamics.

6 Read through the expressions for talking about illness with the class, and have them practice the phrases chorally and individually. Ask the class to get into pairs and practice the conversations together. They should take turns to practice several illnesses and pieces of advice.

1e

1e Online medical advice Writing online advice

3 Writing skill conjunctions

1 Many people look for medical advice on the Internet before they visit their doctor. Do you think this is a good idea? Why?

1 What medical problem does each person have? 2 Do you think the doctor gives them good advice? 3 Can you think of any more advice for each person?

1 W We use and to connect two words or parts of a sentence. 2 W We use but to introduce an idea that is different. 3 W We use so to say “with the result that.” 4 W We use to explain because the reason. 5 W We use or to connect an alternative word or idea.

www ww w.as w.as w. askd kdoc kd octto oc torjjoe.c .com com Symptom checker

a Look at the highlighted conjunctions in Exercise 2 and complete the rules with them.

2 Look at the advice forum on a website. Answer the questions.

Home

Online medical advice

(and, or, so, because, but) t

Advice forum

Paola: I returned from a walking trip in the Himalayas a week ago and now I feel sick. Do you think it’s from the trip?

Accidents and

b Complete the sentences with the conjunctions in Exercise 3a.

Diet and nutr

Dr. Joe: It could be from the trip or it could be something you ate at home. But you should visit your doctor immediately!

Eyes

Health and we

Tze: Hi! I often have problems sleeping at night so I’m tired all the time. Do you have any advice?

Common illne

News

Dr. Joe: Sorry to hear that. Do you drink coffee before bed? It has caffeine and this often keeps people from sleeping. Try drinking herbal tea or a glass of warm milk because they don’t have any caffeine.

Sports and fit

1 Y You need to do more exercise and eat healthy food. 2 Jogging is healthy, y but eating chocolate is nicer! 3 Y You could try biking or walk if you don’t have a bike. 4 Fruits and vegetables are good for you they because are full of vitamins. 5 Fruit and vegetables are full of vitamins, so they are good for you.

Travel and im

4 Imagine you want advice from Pari: I’m worried about my health. I like doing exercise, but I spend all day working in front of a computer. What can I do? Dr. Joe: How do you get to work? You could take your bicycle. It’s good for your health AND it saves you money.

MORE MO ORE F About

the forum. Choose a medical problem. Then write a message to Dr. Joe and ask for advice.

5 Exchange your message with

Services Case studies Partnerships Research

your partner. Imagine you are Dr. Joe. Write a reply with two or three pieces of good advice. Remember to use conjunctions.

Board

FREE E advicce, 24 hrs

Personal response Ask students to get into groups of three or four to discuss their use of the Internet. They should ask and answer questions, e.g., How often do you use the Internet? Where do you use it? (e.g., home, work, Internet cafés) What do you use it for? They should find out who in their group uses it the most and what for. Elicit some responses from the class.

Writing 1 Ask students to think about the issue raised individually, then discuss it in a group of three or four. Elicit ideas from the whole class, and try to get a discussion going if students have different opinions. 2 Ask students to read and answer individually, then compare answers with a partner. Elicit the answers from the whole class.

Latest news

www ww w.a w. .as askd kdoc octo torj torj rjoe rjo oe.ccom oe.c om

Warm-up

Members Statistics

ANSWERS

Careers Contact us

Unit 1 Health

17

1 Paola feels sick, Tze can’t sleep, and Pari doesn’t exercise. 2 Students’ own answers 3 Students’ own answers

Vocabulary note 3b Ask students to complete the sentences using the conjunctions from 3a, then compare answers with a partner. Ask for the answers as complete sentences. 4 Ask students to choose a medical problem and write to Dr. Joe for advice, using the forum messages in Exercise 2 as models. They should work individually. 5 Ask students to exchange messages with a partner and reply to their partner’s message with some advice. They should each read their partner’s

reply and discuss whether it is good advice or not. Extra activity Ask the class to give their messages to another partner and get some advice from them. They can then compare the different advice they get.

Notice that Dr. Joe uses the phrases It could be…, You could take…, and Try drinking… when he gives advice. You may need to explain these expressions to the students and help them to use them in their own sentences.

Writing skill HOMEWORK Ask students to write some online medical questions and answers of their own.

3a Ask students to find the conjunctions in the text, then complete the sentences to say how they are used. They can then compare their answers with a partner. Ask for the answers as complete sentences. Unit 1 Health

17

1f

1f Slow food

Video

Video

Slow food Videoscript Narrator: Chianti is a region in Italy. It’s between the famous cities of Florence and Siena. It’s famous for its beautiful countryside and its vineyards. In Chianti, there is a town called Greve. It has a population of 4,000 people, and it’s the center of traditional products from the region. There are local products like mushrooms and cheese. Greve is a place with tradition. A place where time is slower. Mayor: Our aim is to keep Greve the same. We want to keep Greve and all the other slow cities special. Narrator: The mayor of Greve and mayors from three other Italian cities started the Slow Cities League. The purpose of the Slow Cities League is to stop their hometowns from becoming fast cities. That’s why the Slow Food movement began. The idea is simple. They want a good life with good food, family, and friends. Now the Slow Food movement is an international movement. It has more than 66,000 members worldwide. Greve resident: It’s very nice to live here because we have a nice atmosphere, we have nice landscapes, and so, when you have nice things to see, a nice place to live in, it’s very easy. Narrator: Salvatore Toscano lives in Greve. In the past he ran an American-style restaurant in Florence. All day, he served fast food, like burgers. Five years ago he moved to Greve, and he opened a new restaurant. Salvatore: It’s about taking more time, so you are calmer and more relaxed. This means you also have to think about what you eat.

18

A plac la ace e whe ere time is sl er slowe owe er

18

Narrator: In the mountains of Pistoia, in northern Tuscany, farmers produce pecorino cheese. They make it with the milk of black sheep twice a day. This traditional food was dying out. But the Slow Food movement helped the farmers. Now the cheese is popular again. Cheesemaker: Not everyone knows about our product, but now the Slow Food movement means people know about us.

Farmer: From Singapore to Macau, in New York, in Rome, you always find the same pizza, the same hamburgers. Slow Food doesn’t want this. Slow Food wants the specialness of every product to be respected. Narrator: The city of Greve does not want to leave the modern world, but it wants to enjoy itself…slowly.

Before you watch

After you watch

1 Work in groups. Look at the title of the video and

6 Match the people (1–4) with what they say (a–d). 1 the narrator c 2 Salvatore Toscano b a 3 Greve’s mayor 4 the cheesemaker d

the photo. Discuss the questions. 1 2 3 4

What do you think “slow food” is? How do you think the people in the photo feel? What do you think the photo caption means? What do you think the video is about?

1 Students work in groups. Ask them to look at the photo and the title of the video and discuss the questions. Then discuss answers as a class.

a Our aim is to keep Greve the same. We want to keep Greve and all the other slow cities special. b It’s about taking more time so you are more calm and relaxed. c In the mountains of Pistoia, in northern Tuscany, farmers produce pecorino cheese. d Not everyone knows about our product. But now the Slow Food movement means people know about us.

2 Mark the things you think will be in this video. countryside farmers and people making food fast food restaurants lots of cars a modern city relaxed people enjoying food

2 Ask students to predict which things from the box they think they will see in the video.

7 Roleplay a conversation with Salvatore

While you watch

Toscano

3 Watch the video and check your ideas from Exercise 2.

4 Mark the sentences true (T) or false (F). 1 Chianti is a region in Spain. F

2 Four thousand people live in Greve. T 3 Greve is part of the Slow Cities League. T 4 Salvatore Toscano runs an American-style restaurant. F 5 His restaurant is in Greve. T 6 Farmers make pecorino cheese from cows’ milk. 7 Pecorino cheese is not very popular nowadays. 8 Greve wants to escape from the modern world.

Before you watch

Work in pairs.

While you watch

Student A: You are Salvatore Toscano. Read the questions below and make notes about yourself. Then ask your customer about his life.

3 Play the video for students to check their answers to Exercise 2. They should not try to understand everything at this stage.

● ● ●

F T F

5 Watch the video again. Answer these questions. 1 What is Greve famous for? 2 How many cities are in the Slow Cities League? 3 What is the purpose of the Slow Cities League? 4 What does the Slow Food movement encourage? 5 Why is pecorino cheese popular again? 6 What can you find everywhere in the world?

Why do you like Greve? What is it like living in Greve? Do you enjoy your job?

Student B: You are a customer in Salvatore Toscano’s restaurant. You come from a large, busy city. Read the questions below and make notes about yourself. Then ask Salvatore about his life in Greve. ● ● ● ●

ANSWERS

We see countryside, farmers and people making food, relaxed people enjoying food.

What’s your name? What’s your job? Do you like visiting Greve? Why? Do you want to live somewhere like Greve?

4 Give students time to read the sentences. Then play the video again and ask students to decide if they are true or false.

Act out the conversation. Compare your lives. Then change roles and repeat the conversation.

8 Read what the man says at the end of the video and answer the questions.

5 Give students time to read the questions. Then play the video for them to answer.

From Singapore to Macao, in New York, in Rome, you always find the same pizza, the same hamburgers. Slow food doesn’t want this. 1 Do you agree? 2 Do you think slow food is a good idea?

ANSWERS

9 Work in pairs. Discuss these questions. 1 Would you like to live in Greve? Why? die out (v) /ˈdaɪ ˈaʊt/ disappear mayor (n) /ˈmeɪər/ the head of the administration of a town vineyard (n) /ˈvɪnjərd/ a place where grapes grow worldwide (adv) /ˈwɜrldˈwaɪd/ all over the world

2 Do you live a quiet life or do you live in the fast lane? In what ways?

Unit 1 Health

After you watch 6 Students read the quotes a–d and match them to the people 1–4. 7 Students work in pairs to role play an interview with Salvatore Toscano, according to the instructions.

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8 Elicit ideas from the class about what the quote means and whether they agree with it.

1 Greve is famous for its traditional culture. 2 There are 4 cities in the Slow Cities League. 3 The purpose is to stop towns from becoming fast cities. 4 The Slow Food movement encourages good life, family, and friends. 5 The Slow Food movement has made local food popular. 6 You can find the same pizza and the same hamburgers everywhere.

9 Students work in pairs to ask and answer the questions.

Unit 1 Health

19

UNIT 1 REVIEW

UNIT 1 REVIEW

Grammar

Grammar

1 Work in pairs. Look at the photo. Where are the

1 Ask students to look at the picture in pairs and discuss what is happening.

2 Choose the correct forms to complete the text

man and the elephant? What are they doing?

about the man in Exercise 1.

Vocabulary 4 Which words can follow the verb in CAPITAL letters? Delete the incorrect word. 1 2 3 4

FEEL DO PLAY GO

tired, happy, ache, sick exercise, housework, relaxing, yoga golf, swimming, games, tennis marathon, racing, hiking, driving

5 Work in pairs. How do you feel about your new English course? Do you feel worried about anything? (Tell your teacher if you do.)

2 Ask students to choose the correct forms to complete the text.

I CAN talk about leisure activities say how I feel

3 Ask students to answer these questions in pairs.

Real life 6 Choose the correct words to complete the conversation between two friends.

Vocabulary

A: 1 How do / Do you feel? B: Not very 2 well / sick. I’ve got a 3 pain / sore throat. A: 4 Do you feel / Do you have a fever? B: I don’t know. I feel a little hot. A: 5 Try / You need drinking some honey and lemon in hot water. B: Good idea. A: But 6 you should / it’s a good idea also see your doctor.

4 Ask students to delete any words that do not collocate with the word in capitals. 5 Ask students to discuss the course honestly and list any problems they have. Reassure them that you will deal with any issues they have.

7 Work in pairs. Practice two similar conversations. Conversation 1: Student A has a headache. Student B gives advice.

Real life

Every day, Nazroo 1 drives / is driving elephants for a living, but, as you can see here, 2 he takes / he’s taking his favorite elephant, Rajan, for a swim. Sometimes they 3 like / are liking to relax this way after a hard day. I was surprised because Rajan 4 doesn’t seem / isn’t seeming worried about being in the water. I guess it feels good after a long, hot day at work.

6 Ask students to choose the correct words to complete the conversation. 7 Ask students to work in pairs and role play their own conversations based on the model in Exercise 6.

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I CAN talk about feeling sick give advice

Speaking 3 Work in pairs. How often do you go swimming? How do you like to relax? I CAN

Speaking

talk about regular actions and events using the simple present

8 Ask students to complete the questions individually.

describe actions in progress (now or around now) using the present continuous

9 Students work with a partner to ask their questions and answer their partner’s questions. They can then change partners and do it again.

Conversation 2: Student B has a stomachache. Student A gives advice.

ask and answer questions with How often…?

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8 Complete these questions to ask someone about their everyday habits and interests. 1 2 3 4 5

Do you often play…? How often do you go…? Do you ever…? What are you -ing…? Why do you…?

9 Work in pairs. Ask and answer your questions from Exercise 8.

Unit 2 Competitions

Unit

Iro Ir Iro ronma nma m n comp mp peti et tio io on Pho Pho Ph h to o byy P Pat attric a rick ick MccFe FFe eele ley

2

Competitions Warm-up Personal response Ask students to think about all the competitions they’ve been in—as children, in school, and as adults. Ask: Do you like competitions? Why / Why not? How do you feel when you take part? Have you ever won a competition? Do you think competitions are important for people? Why / Why not?

F E AT U R E S 22 Competitive sports What it takes to be a real winner

24 Crazy competitions! When people from all over the US make new rules

26 Bolivian wrestlers Women competing in a national sport

30 Cheese rolling A video about a crazy and dangerous competition in England

Ask them to get into pairs to ask and answer the questions. Then, elicit some of their ideas and experiences.

1 Look at the photo. 1 What kind of competition is it? Do you like this kind of sport? 2 What other sports do you think the Ironman competition includes? 3 Why do you think both competitors and spectators like these types of competition?

Unit introduction Ask students to look at the list of features for the unit, and encourage them to look through the pages in the unit to see what topics will be covered. Some of the vocabulary may be new to them (e.g., wrestling), so explain these terms briefly if necessary to give an overview of the topic. Ask them which topics they find interesting, and why.

2 Work in groups. Discuss the questions. 1 Do you prefer to be a competitor or a spectator? 2 Are you competitive? What kinds of competition do you compete in? WORDBUILDING word forms When you learn a new word, try to learn its other forms. For example: compete (verb) – competitive (adjective) – competition (noun) – competitor (noun/person)

1 Ask students to look at the photo in pairs and discuss the questions. Then elicit and discuss answers as a class. SAMPLE ANSWERS Unit 2 Competitions

Pronunciation note Point out that in the different forms of each word, the stress is often on a different part of the word, so students should also learn the pronunciation of each form. Practice the syllable stress in these multi-syllable words with students, chorally and individually: compete, competitive, competition, competitor

21

HOMEWORK Ask students to write a paragraph about any competitions they take part in, describing what they have to do and how they feel when they are competing. If they do not take part in competitions, they could write about any competitions they like to watch, either live or on TV.

1 swimmers at the Ironman championships 2 cycling and running 3 because they want to win/see someone win the ultimate test of fitness

2 Ask students to work in groups of three or four and discuss the questions. Elicit some answers from the whole class. Read the information about word forms in the Wordbuilding box with students.

photograph, photographer, photography, photographic

Unit 2 Competitions

21

2a

2a Competitive sports

Competitive sports

Reading and speaking

Grammar verb + -ing forms

1 Read the quotes by famous athletes (1–6) and

2 Underline the verb + -ing forms in the quotes in

Warm-up

discuss the questions.

Exercise 1. Which of the underlined forms:

1 How are the six quotes similar? 2 Are all these sports popular in your country? What other sports are popular?

1 are the subject of the sentence? winning (3) 2 come after verbs (e.g., like, dislike) as an object? 3 come after a preposition? losing (2, 5), winning (5) VERB + -ING FORMS

“Winning isn’t everything, but wanting it is.”

1

Personal response

Subject of the sentence: Swimming is good for you. ● After verbs (often like, love, enjoy, prefer, don’t like, hate, can’t stand) d as an object: I like playing tennis. ●

Arnold Palmer, winner of 92 golf tournaments

Ask students to work in pairs to talk about a famous and successful athlete that they like. Ask them to think about the following questions:

●

2

“I just love winning.”

3

A: The Tour de France is on TV tonight! I love watch it. watching

Ayrton Senna, racing driver and three-time Formula One World Champion

B: Oh no! Cycle is so boring. Cycling A: I really enjoy see the cyclists on the mountains.

4

Reading and speaking

Billie Jean King, tennis player and winner of 129 major tournaments

A: But I want to watch this. B: Are you afraid of lose against me or something?

a 6

1 They all say that to be a champion, wanting to win is the most important thing. 2 Students’ own answers

“Goals are only important if they win games.” Lionel Messi, four-time winner of the International Soccer Federation’s World Player of the Year award

Grammar

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B: Sit in front of the TV is not exciting. I prefer do something. Hey! Are you good at play tennis? playing We could play this afternoon.

losing

4 Pronunciation /ŋ/

ANSWERS

4a Ask students to read the words to themselves and think about their pronunciation. Introduce the /ŋ/ sound to them, then read the rubric with them and make sure they understand what they have to do. Play the audio and ask them to answer

A:

“A champion is afraid of losing. Everyone else is afraid of winning.”

5

seeing waiting T Today is the final day. It’s exciting. Sitting, doing

B: But it lasts for days! I hate wait for the end.

“Swimming isn’t everything, winning is.”

Mark Spitz, swimmer and winner of seven gold medals at the 1972 Munich Olympics

1 Ask students to read the quotations. Then tell students to discuss them and the questions with a partner. Elicit answers to the questions from the class.

Pronunciation

3 Look at the grammar box. Then correct the conversation between two friends. Change eight verbs into the -ing form.

What do you think makes this person successful in his or her sport?

3 Ask students to correct the conversations individually, then check their answers with a partner. Elicit the answers as complete sentences.

After a preposition: I’m good att learning languages.

For more information and practice, see page 156.

“I never thought of losing.” Muhammad Ali, three-time boxing World Heavyweight Champion

What adjectives would you use to describe this person?

2 It might be a good idea to read through the box with students before they attempt this exercise, so that they are clear about the grammar involved. Then ask them to do the activity individually before checking with a partner. Elicit the answers and discuss them with the whole class.

Winning (1, 4), wanting (1), Swimming (4)

6 Listen to the words and underline the part of the word with the /ŋ/ sound. What is the most common spelling with the /ŋ/ sound? Check your answers with your teacher. 1 2 3 4 5

watching language waiting thinks cycling

6 7 8 9 10

losing winning English competing thanks

b Read the conversation in Exercise 3 aloud. Muhammad Ali taunting Sonny Liston

Pay attention to the /ŋ/ sound in the verb + -ing forms.

22

the question. Check the answer, then play the track again, pausing for the class to repeat the words chorally and individually. 4b Ask students to read the conversation in Exercise 3 in pairs and to pay particular attention to each other’s pronunciation of /ŋ/. Circulate and monitor their pronunciation. 5 Ask students to work in pairs to find out which sports (or other leisure activities) their partner likes and dislikes, then complete the sentences with the information. Point out the speech bubbles with the three model questions they can use. They should

work with a partner with whom they haven’t already discussed these things.

Vocabulary and listening 6 Ask students to read through the words in the box and make sure they are familiar with them. Have them practice saying any that are new and they find difficult (goggles, racket, for example). They should then write sentences about the sports played by the famous athletes quoted in Exercise 1, following the example sentences. Remind them to use the correct verb (play, do, or go) to collocate with the sport. Ask them to think of two other sports to describe in the same way.

Grammar like + -ing / ’d like to

5 Work in pairs. Ask questions to complete the sentences for both of you with the names of any sports or leisure activities. 1 2 3 4 5

9 Read sentences a and b. Answer the questions (1–2). a I like playing tennis so much that I’m working with a tennis coach. b One day I would like to become a professional player.

but my partner doesn’t. I love watching but I prefer . My partner likes I think is boring but my partner loves it! We both enjoy but we can’t stand . I’m good at but my partner isn’t. Do you like -ing?

1 Which sentence describes a future ambition? 2 Which sentence is true now and talks about a general feeling? a

What do you like -ing?

Are you good at …?

2 You box in a boxing ring. You need boxing gloves. 3 You do car racing on a track. You need gloves, goggles, and a racecar. 4 You go swimming in a pool. You need goggles. 5 You play tennis on a tennis court. You need a net, a racket, and balls. 6 You play soccer on a soccer field. You need a ball and a net.

b

’D LIKE TO would (’d) like + to + infinitive She’d like to play tennis later. He’d love to become a boxer one day. They wouldn’t like to judge the competition.

Vocabulary and listening talking about sports

For more information and practice, see page 157.

6 Write about the six sports in Exercise 1. Use these words to say where you play each sport and what you need. Then think of two other sports you like and describe them in a similar way. where you play

what you need

court pool

ball bat car gloves goggles racket

course field ring track

ANSWERS

10 Make sentences about each pair of pictures using these words. Use like + -ing and ’d like to.

7 Read the example with the class. Ask students to work in pairs to play the guessing game. They can describe any sports they want.

club net

Example: You play golf on a golf course. You need a golf club and a ball.

1 love / drive / formula one cars

8 Ask students to read over the table and check that they understand what they have to listen for. Play the audio while they complete the information; you may need to play it once or twice more until they have all of the information. Then they can check their answers with a partner. Elicit answers from the whole class.

7 Work in pairs. Take turns describing a sport for your partner to guess. The two teams play on a field. They use a bat and a ball.

Baseball

2 like / play golf

8

7 Listen to three people talking about sports. Make notes in the table. Which sport are they discussing?

Do they like or dislike it?

Why do they do it?

Maria

swimming

like

it helps with back problems

Paulo

running

dislike

his teacher makes him

Kali

tennis

like

3 not like / lose

Speaking

Grammar

11 Write down three ambitions for the future, one

she likes it and wants to play professionally

coach (n) /kəʊtʃ/ a person who trains sports people

9 Ask students to read the sentences and answer the two questions. Check the answers and read the additional examples of the ’d like to structure in the grammar box.

true and two false. Read them to each other and guess which are false. I’d like to become a rock star.

I’d like to jump from an airplane with a parachute.

No, you wouldn’t.

Yes, you would.

Grammar note Unit 2 Competitions

10 Ask students to make sentences as directed. They should do this individually, then check with a partner. Elicit the answers from the class. ANSWERS

1 I like driving formula one cars. I’d like to drive formula one cars. 2 I’d like to play golf. I like playing golf. 3 I don’t like losing. I wouldn’t like to lose.

23

Speaking 11 Read the instructions and examples with the class, and then ask students to write their three sentences. They then work with a partner to guess their true and false ambitions. If there is time, they can then change partners and do it again. HOMEWORK Ask students to write a dialogue like the one in Exercise 3, but substituting sports or other activities that they really feel passionate about.

Make sure the students are clear about the difference in meaning between like ⫹ -ing and would like to ⫹ base form. Like ⫹ -ing is used to give an opinion about an activity. Other opinion verbs used in the same way are love, enjoy, prefer, don’t like, hate, can’t stand: I like reading and listening to music, but I hate playing sports. Would like to ⫹ base form is used to talk about ambitions, dreams, and wishes for the future, and to say what you want to happen: He’d like to stop working and travel around the world. I’d like to go for a walk this afternoon. Do you want to come?

Unit 2 Competitions

23

2b

2b Crazy competitions!

Crazy competitions!

Reading 1 Look at the photos of competitions (A–C) in the article. Which do you think is a fight, a game, and a race? A = race, B = game,

C = fight 2 Read about the competitions and check your predictions in Exercise 1.

Materials

4 Which of these sports would you like to play or

Dictionaries are needed for Exercise 9.

watch? Do you have crazy competitions in your country?

Crazy

competitions!

Warm-up Personal response Ask students to think about festivals they have been to or know about. Ask: Where and when do they take place? Are they annual events? What happens at them? Elicit some responses from the whole class.

Ross McDermott and d Andrew d Owen travell around the United States going to different festivals. They blog about their experiences on The American Festivals Project. Many of the festivals are also competitions.

1 Ask students to look at the photos and discuss the question with a partner. Elicit some responses from the whole class. Don’t tell them what the answer is, just listen to their reasons.

Vocabulary note You might need to explain the following words:

giant ⫽ very big

route ⫽ a way of getting from one place to another shopping cart ⫽ used in a supermarket to carry groceries in

3 Check that students understand the meaning of the words in the vocabulary note before they start the matching exercise. Ask them to do it individually, then check their answers with a partner.

24

B

Mud Bowl Championship

C

Combine Harvester Fight

Combine harvesters are normally found on farms, but for one day every summer in the small town of Hillsdale, Michigan, farmers compete against each other for a prize of $1,500. For three hours, the giant machines have to fight until only one combine harvester is still moving.

combine harvester ⫽ a large type of tractor used to harvest wheat

referee ⫽ the person who makes sure the players follow the rules of the game

The Idiotarod

Mud Bowl football is similar to normal American football. The game is shorter but there are two teams and a referee. The winner is the team with the most points at the end of sixty minutes. The only real difference is that the players have to play in a foot and a half of mud!

2 Ask students to read the text and check their answers.

mud ⫽ soil mixed with water

A

The Idiotarod is an annual race in New York City. Each team must have five people and a shopping cart. They can decorate their carts but they can’t change the wheels. All the teams have to start and finish at the same place but they don’t have to run on the same roads. The teams can choose their route but the members of each team must reach the finish line together. And they can’t finish without the cart!

Reading

Idiotarod ⫽ the name of the race is a humorous reference to the Iditarod race, run with huskies and sleds; see Unit 3, p. 37

3 Match the sentences (1–7) with the competitions (A–C). 1 Competitors run from one place to another. A 2 Y You can win money. C 3 The competition is once a year. A , C 4 Y You use some kind of vehicle. A , C 5 The rules are the same as for a real sport. B 6 It’s for teams. A , B 7 There is a time limit. B

24

4 Ask students to discuss these questions in groups of three or four, then report back to the whole class.

Grammar 5 Ask students to look at the sentence and then choose the correct meaning from the four possibilities. Ensure they understand the words necessary, allowed, and obligation before they do so. 6 Ask students to find the modal verbs in paragraph A and match them to the meanings in Exercise 5. They should do this individually, then check with a

partner. Elicit answers from the class, then ask them to read and discuss the information in the grammar box. 7 Ask students to complete the sentences individually, then check with a partner. Elicit the answers as complete sentences. Check that they have understood the sentences and explain any new vocabulary.

Grammar modal verbs for rules 5 Look at the sentence from the article about the

Vocabulary competitions 9

Complete the pairs of sentences with the correct words. Use a dictionary to help you.

Idiotarod. What does the highlighted modal verb mean? Choose the correct answer (1–4).

1 (win / beat) yours! I ! My woolly worm 2 (score / win) How many games did you ? ? How many goals did you 3 (fans / spectators) We’re your biggest ! We come to every game. There were about 50,000 at the game. 4 (referee / judge) The sent the player off the court. One gave the ice skater a perfect score. 5 (trophy / prize) The President gave the winning team the silver . The for the winner is $500.

Each team must have five people and a shopping cart. It is necessary and an obligation. must, have to It is allowed according to the rules. can It is not necessary (but allowed). don’t have to It is not allowed. can’t

1 2 3 4

6 Find five more modal verbs in the article about the Idiotarod. Match them to the meanings (1–4) in Exercise 5. MODAL VERBS FOR RULES ● ●

Necessary and an obligation: must, have to Allowed: can

●

Not necessary (but allowed): don’t have to

●

Not allowed: mustn’t, can’t

For more information and practice, see page 157.

Pronunciation note Check the pronunciation of can and can’t while students are doing this section on modals. The two pronunciations of can depend on whether the word is stressed or not: stressed: (short answer) Yes, I can. unstressed: He says he can come tomorrow.

Speaking

Listening

10 Work in groups. Imagine that you want to have 7 Choose the correct options to complete the sentences. 1 You have to / don’t have to practice to become a good competitor. 2 Athletes don’t have to / can’t argue with the judge’s decision. 3 Competitors can’t / must know all the rules. 4 The members of a team have to / don’t have to work well together. 5 Teams have to / can compete against each other. 6 Teams can / don’t have to score every point to win the game.

8 Ask students to read the questions carefully. Then play the audio. You might need to play it twice for them to answer all the questions. They can then check their answers with a partner before you check with the whole class.

a new annual competition for your town. Follow these steps. 1 Decide on a crazy competition. 2 List the rules and discuss the details. 3 Present your new competition to the class and explain the rules.

ANSWERS

Listening 8

1 2 3 4 5 6

8 Listen to the description of the Woolly Worm Race and answer the questions. 1 2 3 4 5 6

What does the speaker describe? How often is the competition? How old do you have to be to enter? Do you have to bring your own woolly worm? Can you touch your worm during the race? What is the prize for the winner?

Vocabulary

Unit 2 Competitions

Speaking 10 Read through the instructions with the whole class and ensure that they understand what to do. Ask them to get into groups of four. One person should be the secretary and keep notes of everything. When they come to present their competition to the class, they should take turns speaking so every member of the group participates. They will therefore need to plan who will say what.

a race in Banner Elk every October any age no no $1,000

25

9 If you want students to use dictionaries to help them in this exercise, remind them beforehand to bring theirs, and have some in the classroom. Ask them to do the exercise individually, then check with a partner. Elicit the answers as complete sentences. ANSWERS

1 2 3 4 5

beat, win win, score fans, spectators referee, judge trophy, prize

Unit 2 Competitions

25

2c

2c Bolivian wrestlers

Bolivian wrestlers

Reading 1 Look at the photos on pages 26 and 27. Before you read, do you think the statements (1–3) will be true (T) or false (F)? Read the article and check your predictions.

Warm-up

Critical thinking reading between the lines 4 An article doesn’t always tell us everything about how the people feel, but we can often guess. Match these people from the article (1–3) with the sentences (a–c).

1 Wrestling is popular in Bolivia. T 2 Only men can wrestle in public. F 3 People earn a lot of money doing it. F

Personal response If some of the students don’t know the words wrestling and wrestler, elicit the meaning or explain it briefly. Ask the whole class to say something about how the sport is done, what they have seen on TV or elsewhere, whether they find it interesting or not, and why.

1 Yolanda b 2 One of Yolanda’s daughters 3 Esperanza c

2 Read the article again. Which paragraph

a I don’t like the days when there’s wrestling. b I get a wonderful feeling every time I go out there. c Life can be hard for people like me.

(1–6) describes: a the two wrestlers before the fight? 2 b the popularity of male and female wrestling in Bolivia? 4 c the moments before the wrestlers enter? 1 d Yolanda’s family life? 5 e the reason why a fan watches it? 6 f the fight between the two women 3 wrestlers?

Word focus like 5 Look at the sentences from the article. Match like in each sentence (1–4) with its meaning (a–d). 1 Would they like to become wrestlers one day? b 2 Yolanda and Claudina walk through the crowds like pop stars. c 3 Esperanza explains why she likes watching wrestling. a 4 She also has two daughters who both look like her. d

3 Find words in the first three paragraphs of the article to match these definitions.

Reading

1 three words meaning a large group of people at a performance or sporting event: ,s ,c a 2 two verbs meaning to speak loudly and make a lot of noise: ,s s 3 to clap your hands together: a 4 people who support someone famous: f 5 to get away from someone or something: e 6 three verbs to describe fast movements: j ,s ,t

1 Ask students to read the three statements, then look at the pictures on pages 26 and 27 and decide which statements are true and which are false. Elicit predictions and encourage students to explain their choices and discuss. Don’t give any answers. Then ask students to read the article and find out the real answers.

a

a b c d

enjoy in general want to do in the future behave in a similar way have a similar appearance

Speaking 6 Discuss the questions. 1 Do you like watching women’s sports in your country? Would you watch women’s wrestling? 2 How important are sports and athletes in your country? Do any of them act like stars? 3 Why do you think most people like watching sports?

Background note El Alto (meaning The Heights in Spanish) is a city adjoining the Bolivian capital, La Paz. Until 1985, it was a suburb of La Paz, where the airport was located, but since separating from La Paz it has become the fastestgrowing city in South America, with a population nearing 1 million. Situated at 13,615 feet, on the Altiplano highlands, it is one of the world’s highest cities, and it is also a cold place, with a maximum high temperature of 62°F. It is a poor city, which rural people migrate to in search of a better life, so many areas consist of shanty towns.

2 Ask students to read the topics (a–f), then read the article again and match the topics with the correct paragraphs. 3 Ask students to find the words in the article to match the definitions. They can then check their answers with a partner before you elicit the answers.

26

26

ANSWERS

1 audience, spectators, crowd 2 scream, shout 3 applaud

4 fans 5 escape 6 jump, spin, throw

Vocabulary and Pronunciation notes These are some other important and possibly new words from the article that might be worth looking at with the class, either for dictionary work to discover meaning and/or from a pronunciation point of view (the stressed syllables are indicated in the multi-syllable words):

Para 2: grab, escape, let go

Para 1: impatient, suddenly, microphone, excitement

Para 6: distraction

Para 3: waving, cheer Para 4: incredibly, mixture, drama, entertainment, mask, costume, especially Para 5: tradition, complain

Critical thinking 4 Ask students to do the matching individually, then check their answers with a partner. Elicit answers and the reasons for them from the class.

Word focus 5 Ask students to read the sentences and match them to the uses individually, then check their answers with a partner. Elicit answers from the class. Extra activity

I

n El Alto A to o in Bo Boliv livi li via iia, a an au a die di nce is si sitti tting tti ng aro around und a huge wrestling ring. The e spe pecta ctator torss are are getting impatient and so th they start to scr scream, ream “Bring them on! Bring them on!” Suddenly, an announcer speaks into the microphone: “Ladies and gentlemen. It’s time for Yolanda and Claudina!” The crowd shouts and applauds with excitement.

up beh behind ind her. Then Claudin na push pushes es Yol Yoland nda ao onto nto the ro opess. The crowd sho outs at he her. Yol Yoland anda a thro throws w ws Claudina C Cla udi udina dina out of th the e ring rring, ing a and nd the cr crowd rowd ch cheerss with with happiness. One minute Yolanda is winning. The next minute, Claudina is winning.

To check students’ understanding of the different uses of like, ask them each to write down the names of three people they know. They then work with a partner and swap their lists. Each student in the pair takes turns asking and answering the following questions about each person on the list.

Wrestling in Bolivia is incredibly popular, and after a hard day’s work many people love watching this mixture of sport, drama, and entertainment. Usually, the wrestling matches are between men wearing masks and special costumes. But in El Alto, where it’s especially popular, you can also see women wrestling.

Two women enter. Yolanda and Claudina walk through the crowd like pop stars. They smile and greet their fans until suddenly the music stops. Both women jump into the wrestling ring and within seconds, Claudina hits Yolanda. Yolanda grabs Claudina. Yolanda is one of the top women wrestlers. Her Claudina tries father was also a wrestler so it’s a to escape, but The women wrestlers fight here and we laugh family tradition. Yolanda doesn’t and forget our problems for three or four hours. During the let her go. She day she makes spins Claudina around and throws clothes. She also her down on the floor. The audience goes crazy! has two daughters who both look like her. Would they like to become wrestlers one day? Yolanda As Claudina lies on the floor, Yolanda is smiling and doesn’t think so. “My daughters ask me why I do waving to the crowd. She doesn’t see Claudina get this. It’s dangerous and they complain that wrestling doesn’t bring any money into the house.” But Yolanda loves wrestling because of her fans, and she has lots of them!

What does he like? (He likes playing tennis.) What does he look like? (He is tall and thin.) What is he like? (He is quiet but very friendly.) Depending on the class, you may wish to give the example answers first to make sure they understand the difference in meanings.

One fan called Esperanza Cancina pays $1.50 (a large part of her salary) to sit near the ring. She explains why she likes wrestling: “It’s a distraction. The women wrestlers fight here and we laugh and forget our problems for three or four hours.“

Unit 2 Competitions

27

Vocabulary note

HOMEWORK Ask students to write

Make sure students have the language they need for discussion:

a paragraph giving their opinions about women taking part in sports like wrestling. They should present some arguments for and against it, and then conclude with their own opinion with reasons.

In my opinion … / I think that … I don’t think that … I disagree (with) … / I don’t agree (with) …

Speaking 6 Ask students to discuss the questions in groups of four; each group should appoint a secretary to keep notes on their ideas, and report back to the whole class in a general discussion.

It isn’t true that … / I don’t believe that …

Unit 2 Competitions

27

2d

2d Joining a club

Joining a club

Speaking 1 Who is a member of a club or local group in your class? Ask them these questions. 1 2 3 4

Warm-up Introducing the theme Ask students in pairs to name as many clubs and local groups as they can. Suggest that they think of sports, arts, music, and other leisure activities that people do in groups. Brainstorm ideas as a class.

and

make new friends?

1 Ask students to work in groups of four to ask and answer the questions. Then have a class feedback session to find out who belongs to which clubs. Ask students to read the three ads and decide which of the questions they answer. They should do this in groups. Elicit answers from the whole class.

B

1 A, B, C all meet regularly (A once a week; B doesn’t say; C twice a week) 2 B has a membership fee of $15 3 A get fit, make new friends; B speakers, competitions, prizes; C enjoyment 4 A is noncompetitive, B has competitions

C

Even is used for emphasis before a word, to suggest that it is surprising. You want to join a choir? But you can’t even sing! Never mind ⫹ verb or noun is used for emphasis, often to show how extremely unlikely or impossible something is. It can be used together with even. I can’t even take a photo, never mind paint a picture. 28

We run in two groups: ● Beginners (for anyone) ● Experienced (for runners who can do 12 miles or more) It’s noncompetitive and a fun way to get fit! Call Esteban Lopez at 617-555-3697.

Join us and WIN a new camera!

Community Theater A local theater group is looking for actors to be in a musical this summer. You must be available twice a week starting April 2. Enthusiasm is more important than talent!

Real life

Point out the use of even and never mind in the dialogue to add emphasis to the arguments, and explain their use.

Our running club meets at 7 p.m. every Wednesday.

The Barton Photography Club welcomes new members. We are a busy club with regular speakers at our club meetings. Join before March 1, and you can also enter our summer photography competition to win a new camera! The $15 entry fee includes club membership for a year. Visit www.bartonphotoclub.com to sign up.

ANSWERS

Vocabulary note

Would you like to

get fit

Speaking

2 Ask students to read the conversation and number the ads A–C in the order they are mentioned.

2 Read this conversation where two friends

Does the club have regular meetings? How often? Do you pay a membership fee? How much is it? What are the benefits of being a member? Does it ever hold competitions?

Look at the ads (A–C). In groups, ask each other which of these questions they each answer. A

Contact Mandy Giles at [email protected]

Real life talking about interests discuss the ads. Number the ads in the order they are discussed.1 = B, 2 = C, 3 = A A: Hey! Have you seen this ad? B: Y Yes, but I have so much work at the moment, I don’t have time. A: T Taking photos is a good way to relax. B: I can take a good one of friends and family but I’m not very creative with it. A: Alright. Well, W what about joining something else? Are you interested in acting? B: Y You’re joking. I hate standing up in front of people. And it’s a musical. I’m not very good at singing. A: But it says here enthusiasm is more important than talent. Try it. I think you’d enjoy it. B: Emm, well maybe but I think I’d prefer to join this on Wednesday evenings. It looks fun. Why don’t you come too? A: Me? But I can’t even walk twelve miles, never mind run it. B: No, but that’s the point. Look, there’s r even a beginner’s group. You should do it with me.

3 In pairs, practice the conversation. Then find examples that meet each category in the box. TALKING ABOUT INTERESTS Asking about interests Do you like taking photographs? Talking about interests (and likes/dislikes) I’d like/prefer to join a running club. I’m good at acting. I wouldn’t like it. I’m (not) interested in photography. Recommending and encouraging It looks interesting. I think you’d enjoy it. You should do it with me.

4 Pronunciation silent letters 9 Some letters are not pronounced in English words. Listen to these words and cross out the silent letters. 1 people 4 evenings

2 should 5 something

3 friends 6 what

5 Work in pairs. Imagine you are interested in 28

3 Ask students to act out the conversation in pairs and then match examples with the categories in the box. Elicit the answers from the whole class.

Pronunciation 4 Ask students to read the words to themselves and draw a pencil line under the letters they think are not pronounced. Then play the audio for them to listen and check. You may need to play it twice. They can then check their answers with a partner. Elicit the answers. Play the audio again, pausing after each word for students to repeat it chorally and individually.

joining a club. Talk about each ad in Exercise 1 and each other’s interests. Then choose a club to join.

5 Ask students to get into pairs and choose a club from those in Exercise 1. Suggest that if neither of them are interested in the three options, they should discuss what their interests really are and find something in common. They can then discuss what kind of club they would like to join. Remind them to use phrases from the dialogue.

2e

2e Looking for members Writing an ad

4 Writing skill checking your writing

1 Read the advice on how to write effective ads.

a It’s always important to check your writing for

1 Which ad follows most of the advice? A 2 How could you improve the other ads?

How to

1 Would you like to learn a musical instrument. ? c

Start with a good headline. You could ask a question or solve a problem.

●

Explain the benefits.

3

Are y u g

4 We meet at Tuesdays and Thursdays.

Bring in some effective ads from newspapers or magazines for students to use as models.

d, on

5 It’s fun way to get in shape.

b, a f, new club Get healthy and play yoga. h, do

6 Join this club new!

●

If possible, offer f something for free or a prize.

●

Include important information like dates, times, and location.

7

●

Add photos, pictures, or images if possible.

a b c d

8 Call lin at 954-555-2563.

2 Work in pairs to plan a new club. 1 What type of club is it (e.g., a chess club, a tennis club, a walking group)? 2 Who is the club for? 3 Are there any rules for members? 4 Is there a membership fee? How much is it? 5 How often will you meet?

Materials

a, exciting d at play tennis? e, playing

2 Enter our exciteing competition!

WRITE EFFECTIVE ADS

●

Looking for members

mistakes, especially when a lot of people will read it. Find the mistake in each ad sentence below. Then match the sentences with the types of mistake (a–h) and correct the mistakes.

Then look back at the three ads on page 28 and answer the questions.

spelling missing word punctuation preposition

e f g h

Warm-up Personal response

g, Lin

Distribute the ads you brought in and ask students to discuss them in groups of three or four. They should decide whether they look good and whether they think they are effective, saying why. Elicit some ideas from the whole class.

grammar word order capital letter wrong word

b Read your ad in Exercise 3 again and correct any mistakes.

5 Display your ads around the classroom. While you

3 Plan and write an ad for your new club.

read each other’s ads, consider: ● ●

which clubs you would like to join. which ads are effective and why.

Writing 1 Ask students to read the instructions and advice, then answer the questions individually. They can then discuss their answers with a partner. Elicit their ideas and discuss them with the whole class. ANSWERS

Unit 2 Competitions

Vocabulary note Go over the following phrases, and if necessary, write them on the board for students to use while they are discussing the topic. Suggestion language: We could ⫹ verb How about ⫹ noun or -ing verb Why don’t we ⫹ verb Why not ⫹ verb

29

Writing skill 4a They should do this individually and then check their answers with a partner. Ask them to say what the errors are and how to correct them. 5 Tell students to go around individually, with paper and pen, and take notes on the ads, answering the questions. After that, discuss which are the most effective ads.

1 A is the closest: it has a good headline with a question, it explains the benefits and includes all the necessary information. It doesn’t offer a prize although it does offer other benefits (make friends). It doesn’t have a picture but it does have an attractive design. 2 B could have information about the benefits and about when and where meetings are. C could have a better headline, and more information about the benefits, and about when and where meetings are.

2 Pairs should consider all the questions and take notes on what they decide.

Responding to suggestions: That’s a good idea. I’m not sure that’s a good idea because … (Point out that if you reject somebody’s suggestion, it is polite to give an explanation why.)

Unit 2 Competitions

29

2f

2f

Video

Video

Cheese rolling Videoscript Narrator: “Cheese rolling” has been a tradition in the town of Brockworth since the early 1800s. First, the competitors come together at the top of Cooper’s Hill and wait. Then, someone pushes a large wheel of cheese down the steep slope. And after that, things get a little wild! The cheese may reach up to 40 miles per hour. The competitors go pretty fast, too. The first one to the bottom wins. What’s the prize? The wheel of cheese, of course! The first winner of the day is Craig Brown. Craig’s plan was simple… Craig: Keep going, and try and get your balance back. Because it’s steeper than you could ever think. You’d have to run down there to really believe how steep it is! Narrator: Many people enjoy the cheese-rolling races; however, they can be dangerous. A few years ago, thirty people were injured in an accident at a race. One of the cheeses rolled down the hill too quickly… and unexpectedly went into the crowd. Now, the competition route has crash barriers to protect the crowd. It’s not just spectators who get injured, competitors do as well, especially when it’s cold or there hasn’t been much rain. Morris dancer: It’s when the ground’s really hard—that’s when the injuries are going to happen. Narrator: Craig’s plan to just “keep on going” failed in his second race. At the time, he was trying to get the competition’s version of a “double”: winning two cheese wheels in one day. So, what drives these runners? Are they crazy? One cheese racer thinks they may be… Cheese racer: It is dangerous. If I’m running down… must be crazy. Yeah, I must be crazy! 30

Ch Ch Che Cheese heese s ro se rollli liing ng has ha b be ee en n a trad traditi rad diti ittion on n in n the the to th town wn off Brockw Brro Bro ockw kw wort ortth sinc in e th the h ea he early 18 800s 0 s.

30

Narrator: These cheese racers may be crazy. But year after year the crowds keep on cheering, and the competitors keep on running. Is it for the fame? Is it for the fun? We may never know, but you can be sure of one thing: it’s more than just cheese that makes people want to win Brockworth’s annual cheese-rolling race!

Before you watch

After you watch

1 Work in groups. Look at the photo and discuss

6 Roleplay an interview with Craig Brown

the questions. Use the words in the glossary to help you. 1 What are the people doing? 2 Why do you think they are doing this? 3 Do you think they enjoy doing this?

2 Complete the summary with words from the list. Use the glossary to help. bottom crash barriers competitors injured prize race spectators steep top traditions

Work in pairs.

Most towns have their own t . However, one town in England has a very unusual one: the 2 annual cheese-rolling r . At the start, the 3 c wait at the 4 t of Cooper’s Hill. Then someone pushes a wheel of cheese 5 down the s slope. The competitors run after the cheese. The winner is the first person who 6 gets to the b of the hill. The 7p is the wheel of cheese. The race can be dangerous, for the competitors and the 8 s . One year a wheel of cheese went into the crowd and thirty 9 people were i . Nowadays there are 10 c to protect the crowd.

While you watch 3 Watch the video and check your answers from Exercise 2.

4 Put these people and events in the order in which

1 Students work in groups. Ask them to look at the photo and discuss the questions, using the glossary to help them.

Student B: You are Craig Brown. Look at the ideas below. Think about what you are going to say to the reporter. ● ●

1

Before you watch

Student A: You are a reporter for National Geographic. Use the ideas below to prepare questions to ask Craig Brown.

● ● ●

age interests why you take part in the race how many times you have taken part if you have ever been injured

2 Ask students to complete the summary with words from the list. ANSWERS

Act out the interview and then change roles.

1 2 3 4 5 6 7 8 9 10

7 At the end of the video, the narrator says, “It’s more than just cheese that makes people want to win.” What does she mean?

8 Work in pairs to discuss these questions. 1 What kind of people do you think take part in the race? 2 Would you like to take part in the race? Why or why not? 3 Would you go to watch the race? Why or why not? 4 Do you have any unusual traditional races in your country? What are they and why are they popular?

you see them. a b c d e f

Doctors helping an injured person. 5 People clapping to encourage the competitors. 1 Someone carrying a British flag. 2 An Asian man with blond hair talking. 6 Craig Brown holding up the cheese. 4 The view from the top of Cooper’s Hill. 3

5 Mark the sentences true (T) or false (F). 1 The race is more than 200 years old. T 2 The cheese travels at more than forty miles an hour. T 3 Competitors have to catch the cheese before it reaches the bottom of the hill. F 4 There is no protection for spectators. F 5 The race is dangerous for competitors when the weather is cold. T 6 You can only compete once a day. F

traditions race competitors top steep bottom prize spectators injured crash barriers

While you watch

accident (n) /ˈæksɪdənt/ an event where a person is hurt unintentionally balance (n) /ˈbæləns/ a position in which your body stays upright bottom (n) /ˈbɑtəm/ the lowest part of a thing or place crash barrier (n) /ˈkræʃ ˌbæriər/ an obstacle that keeps competitors from running into spectators fail (v) /feɪl/ be unsuccessful ground (n) /graʊnd/ what is under your feet when you are outside injured (adj) /ˈɪnʤərd/ hurt protect (v) /prəˈtekt/ keep someone or something safe slope (n) /sloʊp/ the side of a mountain or hill steep (adj) /stip/ going up or down at a sharp angle top (n) /tɑp/ the highest part of a thing or place wheel (of cheese) (n) /wil/ a round object

3 Play the video for students to check their answers from Exercise 2. 4 Give students time to read the people and events. Then play the video again and ask students to order the items in the order they see them. 5 Give students time to read the sentences. Then play the video again and ask students to decide if they are true or false.

After you watch Unit 2 Competitions

31

6 Students work in pairs to roleplay an interview with Craig Brown, according to the instructions. 7 Elicit ideas from the class about what the quote means. 8 Students work in pairs to discuss the questions.

Unit 2 Competitions

31

UNIT 2 REVIEW

UNIT 2 REVIEW

Grammar

Grammar

1 Put the words in order to make sentences and questions.

1 Ask students to write the sentences using the prompts.

1 2 3 4 5

ANSWERS

1 2 3 4 5

than / losing / winning / is / fun / more I’m / new / good / learning / at / games learning / languages? / you / do / like like / a race? / win / would / to / you you / like / who / look / do / in your family?

2 Complete the text with these verbs.

Winning is more fun than losing. I’m good at learning new games. Do you like learning languages? Would you like to win a race? Who do you look like in your family?

can

don’t have to

must

can’t

I CAN talk about different kinds of sports talk about future ambitions

Real life 6 Complete the conversation. A: Are you interested 1 in

can’t must don’t have to can

B: A: B: A:

3 Ask students to think about the sports they like watching most, and take notes on some of the terms they need to explain it. Be on hand to help with any sports terminology. Then have students explain the rules in pairs.

B:

4 Ask students to choose the correct options to complete the sentences.

6 Ask students to complete the conversation with one word in each blank. 7 Ask students to write sentences about their own interests using the cues given.

32

painting? There’s a new evening course at my college. I’m afraid I’m not very good 2 at art. I’m not either but I’d like 3 to learn. Come 4 on . You should do it with me. Sorry. y 5 Do you like taking photos? There’s also a course for that. Actually, that sounds interesting.

7 Complete these sentences with your own interests. There’s a competition in Alaska where you 1 compete without facial hair! That’s because it’s the World Beard and Moustache Championship. The judges 2 choose the winners from the beards and moustaches of over 300 contestants from all over the world. But you 3 have the longest moustache or the biggest beard because there are many different categories. For example, you 4 win the prize for “Best English Moustache” or “Best Natural Moustache.”

Vocabulary

Real life

1 My favorite soccer team scored / beat another goal! 2 In ice skating, the judges / spectators give points to the competitors. 3 My grandmother won a $1,000 trophy / prize in a competition. 4 My team never wins / beats! 5 Hit the tennis ball with your racket / net! 6 During the fight, the two boxers must not leave the court / ring. 7 Wear these gloves / goggles over your eyes when you ski. 8 The track / court is 100 meters long. The fastest runners can complete it in seconds. meet one day, and why.

ANSWERS

5 Ask students to think about this and then tell their partner, giving reasons why they admire that person. If some students are not interested in sports, they could talk about another famous person they would like to meet.

4 Choose the correct options.

5 Work in pairs to talk about an athlete you’d like to

2 Ask students to complete the description using the words in the box.

1 2 3 4

Vocabulary

1 2 3 4

I’m good at… I wouldn’t like to… I’m also interested in… I think I’d enjoy learning…

I CAN talk about interests recommend and encourage people to do things

Speaking 8 Work in pairs. Take turns telling each other about

3 Work in pairs to discuss the sports on TV that you like to watch. Explain the rules to your partner. I CAN talk about likes, dislikes, and ambitions describe the rules of a competition or sport using modal verbs 32

Speaking 8 Ask students to work in pairs and tell one another about their interests. They can use the dialogue in Exercise 6 as a model, and incorporate the sentences from Exercise 7.

your interests. Then recommend one of your interests to your partner and encourage him or her to do it in the future.

Unit 3 Transportation T

Unit

Taking the train

3

Transportation Warm-up Personal response Ask students to think about which form of transportation they use most often and what they like or dislike about it. They should then discuss their ideas with a partner. Elicit some details from the whole class and discuss what they say.

F E AT U R E S

1 Look at the photo. Where are these people? Why do you think

34 T Transportation in the future

2 Work in pairs. Which mode of transportation would you use

some of them are not inside the train? for each activity (1–10)? Explain why.

Is electricity the fuel of the future?

36 Animal transportation Where animals are still better transportation

38 The last days of the rickshaw How much longer can the rickshaw survive?

42 Indian railroads A video about one of the world’s largest transportation systems

1 Ask students to look at the photo and think about the questions. They should discuss them with a partner, then share their ideas with the whole class. Accept any suggestions.

bicycle ship

1 2 3 4 5 6 7 8 9 10

bus taxi

car train

ferry truck

motorcycle walking

plane

visit relatives move house and furniture get to the airport see the countryside for pleasure cross a river get to the train station go out in the evening to a party or restaurant take children to school cross the ocean go shopping

3 What is your favorite way to travel? Tell your partner why.

Unit 3 Transportation

3 Ask students to think about the question and discuss their answer with a partner. Elicit some responses from the whole class for discussion.

33

2 Read through the box of modes of transportation with the class and make sure students are familiar with them all (e.g., ferry). Ask students which preposition they use with each one (by, on). They then match the type of transportation to the activities 1–10, according to what they would use. They should be able to explain their answers. If necessary, provide a model for students to give full answers, e.g., I visit my relatives by walking because most of them live near me. / I visit my relatives by car, because they live far away and there aren’t many buses or trains there. Elicit example answers from the class. SAMPLE ANSWERS

HOMEWORK Ask students to write about a journey they made which used several different forms of transportation (e.g., walking to the bus station, bus to the airport, plane to JFK Airport, bus to downtown New York City, taxi to their hotel), describing each one in detail.

1 by train / by walking / by bus / by car 2 by truck 3 by taxi / by car / by bus / by train 4 by car / by bus / on a motorcycle / by bicycle 5 by ferry 6 by bus / by car / on a motorcycle / by bicycle / by taxi / by walking 7 by bus / by car / by walking / by taxi 8 by bus / by car / by walking / by bicycle 9 on a ship / by ferry / by plane 10 by car / by walking / by bus / by train

Unit 3 Transportation

33

3a

3a Transportation in the future

Transportation in the future

Reading

Vocabulary transportation nouns

1 Do you use transportation every day?

4 Find the words in the article for these definitions.

How do you commute to work? Is your morning commute difficult?

2 Read the text below about transportation in the future. How is it different from transportation today?

Warm-up

3 Read the text again. Answer the

Introducing the topic

questions.

Ask students: Do you know the meaning of the word “commuting”? If they don’t know the word already, ask them to read the directions for Exercise 1 and guess the meaning from the context. Add the words commuter (the person who commutes) and possibly the commuter belt (the area around a city where a lot of people who work in the city live). Make sure that students realize that the concept of commuting is a longer journey to work, not just a 10-minute bus ride, but usually something over 30 minutes.

Who… 1 commutes to work every morning? Bob 2 knows in advance when there is a problem on the road? Sonia 3 can’t drive a long distance without recharging? Sonia 4 always needs to plug in the car before bedtime? Bob 5 has a car that stops him from driving too fast? Justin 6 doesn’t commute to work? Justin Bob 7 works in an office? f

5 Students discuss in pairs what they think about the image of the future described in the text.

34

I N

T H E

F U T U R E

Sonia’s car travels about 19 miles on a ffull battery so it’s good for short trips like going shopping or visiting friends nearby. g TThe car also has its own computer which ttells her if there are traffic jams or road work ahead. w Justin works from home but enjoys going on long drives in his sports car on the weekend. Instead of going to a gas station, he can charge his battery on the highway or plug into a highvoltage charger. A device in the car’s engine keeps him from going over the speed limit. Their neighbors still use a car with a gas engine but most cars have electric engines. The roads are quieter and there is less pollution, so life is also better for pedestrians and bike riders!

SAMPLE ANSWERS

4 Ask students to find the words in the text to match the definitions. They should do this individually, then compare their answers with a partner. Elicit answers from the whole class.

of them true now? Would you prefer an electric or a gas car? Why?

Bob is like most commuters. He charges his car at home overnight so it’s ready for the morning rush hour. If he needs more electricity, there’s a charging station in the office parking lot.

2 Ask students to read the text and think about the answer to the question individually. Elicit answers from the whole class.

Vocabulary

5 Do you think the predictions in the article are true? Are any

Meet the Watts. They are a three-car family in the nearr future that uses electric vehicles.

1 Ask the whole class to answer the questions and discuss their experiences with commuting.

3 Ask students to read and answer the questions individually, then compare their answers with a partner. Elicit answers from the class.

WORDBUILDING compound nouns You can join two nouns to make a new noun: rush + hourr = rush hour, r trafficc + jam = traffic jam, speed d + limitt = speed limit

T R A N S P O R T A T I O N

Reading

electric cars; people can recharge their cars easily; the roads are quieter; there is less pollution

1 machines with engines for transporting people v ehicles 2 people who travel to work every day c ommuters 3 period in a day when lots of people travel to and from work r ush h our 4 long line of vehicles on the road t raffic j am 5 road construction or maintenance r oad w ork 6 place to fill your car with gas g as s tation 7 the maximum speed you can drive legally s peed l imit 8 people walking in a town or city p edestrians

34

Elicit ideas from the class and have a whole-class discussion. To encourage participation, you could ask students to vote on whether or not they would have an electric car by a show of hands.

7 Ask students to read through the sentences, listen, and underline the correct word in each sentence. They can compare answers with a partner before you elicit their answers.

Listening

Grammar

6 Ask students to listen to the two people talking about electric cars, and note the reasons they mention for and against. Elicit answers from the whole class.

8 Make sure that students are familiar with what comparative and superlative adjective mean before you start this exercise. Ask them to find the answers individually, then compare answers with a partner. Read and discuss the information in the grammar box with the class.

ANSWERS

For: cleaner, efficient engine Against: expensive

Listening

10 A local town council asked residents for their views on

6

10 Listen to two people discussing electric cars. What reasons do they give for and against this kind of transportation?

7

10 Listen again and choose the correct options. 1 Electric cars are much cleaner / louder than gas cars. 2 Electric cars have the more efficient / most efficient type of engine. 3 Electric cars are much cheaper / more expensive than gas cars. 4 Eight o’clock in the morning is the best / worst time of the day for commuting. 5 The town needs better / faster public transportation.

Grammar comparatives and superlatives 8 Look at the comparative and superlative

transportation. Look at the grammar box in Exercise 8. Complete the paragraph with the comparative or superlative form of the adjectives.

Grammar note

REPORT BACK

Point out the way that adjectives change when they become comparatives and superlatives:

Your views on transportation For commuting and daytime travel, the 1 (popular) form of public transport is the bus. 2 (large) number of people in the survey use buses every day to get to work or school. However, taking the bus isn’t 3 (fast) form of transportation. Everyone said that parking downtown is still the 4 (big) problem so they don’t often drive their car. The situation 5 is much (good) in the evenings than during the day. As a result, taxis are 6 (popular) than private cars but they are the 7 (expensive) form of transportation. So many people want buses to run 8 (late) in the evenings.

a) add -r / -st when the adjective already ends in e: nicer, widest b) add -er / -est when adding -er doesn’t change the sound of the vowel(s) before the final consonant: cleaner, hardest c) double the final consonant and add -er / -est when just adding -er would change the sound of the vowel(s) before the final consonant: bigger, hottest

adjectives in Exercise 7. Answer the questions. 1 What letters do you add to regular short adjectives to form comparative and superlative adjectives? How do you form 11 Look at the questionnaire for the survey in Exercise 10. the comparative and superlative forms with longer adjectives? er, -est; more, the most Use it to interview other students about transportation 2 Which are examples of irregular best, worst, where they live. Make a note of their answers. comparative and superlative adjectives? better 3 Which word usually comes after a comparative adjective? Which word QUESTIONNAIRE usually comes before a superlative adjective? than, the Resident views on transportation 4 What word adds emphasis to a comparative adjective? much How do you usually commute to and from work/

Speaking and writing

d) change the final y into i and add -er / -est when the adjective ends in a y: happier, easier, heavier e) add more / most in front of the unchanged adjective where the adjective has several syllables: more expensive, more intelligent, more dangerous

●

college? Why?

COMPARATIVES and SUPERLATIVES Regular adjectives clean cleaner big bigger happy happier expensive more expensive Irregular adjectives good better bad worse

cleanest biggest happiest most expensive

●

How often do you use public transportation?

●

What types of public transportation do you use?

●

●

best worst

●

Pronunciation

How do you rate parking downtown? Excellent ___ Good ___ Poor ___

9 Ask students to listen to the two sample sentences several times and note the weak pronunciation of than. Then play and pause the audio for them to repeat. They can then practice the two sentences in pairs and check each other’s pronunciation.

How often do you take taxis? Do you have any suggestions for improving travel and transportation in town?

For more information and practice, see page 158.

12 Working in pairs, use your notes to write a short report

9 Pronunciation than

like the one in Exercise 10.

11 Listen to the pronunciation of than in sentences 1 and 3 in Exercise 7. Notice how we say /ðən/ not /ðæn/. Practice saying the two sentences.

Vocabulary note Unit 3 Transportation

10 Ask students to complete the paragraph individually, then compare answers with a partner. Elicit the answers as complete sentences from the text. ANSWERS

1 2 3 4

most popular The largest the fastest biggest

5 6 7 8

better more popular most expensive later

Speaking and writing 11 Decide on the best way to do this exercise according to the number of students in your class; with a small

35

group, everyone might be able to interview everyone else, but with a large class, you might want to break them up into groups of six or two halves of the class. The activity should be done with everyone walking around asking and answering questions, and keeping a written note of the answers from each person they talk to. 12 Ask students to work in pairs (if you split the class into groups for Exercise 11, get people from the different groups to work together as a pair). They should work together to produce their report. Some of these can be presented to the whole class.

Check that students know these words before completing Exercises 10 and 11: town council 5 the people elected to manage a town’s business residents 5 the people who live in a particular area a report 5 something written to present facts about a situation, a product, etc. a survey 5 a study to find out people’s opinions a questionnaire 5 a series of questions which form a survey rate (v) 5 to classify; to say what you think is best, second best, and so on (e.g., How do you rate this movie? I don’t rate this book very highly.)

Unit 3 Transportation

35

3b

3b Animal transportation 1

Animal transportation

2

Warm-up Personal response With books closed, ask students to work in pairs and come up with a list of methods of animal transportation, including methods which were used in the past and those which are still used around the world, e.g., horse, horse and cart, ox cart, donkey, mule, stagecoach, horse-drawn buggy, dog (husky) sled, reindeer sled, elephant, camel.

Listening 1 Look at the photos. What is each animal transporting? Do people use animals for transportation in your country?

2

Listening

3

Grammar as ... as

2 logs

Elephants are as heavy as cars but they aren’t as fast.

1 wedding 2 transported soldiers, carried wood 3 tourists and people on special occasions 4 cut trees 5 not as heavy and noisy as trucks

Grammar 4 Ask students to read the sentence and answer the questions. Elicit answers from the class. Then read the information about the as… as structure in the grammar box. 36

1 Are elephants and cars the same weight? 2 Do they travel at the same speed? no

has the same meaning as the first sentence. 1 Most people think cars are more comfortable than elephants. Most people think elephants aren’t as . comfortable 2 Elephants have the same importance now as they did in the past. Elephants are as ever. 3 Lester believes horses are better than modern machines. as important Lester doesn’t believe modern machines are as good as horses. 4 Trucks are stronger than horses. Horses aren’t as as trucks. strong 5 Trucks are noisier than horses. Horses as trucks. aren’t as noisy

6 Pronunciation sentence stress

4 Look at the sentence and answer the questions (1–2).

2 Ask students to listen to the audio and focus on listening for the answer to the question.

ANSWERS

12 Listen again. Answer the questions.

Documentary 2 4 Lester Courtney is a “logger.” What do loggers do? 5 Why does Lester prefer to use horses?

ANSWERS

3 Ask students to read the questions and think about whether they remember the answers from the audio. Then play the audio again for them to check and write their answers. They can check their answers with a partner before you discuss them with the whole class.

12 Listen to excerpts from two documentaries. What kind of modern transportation does the speaker compare each animal to? elephant to cars, horse to trucks

Documentary 1 1 What special event is happening? 2 What jobs did the Asian elephant do in the past? 3 What kind of people do they transport now?

1 Ask students to look at the pictures and discuss the questions with a partner. Then elicit suggestions from the class.

1 people

5 Complete each second sentence so that it

yes

AS … AS

13 Listen to these sentences and notice the stressed words. Then listen again and repeat. 1 2 3 4

Trucks are heavier than horses. Elephants are as heavy as trucks. They aren’t as fast as cars. Horses are the fastest.

Use as + adjective + as to compare something and say they are the same or equal. Use not as + adjective + as to compare two things and say they are different or not equal. For more information and practice, see page 158.

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Grammar note

Pronunciation note

Make sure students understand that we can also ask questions using as…as, e.g:

Draw students’ attention to the unstressed pronunciation of as in this sentence. Read the sentence aloud in three sections, as below, and ask students to repeat chorally and then individually.

Is English as difficult as French? The answer to this is either a comparative sentence: No, French is more difficult than English.

Elephants are as heavy as cars, but they aren’t as fast.

No, English is easier than French.

Elephants aren’t as comfortable as cars.

or the negative not as…as construction.

Students can then practice the whole sentence with a partner.

No, English is not as difficult as French.

7 Working in pairs, make sentences using each adjective to compare these animals. Use comparative and superlative adjectives and (not) as + adjective + as. 1 2 3 4

strong: lion, mouse, horse fast: snail, cheetah, elephant comfortable: car, r camel, plane heavy: hippopotamus, blue whale, elephant 5 dangerous: shark, alligator, snake

WAY TO

stressing the most important words.

Reading 9 Complete the article on the right with these words. longest

more

5 Ask students to complete the second sentence using as…as so that it has the same meaning as the first sentence. They can then compare their answers with a partner. Elicit answers from the class as complete sentences.

THE BEST

8 Read your sentences from Exercise 7 out loud,

as best fast than the

n the mos mostt nort north hern state off the US, you’ll see ee every type of modern transportation. But during th winter months, the statte of Alaska becomes one the of 1 the co colde ldest st par a ts of the wo orld ld. Temperatures fa fall ll as low 2 as –58˚F (–50˚C). Car engines can an fre freeze, and even if a ca carr star st ts, th he snow sno w and a ice on th the e ro d can mak roa make e trav travel imposs ossiible oss ible. Whe When Wh n the weather is like this, th the e 3 best way to trav ravel el is with a team off hus huskie kies pull ulling ing you yo ou. That’ss ac according g to pe peopl ople e like like Ge Geoff Roland d who w prefer er travelin ng by b dog g sled. d. “Hu Huski sk es might ht not no be as 4 fast as a mod ode ern n sn snowm owmobi obile le but th heyy are ar bette tter for th he envi viro ron onmen ment. t The h jo journey is als also o much qui uieterr 5 than by snowmobile. It’s what mak ake es trav tra el throu th oug gh the the wilderness so enjo enjoyab yable. le.”

I

much

10 Read the article again and discuss the questions. 1 What are the advantages and disadvantages of dog sleds in Alaska? 2 Why do you think some people say the Iditarod is cruel to the dogs? 3 What animal sports do you have in your country? Do people think they are cruel to animals?

Speaking 11 Working in groups, read and discuss these comments about using animals for transportation and sport. What’s your opinion? Do you agree or disagree?

TRAVEL

When hen Geoff was as younger, he too took k part p in th he Idit Id arod d. The he wo word Idiita tarod d com mes from an old Na Native Amer erican word d mean ning “a fa faraway place,” but now wada a ys it’’s the n me of the wor nam orld’s 6 dog sled race, wh which tak kes pla p ace in Alaska each spring. The 1,049-mile (1,6 600km) rou ute fo ollows th he old roads that the original Na ative Am merica ans once e used. As years passed, airplane es and sno owm mobiles bec ecame 7 more common and pe people s rt sta rted to forget abo a ut the old trails. But in 1973, a g up off people start gro arted the race to mainta ntain Alaska’s historyy an hi nd its traditional nal fo form of tra trans nsportation. Som me people cr peo criti ticiz c e the Iditarod because they think it’s cr cru ruel to the dogs, gs, bu but Geoff disagrees: “Huskies are nat atu ural racers ra rs.. I think k they’ th he re 8 much happier when the hey’re in hey front n of the th sled.”

Pronunciation

longest

7 Ask students to work in the same pairs to write sentences comparing the animals. SAMPLE ANSWERS

It’s mor more natural and cleaner to use animals for work and transportation than engines. We should use them more. It’s wro wrong to use animals like horses and dogss in sports. dog Mo ern transportation is much better. There’s Modern ere’s no reason easo to use animals. We still till need animals for certain kinds of w work. ork. I think it’s better because ...

In my opinion, it’s worse because ...

I don’t think it’s as bad as ...

I agree ...

cruel (adj) /ˈkruəl/ causing pain to people or animals

Unit 3 Transportation

ANSWERS

1 They’re slower than snowmobiles; they’re more environmentally friendly; they’re quieter; they make the journey more enjoyable. 2 Possible answers: because the race is 1,049 miles long and it’s very cold, and because the dogs are made to pull heavy weights. 3 Students’ own answers

Speaking 11 Ask students to read the four comments, then get into groups of four to discuss the statements. Read the expressions given for expressing

6 Ask students to read the four sentences to themselves first and think how they sound. Then play the audio and let them listen a couple of times. Then play the audio again, pausing after each sentence for them to repeat chorally and individually. Then ask them to practice in pairs and check each other’s pronunciation.

37

an opinion together first. After they have discussed the comments in their groups, elicit ideas from the whole class. Encourage groups to express their opinions, and counter what others say.

1 A lion is stronger than a mouse. A mouse isn’t as strong as a lion or a horse. A lion is the strongest animal. 2 A cheetah is faster than a snail. An elephant isn’t as fast as a cheetah. A cheetah is the fastest animal. It’s faster than a snail and an elephant. 3 A camel isn’t as comfortable as a car. A plane is more comfortable than a car. 4 A hippopotamus isn’t as heavy as a blue whale. A blue whale is heavier than an elephant. A blue whale is the heaviest animal. 5 A shark isn’t as dangerous as an alligator. An alligator is more dangerous than a snake.

8 Ask students to get together with another pair and practice saying some of their sentences for the other pair to check their pronunciation and intonation.

Extra activity

Reading

Ask students to write six true sentences of their own (three with as … as, three with not as … as) in which they compare themselves with family and / or friends and / or classmates (e.g., I am not as old as my brother Edward.). Afterwards they can share their sentences with a partner and check for correct grammar and pronunciation.

9 Ask students to read the article and fill in the gaps with words from the box. They should then compare answers with a partner before you elicit the answers. 10 Ask students to read the three questions and then find the answers to 1 and 2 in the text. Then discuss the answers with the whole class. Unit 3 Transportation

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3c

3c Last days of the rickshaw Reading

Last days of the rickshaw

1 Look at the photo of the rickshaw in the article on page 39. Why do you think people choose this kind of transportation? What are the advantages?

2 Read the first paragraph of the article. Which of these words and expressions describe Kolkata?

Warm-up

busy highly-populated safe for pedestrians

Personal response

noisy

polluted

quiet

Ask students to think about what traditional means of transportation were in their country 50 and 100 years ago. How did their grandparents and great-grandparents get around? How is that different from the way people get around now in the city, in the countryside, and for longer distances (e.g., from one city to another)? Elicit some thoughts and ideas from the whole class.

3 Read the second and third paragraphs of the article.

Prediction

Vocabulary transportation verbs

Ask students to look at the photo of the rickshaw on page 39 and read the title of the article (Last days of the rickshaw). Ask: What do you think the title means? What do you think this section will be about? What can you see in the photo? What do you know about rickshaws?

5 Find these verbs in the article and underline them and

Which arguments in favor of rickshaws does it mention? Rickshaws are useful because... 1 2 3 4 5 6

they are better in traffic jams. they can travel down small streets. they don’t produce pollution. they are good for shopping. they are cheaper than other public transportation. they always travel during the monsoons.

4 Read the last paragraph. Choose the reason (1–3) that local officials and politicians don’t ban rickshaws. 1 There isn’t much other employment for the drivers. 2 The tourists want them. 3 The drivers don’t want to go back to the countryside.

the noun that follows. catch take (x2) get on / off

pick up

miss

drop off

Critical thinking reading between the lines 7 Based on the article, which of these statements do you think people in Kolkata often say about rickshaws? 1 “Rickshaw drivers always blow their horns so loudly.” 2 “They represent our city!” 3 “They shouldn’t be on the roads!” 4 “They’re very useful.” 5 “You can never find a rickshaw when you need one.” 6 “Rickshaws are cruel.”

Speaking 8 Work in groups. Make a list of the reasons for and against keeping rickshaws in Kolkata. Use the information in the article and add your own ideas. Example: Rickshaws don’t have engines so they are quiet and don’t pollute the air.

9 You are going to have a debate to decide if Kolkata should ban rickshaws. Each person in the group has a role. Choose one of the roles below and decide if your person wants to ban rickshaws or not. Choose arguments for or against from your list in Exercise 8 and plan your arguments for the debate. When you are all ready, discuss the topic and try to find a solution. ●

Example: catch a train

●

6 Replace the verbs in bold in the sentences with a verb of

● ●

similar meaning from Exercise 5. 1 Do you want me to get the children from school? pick up 2 We need to leave the train at the next station. get off 3 I was late and I nearly didn’t get on my flight. catch 4 Go! You don’t want to not catch your flight. miss 5 I should travel by a taxi. It’s much quicker. take 6 Ask the driver to leave the children at school. drop off

Reading 1 Ask students to answer the questions relating to the photo of the rickshaw.

●

a rickshaw driver in Kolkata a local politician who wants to modernize Kolkata a foreign tourist visiting the city a local person who uses rickshaws for shopping and sending the children to school a taxi driver in the city In my opinion we should ban rickshaws because … I think rickshaws are good for the city because …

SAMPLE ANSWERS

Because it is cheap; you can get a rickshaw anywhere in the city; it’s quicker to go a short distance in a city; you can get out when you want to; if you are a tourist you might do it because it is traditional and fun.

2 Read through the words with the class and make sure they understand them. Then ask them to read the first paragraph and choose the words that describe Kolkata.

38

Vocabulary note Make sure students are familiar with these words: busy 5 full of people doing different activities highly 5 an intensifier meaning extremely (e.g., highly dangerous, highly infectious) pedestrians 5 people walking, also used as an adjective pedestrian crossing 5 a place where people on foot can cross the road

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3 Ask students to read through the list of advantages, then read the article to find out which ones are given. 4 Ask students to read the three reasons, then find out which is correct by reading the final paragraph. Before they start, check that they understand the key words (see Vocabulary note on next page).

Vocabulary note official 5 someone in a position of authority (e.g., in local government or the police)

Last

politician 5 someone in the government

days rickshaw

ban 5 to stop people doing something officially and legally, to make it illegal

of the

Vocabulary

Rickshaw: a two-wheeled wooden cart, pulled by a person on foot

K

olkata (previously known as Calcutta) is the famous capital of West Bengal in India and home to nearly 15 million people. The traffic jams and engine fumes begin early in the morning with long lines of cars, buses, taxis, scooters, and pedicabs. There aren’t many alternatives. You can catch a train through the city or take the subway but sooner or later you have to go on foot, and walking in Kolkata is dangerous. Drivers race towards pedestrians, blowing their horns. The sound never stops from morning to night.

5 Ask students to find and underline the verbs in the article with the noun that follows. 6 Ask students to match the verbs in Exercise 5 to the words in bold in the sentences. They should use the context to help them, particularly the noun following the verb that they have underlined in the article. Ask them to do the exercise individually, then check their answers with a partner. Elicit the answers from the class as complete sentences.

So when I crossed a small road on my first day in the city, I was surprised because I heard a bell—not a horn. It was a tiny man pulling a rickshaw. He stopped and picked up two children from their house and then, with great strength, pulled them to school. For many people, the rickshaw is a symbol of Kolkata and they have many advantages. When the traffic is bad, rickshaws find a way through it. If you miss your bus and can’t find a taxi, you can always find a rickshaw. Rickshaws are also very popular with local shoppers. The driver takes you from your house to the market and waits for you. Then he loads all your purchases, drops you off outside your home, and helps you unload. No other type of public transportation offers this kind of service. You also see lots more people getting on and off rickshaws during the monsoon season. That’s the period from June to September when Kolkata gets heavy rainfall. Sometimes it rains for 48 hours without a break. In the older parts of the city, the roads flood. The water can rise as high as people’s waists. When it’s that bad, anything with an engine is useless. But the rickshaw drivers never stop working, even with water all around them. Not everyone thinks rickshaws are a good thing, though. Some local officials and politicians want to ban rickshaws on humanitarian grounds. They believe it is wrong for one man to pull another person when there is modern transportation available. The problem is that many of the rickshaw drivers come from the countryside with no job and no qualifications. The only job they can find in Kolkata is pulling a rickshaw. If the city bans rickshaws, these men won’t have a job or an income. So for the moment, the people of Kolkata can still take a rickshaw.

Vocabulary note catch 5 to get on a bus or train take 5 to use a means of transportation pick up 5 to get a passenger from one place and transport them to another

fumes (n) /fjumz/ smoke and gases from an engine scooter (n) /ˈskutər/ a small motorbike pedicab (n) /ˈpedɪˌkæb/ a type of taxi with no engine. The driver bikes. flood (v) /flʌd/ when water covers an area (e.g., a floor, road, city) ban (v) /bæn/ to stop or make illegal

Unit 3 Transportation

Speaking 8 Ask students to work in groups of five to list reasons for and against rickshaws. Each student should take notes on all the ideas the group comes up with.

39

9 Ask each person in the group to choose one of the five roles listed (each person should have a different role). They should then each decide which of the arguments for or against rickshaws apply to them, and plan how they will argue their case. They should then hold a debate on the topic. Point out the example sentences for presenting opinions in the speech bubbles at the bottom of the page.

miss 5 not to catch a bus / train / plane you intended to catch (usually because you are too late) drop off 5 to take somebody to a place and leave them there get on / off 5 to walk into or out of a bus or train

Critical thinking 7 Ask students to read the statements, decide the answers individually, and then check their answers with a partner. Elicit answers from the whole class.

Unit 3 Transportation

39

3d

3d Getting around town Vocabulary and listening taking transportation

Getting around town

Real life going on a journey 3

14 Listen again and mark the expressions below that you hear.

1 Match each word in a pair with its correct definition (a or b). 1 stop / stand a where you can get a taxi stand b where you can get a bus stop 2 fare / price a the money you pay for a journey by bus, train, or taxi fare b what/how much something costs price 3 change / receipt a the money you get back when change you don’t have the correct amount b the piece of paper you receive to show you paid for something receipt 4 gate / platform a where you get on a train platform 4 b where you get on a plane gate 5 book / check in a when you buy a ticket in advance book b when you arrive at the airport and leave your bags check in

Warm-up Personal response Ask the class which airports in your country they have used, and how often. Ask how they travel to the airports, and what the journey is like.

Vocabulary and listening 1 Ask students to do this activity individually, then compare answers with a partner. They might use a dictionary for words they are unfamiliar with.

2

14 Suri and Javier are going to the airport. Listen to their conversations and answer the questions. 1 At the taxi stand: Where does Javier want to go? train station 5 2 In the taxi: How much is the fare? Does Javier want a receipt? $16.30, no 3 At the bus stop: Where does Suri want to go? What type of ticket does she buy? North terminal, one-way 4 At the train station: How much is the ticket? Which platform does the train leave from? $30.50, platform 6 5 At the airport: Where did Suri book her plane ticket? Does she check any 6 bags? online; no, she just has a

2 Ask students to read the questions to help them focus on the information they need to listen for. Then play the audio once or twice. Ask them to check their answers in pairs and then elicit answers from the class. If there are any disagreements or they don’t understand something, play the particular section causing the problems again.

GOING ON A JOURNEY In a taxi I’d like to go to the station, please. You can drop me off here. How much is it? Do you have change? Do you want a receipt?

✓

✓

✓

✓ ✓

On a bus Do you stop at the airport? One-way or round-trip? Please stop at the next one. That’s two dollars.

✓

At the train station A round-trip ticket to the airport, please. First or second class? Can I pay by credit card? Which platform is it?

✓

✓

✓

✓

✓

At the airport May I see your passport? How many bags are you checking? I only have this carry-on. Window or aisle? Can I have a seat next to my friend?

✓

✓

✓

Pronunciation intonation 15 People often ask questions with incomplete sentences, like One-way or round-trip? instead of Do you want a one-way or a round-trip ticket? Listen to these questions and mark the up or down. Then listen intonation of the words again and repeat. 1 One-way or round-trip? 4 Bus or train? 2 Window or aisle? 5 North or south? 3 Cash or credit? 6 First or second? Work in pairs. Student A is going to the airport and Student B is the driver or the person at the ticket office or check-in desk. Practice the conversations using the expressions for going on a journey. In the taxi. A has a $50 bill. The fare is $23.50.

On the bus.

At the train station.

At the airport. You have two bags.

Change roles and repeat the four conversations in Exercise 5.

carry-on

Extra activity Ask students to practice the dialogues using the audioscript on page 170. To do this, they should stand in two concentric circles, the outer circle facing in, the inner one facing out, so they stand opposite each other. They should do the first dialogue with the person they are opposite, then ask the outside circle to move one place left, and do the second dialogue with the new person. They repeat until they have done all five, with a different person each time. Start with all the outside people being Javier. They can then alternate roles.

Real life 3 Ask students to read the expressions for going on a journey in the box, listen to the audio, and mark the ones they hear. They can compare their answers with a partner before you elicit the answers from the class. 40

40

Pronunciation 4 Ask students to read the phrases and think about how they might sound. Then play the audio for them just to listen; then play it again for them to mark the intonation, and once more to check. Elicit answers from the class.

5 Ask students to re-read the phrases in the communication box and then work in pairs to role play the conversations as indicated. Encourage them to speak with expression. Circulate and monitor their conversations. 6 Students swap roles and repeat the conversations from Exercise 5.

Extra activity Play the phrases again, pausing after each one for students to repeat chorally and individually. After that they can practice in pairs, monitoring each other’s production.

HOMEWORK Ask students to write two new dialogues of their own between themselves (as passenger) and a driver, and at an airport check-in desk.

✓ ✓

3e

3e Quick communication Writing notes and messages

1

1 Read the notes and messages (1–8) and match a b c d e

thanking 5 apologizing 2, 8 giving travel information 4, 6 suggesting a time and place 1, 7 giving a message from someone else

Quick communication

Meet outside airport at 2? OK?

them with the reasons for writing (a–e).

2

3

Warm-up

Sorry. Bus late. Will be 15 minutes late.

2 Writing skill writing in note form

Personal response Ask the class to say what the last note they wrote was, and who it was to.

a People often leave out words in notes and messages. This is called elision. Find examples of these kinds of missing words in the notes and messages in Exercise 1. ● ● ● ●

articles pronouns (I, me) auxiliary verbs (have, will) polite forms (Would you like to…? Can we…?)

3 Javier called. Call him back. 305-555-7272.

Writing 1 Ask students to read the notes and match them with the reasons for writing individually, then check with a partner. Elicit the answers from the whole class.

4

Example: (Can we) Meet outside (the) airport at 2? (Is that) OK?

Train leaves platform 6.

b Rewrite these transcripts from a telephone voicemail as shorter messages. 1 “I’m sorry but I’m stuck in a traffic jam. I’ll see you in half an hour.” Sorry. Stuck in traffic. See you in 30 mins. 2 “Thank you for booking the train tickets. I’ll pay you when we meet at the station.” 3 “Take the subway to Palermo Street and the Luna café is at the end of platform one.” 4 “Peter wants to come with us in the taxi. Can you call him and tell him where to meet us?” 5 “My flight is an hour late. Meet me in the arrivals terminal at five o’clock.”

5

6 Plane at gate 6. Boarding now.

3 Write a message for each situation. 1 You have to work late. Text your friend to say you will arrive at the bus station an hour later. 2 You are meeting a friend downtown tonight. Suggest that he catches a taxi from the stand outside the train station. 3 You cannot travel with your friend on the subway to the airport. Explain that you will travel by bus and meet her at the check-in desk.

Writing skills

Thanks for getting tickets. Here's the money.

A R T 2 0 D E P A R T E D P E D 0 3 L T 0 C A L S A 4 0 L L T 0 C A L 5 0 L A S R D I N G A O B 0 6 I N G B O A R D 7

Articles: 1 (the airport), 2 (the bus), 4 (the train) Pronouns: 1 (me), 2 (I) Aux. verbs: 2 (I will be), 7 (I will see) Polite forms: 1 (Would you meet me), 3 (Can you call)

In taxi. See you outside museum in 5?

8

can understand them. Write a reply if necessary!

Afraid I missed meeting. Sorry!

Unit 3 Transportation

3 Ask students to work in pairs to write a message for each situation.

1 Working late. Arrive bus station 1 hr later. 2 Take taxi outside station downtown. 3 Can’t travel on subway. Will go by bus. Meet check-in.

2a SAMPLE ANSWERS

7

4 In pairs, write each other messages and see if you

SAMPLE ANSWERS

2a Read the instructions and examples with the class, then ask students to find more examples in the notes. Elicit the answers from the class.

41

4 Ask students to work in pairs to do this activity. Once they’ve given their message to one partner, they can give it to another one. HOMEWORK Ask students to write four full messages of their own, and then produce the shortened version of each.

2b Read the example, then ask students to do the same with sentences 2–5. Ask them to compare answers with a partner before eliciting the answers. SAMPLE ANSWERS

2 Thanks for booking train tickets. Pay you at station. 3 Take subway to Palermo St. Luna café end platform 1. 4 Peter wants to come in taxi. Call and tell him where to meet. 5 Flight 1 hr late. Meet at arrivals at 5.

Unit 3 Transportation

41

3f

3f Indian railroads

Video

Video

Indian railroads Videoscript Narrator: At the Victoria terminal in Mumbai, India, it always seems to be rush hour. Every day, approximately two million passengers pass through this train station. The journey to Mumbai is often very stressful. But in this country of over a billion people, the best way to travel is by train. The British built the railroads in India in the 19th century. The first steam train in India was in 1853. Now, the Indian railroads travel along 38,000 miles of track. Many of the trains have impressive names like the Himalayan Queen and Grand Trunk Express. The Grand Trunk Express has traveled up and down the country since 1929. Most of the Indian railroads’ four billion passengers a year live in big cities. But even rural villagers do not usually have to walk for more than a day to get to a station. With over 1.5 million people on its staff, India’s railroads are the world’s largest employer. From the Indian Railroads minister down to the key man who makes sure every inch of track is in good condition, the huge workforce keeps this enormous system running. The railway stations are often an amazing mix of people. There are people selling food, porters carrying bags, and sometimes performance artists. But the railroad is more than just a way to travel. It is like a miniature India. In the second class cars, there are people from all over the country, from different classes and cultural backgrounds. They talk, play games, and tell stories. For travelers, the Indian railroads are their own adventure.

42

In n this thi h s country ountry,, the the bes b st way to travel tra ave v iss by vel by tr train a . ai

42

Before you watch

After you watch

1 Working in groups, look at the photo and the

6 Roleplay a conversation between

caption and discuss the questions. 1 How important are trains in your country? 2 Do many people travel by train? Why?

2 Working in pairs, think about Indian railroads and choose the option you think is correct. 1 Every day approximately two hundred thousand / two million passengers pass through Mumbai train station. 2 There are over two billion / one billion people in India. 3 The British built the railroads in India in the eighteenth / nineteenth century. 4 There are over 38,000 / 3,800 miles of railroad tracks in India. 5 The Grand Trunk T Express has traveled through India since 1939 / 1929. 6 India’s railroads carry four billion / four million passengers every year. 7 The railroad employs one hundred thousand / one and a half million staff.

While you watch 3 Check your answers from Exercise 2. 4 Answer the questions. 1 When did the first steam train run in India? 2 Is it easy for everybody in India to get to a railroad station?

passengers

Before you watch

Work in pairs. Student A: You are from the city. Use the questions below to make notes about yourself and your trip.

1 Students work in groups. Ask them to look at the photo and caption and discuss the questions.

Student B: You are from a small town, a day’s walk from the station. Use the questions below to make notes about yourself and your trip. ● ● ● ● ● ●

2 Ask students to complete the sentences with the option they think is correct.

What’s your name? How old are you? Who do you live with? What’s your job? What’s your daily routine like? What’s the best moment of your day? And what’s the worst?

While you watch 3 Play the video for students to check their answers from Exercise 2.

Act out the conversation. Describe your trip to the station today and your life at home. Say why you’re traveling.

7 At the end of the video, the narrator says, “The

4 Give students time to read the questions, then play the video again and ask students to answer the questions.

Indian railroads are their own adventure.” What does that mean?

8 Working in pairs, discuss these questions. 1 In what way are trains in your country similar to, or different from, trains in India? 2 Is traveling by train a good way to see a country? Why?

ANSWERS

1 The first steam train ran in 1853. 2 No, but the longest journeys are no more than one-day’s walk. 3 His job is to make sure every inch of track is in good condition. 4 Performance artists try to get attention and money. 5 They talk, play games, and tell stories.

3 What is the key man’s job? 4 Who tries to get travelers’ attention and money at Indian railroad stations? 5 What do passengers do on the train?

5 Complete the sentences with words from the glossary. 1 At the V Victoria Terminus, Mumbai, it always . seems to be 2 Many of the trains have names. 3 India’s railroads are the world’s largest . 4 A huge keeps this enormous system running.

employer (n) /ɪmˈplɔɪər/ a person or organization that gives work to other people impressive (adj) /ɪmˈpresɪv/ something that causes admiration rural (adj) /ˈrʊrəl/ having to do with the countryside rush hour (n) the busiest time to commute track (n) /træk/ metal rails that a train runs on villager (n) /ˈvɪlɪʤər/ a person who lives in a very small town, often in the countryside workforce (n) /ˈwɜrkˌfɔrs/ people who work for an organization

5 Ask students to complete the sentences with words from the glossary. ANSWERS

Unit 3 Transportation

After you watch 6 Students work in pairs to role-play a conversation between passengers, according to the instructions.

43

1 2 3 4

rush hour impressive employer workforce

7 Elicit ideas from the class about what the quote means. 8 Students work in pairs to discuss the questions.

Unit 3 Transportation

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UNIT 3 REVIEW

UNIT 3 REVIEW

Grammar

Grammar

1 Complete the article with the correct form of the adjectives.

1 Ask students to complete the article with the correct form of the adjectives. ANSWERS

1 2 3 4 5 6 7 8

largest worst polluted faster better best popular cleaner

The city y of

Guangzhou transportation nsp prize

wins i

China has the 1 (large) population in the world, and its capital city, Beijing, 2 has some of the (bad) traffic problems. A few decades ago, China’s streets weren’t as 3 (polluted) as they are now because most people rode bicycles. But in modern China, cars are selling 4 (fast) than in the U.S.

2 Ask students to work in pairs to do this comparison task. It might be useful to have some details about neighboring countries handy for them to check.

However, one city in China recently received a prize for its transportation system from the Institute for Transportation and Development Policy (ITDP), which works with cities to (good). This year it make city life 5 gave the city of Guangzhou a prize because it has one of the 6 (good) public transportation systems, not only in China, but worldwide. And bicycles are still as 7 (popular) as ever because of the extensive network of bicycle paths. It all means the air in Guangzhou is much 8 (clean) than in other cities.

Vocabulary 3 Ask students to complete the sentences with transportation words. ANSWERS

1 2 3 4 5 6

commute rush jam limit pedestrian ferry

2 Work in pairs to compare your countries to their nearest neighbors. Make five sentences using comparatives, superlatives, or as ... as about these things: ● ● ● ●

4 Students complete the sentences with a preposition.

Real life 5 Ask students to order the lines of the conversation to make a dialogue at the ticket office. 6 Ask students to work in pairs to do this dialogue. They can use elements from Exercise 5 in their conversation.

Speaking 7 Ask students to ask and answer the questions in pairs, giving reasons for their answers.

44

size (larger / smaller / as big as) population age other?

I CAN compare differences between things talk about the similarities between things 44

Vocabulary 3 Complete the sentences with transportation nouns and verbs. to and 1 I work from home so I don’t have to c from work every day. 2 You can avoid r hour if you leave home earlier in the morning. 3 There’s always a bad traffic f j downtown. 4 The speed l on a highway in China is 50 miles per hour. 5 Look out! There’s a p crossing the road. 6 You can cross the river by f .

4 Complete the sentences with a preposition. 1 Can you pick up my shopping on the way home? 2 Please drop me off at the café on the corner. 3 We both fell asleep on the train so we didn’t get off at our station! 4 I think I’ll go by 5 Did you come by

foot today and save some money. your car or on your motorcycle?

I CAN

talk about transportation and travel in the city

Real life 5 Put the conversation in the correct order (1–8). 1 Hi. I’d like a ticket to Mumbai, please. At ten thirty. Here’s your ticket. One-way or round-trip? OK. A one-way ticket is 61 dollars. Is that OK? Thanks. Which platform does it leave from? Yes, that’s fine. What time is the next one? 8 Platform eight. 3 One-way, please.

6 2 4 7 5

6 Working in pairs, roleplay this situation: Student A: You are a tourist in Kolkata. Ask a rickshaw driver to take you to your hotel. Student B: You are rickshaw driver. Talk to the tourist and discuss your price. I CAN

ask for and buy a ticket go on a trip using different types of transportation

Speaking 7 Work in pairs. What is your favorite way to travel (by plane, train, or bus)? What is your least favorite way to travel? Why?

Unit 4 Adventure

Unit

4

Adventure Warm-up Personal response With books closed, ask: What do you think the word “adventure” means? Elicit some ideas from the students. Then ask: What is the biggest adventure you have ever had? Ask them to tell a partner about it. (If they cannot come up with an adventure of their own, they can describe one they have read about or seen in a movie— either real, from a documentary, or invented, from a feature film.) Elicit some of their answers, especially those which are personal.

The Ru Rumbl mble mb mbl e Room Room in Ru Rumbl mbling mbl ing ng Fa Falls llss Ca ave, e T Te enne nesse see e Photo Pho Ph to by Ste Stephe p n Alva ph lvarez lva rez ez

F E AT U R E S 46 Adventurers of the year Profiles of some of the world’s top adventurers

48 The survivors What personal qualities do survivors need?

50 The right decision? The real-life story of two climbers and how tough decisions saved their lives

54 Alaskan ice climbing A video about adventure in the snow and ice of Alaska

1 Look at the photo and answer the questions. 1 Do you think what the people in the cave are doing is exciting or dangerous? Why? 2 Why do you think cavers need to be physically fit? 3 What do you think the Rumble Room is like?

1 Ask students to look at the photo and discuss the questions in groups of four. Ask more questions to elicit their feelings about the cave, e.g., How would you feel if you were in the cave? Would you like to go there? Why / Why not?

2 Complete each sentence (1–3) with one of the words (a–c). a risk

b challenge

c

achievement

1 Y You take a risk when you go caving. 2 Discovering a new cave is a great . achievement 3 Adventurers like a tough . challenge

3 Work in groups. Discuss the questions.

SAMPLE ANSWERS

1 Are you a person who takes risks or are you usually careful? 2 What is your biggest achievement in life so far? 3 What is your biggest challenge in the future? 4 Is there any kind of adventurous or risky activity you would like to try?

1 Students’ own answers 2 Cavers need to be physically fit because you have to climb up and down and crawl on your hands and knees. 3 It’s an incredible place, a gigantic room, like a different world.

Vocabulary note Unit 4 Adventure

45

Check students know these words: cave 5 a natural hole in the ground caver 5 a person who explores caves for a hobby

Background note The Rumble Room was discovered in 1998 when a group of cavers were mapping the Rumbling Falls cave system in eastern Tennessee, US. The Rumble Room is the second largest cave discovered in the US. To get to it, you first drop almost 80 feet into a pit, crawl through a waterfall, go through a first passage which is 10–15 feet wide but only 1 foot high, then through a 500-foot passage which is 30

feet high but only 1–2 feet wide. Then there is a 200 foot drop down into the bottom of the cave. But the “bottom” is actually a pile of rocks which have fallen —and are still falling—from the roof. At times the pile is 30 feet deep. Below the Rumble Room there are 75 feet of caves, with a river running through them that is 40–50 feet wide and up to 6 and a half feet deep in places.

to go caving 5 to explore systems of caves

2 Ask students to match the words and their definitions. 3 Ask students to work in groups of three or four to discuss the questions. Extra activity Ask some of the students to tell the class either about their own biggest achievement or challenge, or that of someone else in their group.

Unit 4 Adventure

45

4a

4a Adventurers of the year Reading

Adventurers of the year

2 Answer the questions.

phrases (1–6).

Both

Edurne Pasaban

1

5

3

1 born in the US 2 traveled around the world 3 qualified in engineering

ADVENTURERS

of the

YEAR

Reading

Grammar 3 Ask students to underline the verbs and answer the two questions. Read the examples in the grammar box on page 47 with the class. 46

in The Mountaineer section of the article. Answer the questions.

4 is famous 5 finished the adventure 6 loves adventure

1 What do you add to regular verbs in the simple past? -ed 2 What auxiliary verb do you use to make the verb negative? do (did in the past)

EVERY YEAR, READERS OF NATIONAL GEOGRAPHIC MAGAZINE VOTE FOR ADVENTURERS OF THE YEAR. HERE ARE TWO OF THEM.

THE MOUNTAINEER As a child, Edurne Pasaban lived in the mountainous Basque region of Spain. She climbed her first mountain whe en she was fourteen. In college, she studied engineering but she didn’t want a nine-to-five job. In May 2010, she finished her biggest challenge: climbing the world’s fourteen tallest mountains. Edurne is famous for her many climbing ach hievements, but she didn’t climb in order to become famous. “For me,” she sayss, “adventure is a way of life.”

1 Ask students to read the six phrases they have to categorize before they read the article. Also, check that they understand how the Venn diagram works, with things that only one of the two people does in the circles on the left and right, and things that they both do in the overlapping center. Once they have completed their diagram, they should check with a partner. Elicit answers from the whole class. You may want to draw the diagram on the board and complete it as they give the answers, or have them come up and write the answers in themselves. Note that the answer to 6 is not given directly—one has to assume it from what the people did.

Ask students to look at the two pictures and describe what they see. Ask them to contrast the two situations in terms of location, climate, clothes, and level of danger.

Grammar simple past

4

Ask students to think for a minute or two about an adventure that they want to have in the future. They should discuss it with a partner first, who should ask questions about their ideas. They should then take turns describing what they want to do.

What was Edurne’s biggest challenge? Why is she famous? What was the men’s ambition? What was the men’s biggest risk?

3 Underline all the verbs in the past tense

6

Personal response

Extra activity

Steven Shoppman

2

Warm-up

2 Ask students to read and answer the questions and then compare answers with a partner. Elicit the answers from the whole class.

1 2 3 4

1 Read the article and complete the diagram with the

THE ROAD TRIPPERS Steven Shoppman and Stephe en Bouey were old friends who grew up together in Denver, but they knew each other a lot better after the eir adventure. They both had an ambitio on to go on a road trip around th he world. From 2007 to 2010, they drovve through 69 different countries an nd covered 76,000 miles (122,000 km m). They took a big risk when they wen nt across a minefield (see photo). The ey also got help from lots of people an nd they found that the world wasn’t as dangerous as they thought!

road trip (n) /ˈroʊd ˌtrɪp/ a long journey by road

46

2 1 climbing the 14 tallest mountains 2 climbing achievements

Grammar note Write these regular verbs on the board: dance, work, plan, study. Ask students what is different about how you make the regular simple past for each one (dance: 1 -d; work: 1 -ed; plan: double the n 1 -ed; study: change y into i 1 -ed ). Make sure they realize that this pattern applies to all similar regular verbs. Practice this by giving them the following verbs to change into the simple past: talk, move, try, hate, chat, cry, slip, play (answers: talked, moved, tried, hated, chatted, cried, slipped, played)

3 road trip around the world 4 going across a minefield

Pronunciation 4 Ask students to say the first three verbs in the exercise (lived, finished, wanted) and notice the way the -ed ending is pronounced differently: /d/, /t/, and /ɪd/. Ask students to read the other verbs to themselves and try to decide what the ending should be. Then play the audio a couple of times and ask them to write the sound they hear. They can then compare answers with a partner. Elicit the answers from the whole class. Then play or say the verbs again and have students repeat them chorally and individually. Note that the sound in 4, studied, is /id/ because there is already an i before the -ed ending.

4 Pronunciation /d/, /t/, or /ɪd/

7 Read the text in Exercise 6. Answer the

16 Listen to the -ed ending of these regular verbs. Write /d/, /t/ or /ɪd/, then listen again and repeat. 1 lived /d/ 2 finished /t/ 3 wanted /ɪd/

4 studied /d/ 7 5 waited /id/ 8 6 looked /t/

decided /id/ climbed /d/

SIMPLE PAST He climbed the mountain. He didn’t climb a mountain. Did he climb a mountain?

5 Find the past tense form of these irregular verbs in The Road Trippers section of the article in Exercise 1. be drive find get go

was / were

drove found got went

1 2 3 4

When was Reza born? Where did he study architecture? What did he do after college? Did he want to take photos of local news? 5 When did he go abroad?

5 Ask students to read through the list of irregular verbs and then find the simple past forms in the text.

SIMPLE PAST QUESTIONS

For more information and practice, see page 159.

1 2 3 4 5

questions.

6 7 8 9 10

grow up have know take think

grew up had knew took thought

6 Complete the text about another adventurer with the simple past form of the verbs.

6 Ask students to complete the text individually and then compare answers with a partner. Elicit the answers by having them read complete sentences.

What did you study in college? Economics. Did you go abroad when you were young? Yes, I did. / No, I didn’t. For more information and practice, see page 159.

8 Working in pairs, read the article in Exercise 1 again and write questions for these answers (1–6). Check your answers with your teacher. Where was Edurne born? 1 In the mountainous Basque region of Spain. When did she climb her first 2 When she was fourteen. mountain? What did she study? 3 Engineering. 4 From 2007 to 2010. When did the men go on a road trip? 5 A minefield. What was their biggest risk? 6 That the world wasn’t as dangerous as they thought. What did they learn from the adventure?

Speaking 9 Write eight to ten questions to ask your partner about his or her past. Use some of these prompts to help you. where / born? where / live? what subjects / like / at school? go / college? what job / want? what / do after that?

10 Take turns interviewing each other. Make

Reza 1 was born (be born) in Tabriz, Iran, in 1952. He 2 (study) architecture at the university in Tehran but he 3 (not / become) an architect. When he was a teenager, Reza 4 (love) photography and, after 5 college, he (get) a job with a local newspaper as a 6 photographer. But he (not / want) to take photos of local news and in 1978 he 7 (go) abroad and he 8 (take) photos of wars. These days he works for National Geographic magazine.

2 3 4 5

studied didn’t become loved got

6 didn’t want 7 went 8 took

7 Ask students to read the questions and then answer them individually; they can then check with a partner. Elicit the answers by having different students ask the questions and others give the answers. Read the grammar box about simple past questions with students and check that they understand the information. SAMPLE ANSWERS

notes about your partner’s answers.

THE PHOTOGRAPHER

ANSWERS

1 2 3 4 5

11 Swap partners and describe your first partner’s life. Chan was born in Hong Kong in 1982 …

1952 the university in Tehran photographer for local newspaper no 1978

Teaching note

Unit 4 Adventure

47

You will need to make a decision about how you want students to answer these questions. The more natural answers would be short answers, e.g., When was Reza born? In 1952.

students ask the questions and others give the answers.

Speaking 9 Ask students to read through the prompts, and then write eight to ten questions to ask their partner. If students already know each other well, ask them to write questions about things they don’t know about each other and would like to find out. Alternatively, ask them to work with someone in the group who they do not know well, if this is possible. Help them to form these questions if they do not have the necessary vocabulary. Circulate and check that their questions are correct.

10 Ask students to get into their pairs, ask their questions, and write down the answers.

However, teachers often require students to give a “full” answer in order to check their ability to use the structure being studied, e.g.,

11 Ask students to work with a new partner and tell them about their first partner’s life. Tell them to ask follow-up questions about the information they are given.

When was Reza born? He was born in 1952.

HOMEWORK Ask students to write up the biography of their first partner into a paragraph or two. Then in the next class they should exchange their writing with the first partner, and check for factual and linguistic accuracy.

This is not, however, what a native speaker would reply.

8 Ask students to work in pairs. They should read through the answers and then reread the article before writing the questions. Pairs can compare with each other when they have finished. Elicit the answers by having different Unit 4 Adventure

47

4b

4b

The survivors Warm-up Personal response Ask students what they think the word survivor means. You could write it in the middle of the board and start a web of ideas connected to it, e.g., start with situation and elicit what that might be (a war, a terrible accident, etc.), then write Who? and elicit that the survivors are the ones who didn’t die. You could also include How? (e.g., salvaging food from a wreck, building shelters, finding wild food, getting help, and so on).

Vocabulary and speaking personal qualities 1 Look at the photo of an expedition. How dangerous is this situation? What kind of people do you think do this?

2 Read the sentences and comments (1–8) about this kind of expedition. What kind of personal quality does each describe? Match these adjectives to the sentences. ambitious experienced

Vocabulary and speaking

SAMPLE ANSWERS

1 Very dangerous, especially if you are not in good shape or not wellprepared 2 People who enjoy adventure and who are very determined and competitive

You can make some adjectives for personal qualities negative by adding a prefix: unambitious, indecisive, impatient.

patient 5 taking things slowly, ready to wait, being calm reliable 5 always ready to help, whatever the situation

2 Read through the adjectives with the class and check that students understand what they mean. Then ask students to read through the 48

a language learner a president a TV presenter

Example: A teacher is patient because the students need time to learn.

Listening 4

17 Listen to part of a radio interview with a survival expert. Match the survivors (1–3) to their stories (a–c). 1 Maria Garza b 2 Bethany Hamilton c 3 Mr. and Mrs. Carlson a a lost at sea for thirty-one days b escaped from a burning airplane c surfing when attacked by a shark

Make sentences with the adjectives in Exercise 2 and explain your reasons. 48

careful 5 not doing anything risky or dangerous

intelligent 5 able to think, reason, and learn easily

a teacher a close friend a news photographer an athlete

3 What personal qualities do these people need?

ambitious 5 wanting to achieve great things

experienced 5 having had a lot of practice of something

determined reliable

WORDBUILDING negative prefixes

Vocabulary note

determined 5 wanting to do something strongly

decisive patient

1 “The leader of our team has worked for thirty years as a mountaineer.” 2 “Whatever the risk, we always achieved our goal. Nothing stopped us.” 3 “Even as a child, I wanted to be the best.” 4 “It’s important to plan before any expedition.” 5 “When the weather is really bad, you have to wait. There’s no point in taking stupid risks.” 6 “We W all have to be there for each other. We won’t survive without each other’s help and support.” 7 “He has a quick brain and you need that for this kind of expedition.” 8 “The leader is the person who makes the final decision and everyone has to agree.”

1 Ask students to look at the picture and make suggestions about what is happening and who the people are. Elicit answers to the questions in the book.

decisive 5 making decisions and acting on them

careful intelligent

sentences 1–8 and match one adjective to each sentence. They should do this individually, then compare answers with a partner. Elicit the answers and read the information in the Wordbuilding box with the class. SAMPLE ANSWERS

1 2 3 4

experienced determined ambitious careful

5 6 7 8

patient reliable intelligent decisive

3 Read the list of people with the class and ask students to write the sentences in pairs. Then ask them to share their

sentences with the rest of the class and compare their ideas. SAMPLE ANSWERS

A close friend is reliable because you know you will always have their help and support. A language learner should be patient and determined because it takes time to learn a language well. A news photographer is decisive because they need to move quickly to get important photos. A president is ambitious and determined to get to such an important position. An athlete needs to be determined to do well. A TV presenter is decisive because he needs to be able to make quick decisions.

5

8 Choose the correct options to complete the stories.

17 Listen again and choose the correct option (a–c) to complete the sentences. 1 The aim of the program is to talk about a recent survival stories b the best survival stories c the personal qualities of survivors

c

. 2 Dr. Weisz says all survivors c a are decisive b need determination c are decisive and need determination 3 Unlike Bethany, y the Carlsons a were at sea for a long time b were in the water c didn’t have experience

a

.

. 4 Most survivors a a don’t take risks b often take risks c aren’t very careful

6 Do you ever need the personal qualities of a survivor? For example, are there other situations when you need to be decisive or careful?

Grammar past continuous 7 Look at the highlighted verbs and answer the questions. She was sitting on an airplane in Denver airport with her one-year-old child when she saw a fire from the window. While the other passengers were running to the exits, Maria climbed out of the window.

.

life TRUE SURVIVAL AL STORIES!

Listening 4 Ask students to read the names of the three survivors and the three situations before you play the audio. You may need to play the audio twice for them to be able to answer.

The sun shon shonee / was shin shining ing whe when n Bethan Bethanyy Hamilt Hamilton on arriv arrived ed at at the beac beach h on a b beaut eautiful iful mor morning ning in Hawa Hawaii. ii. But hour hourss later, later, the young teenager 2 surfed / was surfing when a shark attacked her and she lost her left arm. Amazingly, Bethany 3 swam / was swimming back to the beach with one arm and, as she was swimming, she told otherr surfer othe surferss to get out of the wate waterr. 1

g around the While Steven and Rachel Carlson 4 sailed / were sailing Canary Islands, their boat sank. They 5 didn’t have / weren’t having much food and water but after 31 days at sea they still survived.

5 Ask students to read the four sentences and possible conclusions and write any answers they think they remember. When they listen again, they should check and complete their answers.

It was a normall afternoo ft n att Denver airp i ortt but b t as Fli Flight ht 455 455 was taking off, passengers 6 saw / were seeing a fire from the window. Immediately, the plane’s captain realized that the engines 7 didn’t work / weren’t working and radioed for help. While passengers 8 ran / were running towards the front exits, Maria Garza pulled her daughter through the window exit next to the wing.

9 Which survival story do you think is the most

Play the audio (possibly twice) and then ask them to check with a partner before eliciting the answers. If there are any particular problems, isolate the relevant part of the audio and play it two or three times more.

amazing? Why?

Speaking 10 Work in pairs. Tell your partner which of these events happened to you in the past. Explain:

1 when they happened 1 Do all the highlighted verbs talk about the past? yes 2 what you were doing at the time 2 Which verbs describe a completed action? saw, climbed out 3 Which verbs describe actions in progress at broke a bone got your first job a particular time? was sitting, were running felt scared fell off your bicycle 4 How do you form the past continuous tense? What is the auxiliary verb? What is the form of I was climbing on a wall when I was the main verbs? auxiliary = was, were; main verb = -ing

6 Ask students to work in groups of four to discuss this question. Have groups share their answers with the class.

eight. I fell and broke my arm.

PAST CONTINUOUS you/we/they were sitting I/he/she/it wasn’t sitting

you/we/they weren’t sitting

Was I/he/she/it sitting?

Were you/we/they sitting?

11 Think of three more real or special events in your

We often join the past continuous tense with the simple past using the words when or while to talk about one action happening at the same time as another. Maria was sitting on an airplane in Denver airport when she saw a fire from the window. While the other passengers were running to the exits, she climbed out of the window.

Grammar

life. Tell your partner.

7 Ask students to read the excerpt and look at the highlighted verbs. Ask them to answer the questions individually, then check their answers with a partner. Elicit the answers from the whole class, then read the examples and explanation in the grammar box.

Examples: While I was working in …, I met … I was living abroad when I …

For more information and practice, see page 159.

Grammar note Unit 4 Adventure

9 Ask students to work in groups of four to discuss the three stories and decide which was the most amazing and why. They can then tell the rest of the class, and the whole class can discuss it.

Speaking 10 Ask students to read through the list of events, and see which ones apply to them. They should then think of appropriate sentences like the one in the example, using the past continuous and simple past. If none of them apply, then they can invent situations of their own. They should then tell a partner. If they have sentences for all five situations,

49

they should tell all five of them. As the partners listen, they should check for grammar and pronunciation mistakes. 11 Ask students to think of three other events from their own past where they can combine the past continuous and simple past correctly. Again, they should tell a partner. HOMEWORK Ask students to find a story about a survivor and write about what the person did and which of the survival skills were shown, in their own words. Back in class they can read each other’s stories.

Note that in addition to the common use of one past action (using the simple past) interrupting another (using the past continuous) and connected by when / while, it is also possible to use two past continuous verbs together to indicate two past actions running parallel: I was cutting up the carrots while my mother was frying the meat. While my brother was doing his homework, I was watching TV.

8 Ask students to do this text completion activity individually, then check with a partner. Elicit the answers from the class by having students read whole sentences. Unit 4 Adventure

49

4c

4c The right decision? Reading

The right decision?

1 Working in pairs, talk about the best and worst decisions you have ever made. Tell each other what happened.

Joe Si S mp mpson mps mpson

7 Look at these time expressions from the story. Then complete the rules (1–4) with in, on, or at. Sim S im mon o Yat Yates es es

Vocabulary geographical features 4 Match these words from the story to the picture. lake ridges

north face glacier

3

base camp 5 the first camp at the bottom of the mountain

2

summit

W

E

ridges

1 cave

9 crevasse

7

lake

5 north face

1 W We use with months, years, seasons, decades, centuries, and some parts of the day such as the morning, the evening. 2 W We use with days, dates, and special days such as her birthday, New Year’s Day, the weekend. 3 W We use with times and special expressions such as night, the final moment. 4 W We don’t use , , or with time expressions such as yesterday, last week, two days later.

Speaking 8 Work in pairs. Match the time expressions in Exercise 7 to these events from the story. Then tell the main parts of the story using the time expressions.

8 glacier

a mountain ridge 5 a long, narrow mountain top, with a drop on each side

50

summit

4 mountain

the summit 5 the top of the mountain

1 Yates decided to cut the rope, letting Simpson fall, in order to save himself. 2 Simpson decided to lower himself to the bottom of the crevasse and try and find a way out.

cave crevasse

S

the north face 5 a vertical wall of a mountain facing north

ANSWERS

mountain cliff

N

Pre-teach the following vocabulary:

2 Ask students to think about the two questions and read the text to find the answers.

in May 1985 on Day 1 three days later at the last second at 4:00 in the afternoon in 1988 in the middle of the night

1 The accident happened while Simpson and Yates were climbing up the mountain. F 2 They didn’t reach the top of Siula Grande. F 3 Y Yates cut the rope because he wanted to survive. T 4 Y Yates didn’t look for Simpson afterwards. F 5 Simpson managed to get to the base camp on his own. T

Vocabulary note

a crevasse 5 a deep crack in the ice

6 What do you think? Did Yates make the

Vocabulary in, on, or at for time expressions

1 Ask students to think about the questions and come up with some answers to tell a partner. Elicit some ideas from the whole class.

in mid-air 5 suspended in the air

yes

right decision? Discuss with a partner.

Reading

a cliff 5 a very steep, possibly vertical, wall of rock

1 some climbers no 2 Simpson yes 3 the author of the article

3 Mark the sentences true (T) or false (F).

Ask students how they make big decisions in their lives. Do they make a list of advantages and disadvantages? Do they always discuss them with someone else? Are they quick or slow to decide? Ask them to discuss it with a partner and compare their strategies. Elicit a few of their processes from the whole class.

a glacier 5 a slow-moving “river” of ice

following people (1–3) think that Yates made the right decision or not?

make? What decision did Simpson make?

Personal response

to lower down 5 to stand somewhere high and let something down slowly on a rope

5 Read the last paragraph again. Do the

2 Read the true story on page 51. What decision did Yates

Warm-up

Critical thinking identifying opinion

6

cliff

stood at the top of the mountain cut the rope wrote a book heard his name crawled back to base camp started climbing Siula Grande

50

3 Ask students to decide if the sentences are true or false individually, then check with a partner. Ask fast finishers to correct the false sentences. Elicit the answers from the whole class.

Vocabulary 4 Ask students to match the words and pictures individually, then compare answers with a partner. Elicit the answers from the whole class.

Critical thinking 5 Read the question and ask students to look at the article again and match the people (1–3) to the opinions. 6 Ask students to get into pairs and discuss Yates’s decision; ask them to come to a conclusion. Then ask the pairs to explain their decisions to the class, and discuss them further.

I

n May 1985, two climbers, Joe Simpson Yates didn’t know what was happening below. He waited for an hour and Simon Yates, left their base camp but the rope was too heavy and it was pulling him down the mountain by a lake and started climbing the towards the cliff. He had two choices: hold the rope and risk both their north face of a mountain called Siula lives, or cut the rope and survive. It was an impossible decision for Yates Grande in the Peruvian Andes. This climb but, at the last second, he cut the rope and saved himself. Immediately, was incredibly dangerous, but the two Simpson fell 100 feet (30 m) into a crevasse. men were experienced climbers and The next day, while Yates was desperately looking for Simpson, he found physically fit. On Day 1, the weather was the crevasse. He called for Simpson but he heard nothing. Sadly, he good and the climb decided that Simpson was dead. Yates didn’t know it, began well. At night, Yates didn’t know it, but Simpson was—unbelievably—still alive! they made a snow cave but Simpson was— Simpson waited for hours and when he realized Yates and slept on the side of the mountain. unbelievably—still alive! wasn’t coming, he decided to take a risk. He had some rope, so he lowered himself to the bottom of Three days later, after the crevasse. Then he managed to find a way out. For some very difficult climbing and bad three days, Simpson drank water from the snow and ice and crawled back weather, the two men stood at the towards the base camp. At four o’clock in the afternoon on Day 7, he was summit. Unfortunately, the weather was very close. getting worse so they didn’t stay long. In the middle of that night, as Yates was sleeping in his tent at base As they were going down a mountain camp, he woke up. He was sure someone was shouting his name. ridge, a disaster happened. Simpson fell Excitedly, he ran outside and looked around. Finally, after searching and broke his knee. Quickly, Yates tied and searching he found Simpson lying on the ground, not moving but a rope to himself and then to his friend. still breathing. He began lowering Simpson down the mountain and, for hours and hours, Yates After a few days, the two men returned home and their story became helped Simpson get down the mountain. famous. Unfairly, some climbers criticized Yates for cutting the rope. But They were getting close to the glacier in 1988, Simpson wrote a book about the events and defended Yates. He at the bottom of the mountain when believed Yates made the right decision. Simpson suddenly slipped. This time he went over the edge of a cliff. He was hanging in mid-air. Simpson shouted up to Yates, but the he win wind d was was blo blowin wing loudly dl and Yates couldn’t hear ea hi him. m.

Extra activity The groups could also discuss Simpson’s decision to go down to the bottom of the crevasse.

Vocabulary 7 Ask students to complete the rules individually, then check with a partner. Elicit the answers from the whole class. ANSWERS

1 2 3 4

in on at in, on, at

Extra activity Ask students to choose the right preposition to complete the following expressions: 1 __________ January 2 __________ Monday 3 __________ the end 4 __________ June 21 5 __________ the 1990s 6 __________ the summer 7 __________ last

The

8 __________ New Year’s Day edge (n) /edʒ/ the place where something stops crawl (v) /krɔl/ to move on your hands and knees

9 __________ 2008 10 __________ ten minutes 11 __________ the 1500s 12 __________ the morning

Unit 4 Adventure

ANSWERS

1 three days later; at the last second; in 1988; in the middle of the night; at 4 in the afternoon; in May 1985

HOMEWORK Ask students to produce a written version of the story from memory, without looking at their student books.

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Answers: 1 in, 2 on, 3 at, 4 on, 5 in, 6 in, 7 at, 8 on, 9 in, 10 in, 11 in, 12 in

Speaking 8 Ask students to do this activity in pairs. Ask them to match the times and the events. Check that they all have done this correctly before they continue with telling the story. Pairs can then tell their version of the story to another pair.

Unit 4 Adventure

51

4d

4d A happy ending Real life telling a story

A happy ending

1

1 Was the start of the weekend good or bad? 2 When did Mark and the others leave? 3 Where did the car break down? Who fixed it? 4 Why couldn’t they find the campsite at first? 5 What happened after they found the campsite? 6 Where did they go instead?

Warm-up Personal response Ask students to think of a story that has a happy ending. It can be a folk story, the story from a movie, a novel, or a newspaper story. They should tell it to a partner. Ask some students to tell their story to the whole class.

ANSWERS

bad early Saturday morning near a garage, a mechanic it was getting dark it started to rain a hotel down the road

First Fortunately when After finally Unfortunately in, the end Sounds great

3 Read through the box with the class, and make sure that they understand the sections and the examples. Then ask them to write the expressions from Exercise 2 in the appropriate section. They should do this individually, then compare answers with a partner.

52

Why?

Oh no!

That was lucky!

5 Working in pairs, read the conversation in Exercise 2 aloud. Take turns being person A. Pay attention to your intonation when you are responding.

6 Practice telling another story with your partner. Student A biked to work and these events happened. ● ● ● ● ●

You had a terrible journey to work. You were biking and it started raining. A car hit your bicycle. You weren’t hurt. The driver was very nice. He owned a bicycle shop. He gave you a new bike! It’s much better than your old one!

Tell your story to Student B. Student B listens and responds. Then change roles and repeat the story.

3 Match the words and expressions (1–8) in Exercise 2 with the correct section in the box. TELLING A STORY Sequencing the story 1, 3, 4, 5, 7 At the beginning… Then… Next… While…

2 Ask students to read the dialogue and complete the gaps with words that they think are correct. (This is good practice for using context to understand words.) Then play the audio for them to check their ideas.

1 2 3 4 5 6 7 8

18 Listen again and complete the conversation. A: Hi Mark. How was your camping trip? B: It was great in the end but we had a terrible time at the beginning. A: Why? , we left the house early on B: 1 Saturday morning but after only half an hour the car broke down. A: Oh no! 2 B: , there was a garage nearby and the mechanic fixed the problem. But 3 we arrived at the forest, it was getting dark. 4 we drove around for about an hour, we 5 found the campsite but it was completely dark by then. 6 , it started raining so we found a nice hotel down the road! A: That was lucky! B: Yes, it was a great hotel and 7 we stayed there for the whole weekend. A: 8 !

1 Ask students to read the questions carefully to enable them to focus their listening. Clarify the meaning of any vocabulary they are unsure of.

ANSWERS

19 Listen to these expressions in the conversation from Exercise 1. Notice how the listener uses intonation to show interest. Then listen again and repeat.

●

2

Real life

1 2 3 4 5 6

18 Listen to the conversation and answer the questions.

4 Pronunciation intonation for responding

Introducing good and bad news 2, 6 Luckily… But… Reacting to good and bad news 8 Why? That was a good idea! Oh no!

7 Think of a bad trip you had. Did it have a happy ending? Make a list of the events and tell your partner the story. 52

Pronunciation 4 Play the audio through a couple of times while students listen and follow. Then play it again, pausing after each expression for students to repeat chorally and individually. Encourage them to speak with expression. 5 Ask students to work in pairs and read the dialogue. Emphasize the need for interest. They should change roles (and possibly also change partners) and do it again. Circulate and monitor their use of intonation. 6 Ask students to read through the prompts. Ask them to think about

how they would tell the story, using sequencers and expressions for introducing good or bad news. They should also think about how to respond when they listen. 7 Ask students to think about a bad journey they had (or something that happened to someone they know or that they read about). They should take notes on the key parts of the story as cues (as in the bicycle story in Exercise 6). Then they should decide which sequencers and expressions they want to insert where. Finally, they should tell their story to a partner, who should respond appropriately.

4e

4e A story of survival Writing a true story 1 When you read the news, is it always bad news? Are there

4 Match the adverbs you underlined in Exercise 3 with the rules (1–3). -LY ADVERBS

ever any news stories with good news or happy endings?

We often use -ly y adverbs to: Immediately, eventually, sadly, 1 comment on the whole clause or sentence. happily Eventually, y they saw another ship. 2 describe the verb (how someone did something or how it happened). safely, suddenly He slowly y swam toward the island. (Also He swam toward the island slowly.) y 3 describe an adjective. surprisingly, badly The three survivors were amazingly y healthy.

2 Read the story and find out which of this information is included.

✓

the location the weather the people ✓ why they were there any unusual details how the situation ended ✓

BOYS SURVIVE

50

DAYS LOST AT SEA

I

t’s an amazing story and it’s true! Fifty days ago, three teenage boys suddenly disappeared from the island of Atafu in a small boat. Immediately, rescue b boats went to llookk ffor them but sadly there was no si was sign ign off the their ir boat. Eventually, a fish hing boat in the middle of the Pac Pacific Ocean safely pul pull ullledd th hem fro from m the the wat water. The wa Th boys were badly sun sunbur nbu bbur u ned edd an nd dehy e drated buut dooct ctors ct c ors rss said saidd th sa they were wer eere re in su suurpri sur urrppri prr si singly g y go good o hea od hea e lth l h. Now, lt o th ow hey e are ba back c hap ck happil pilyy pil witth thei w he r fam fam ami m lie iess.

Many adverbs are adjectives + -ly: sudden – suddenly.

5 Make these sentences more interesting using the adverbs. 1 The climb was dangerous. (incredibly) The climb was incredibly dangerous. 2 The sun was shining. (brightly) 3 The man jumped into the car. (quickly) 4 They were nearly at the top of the mountain when one of them slipped. (suddenly) 5 It started raining. Riu had an umbrella. (fortunately) 6 The Amazon River was long and they were lost for days. (amazingly) 7 They walked back. (slowly) 8 They were lost in the forest for hours but they found the road again. (eventually)

● ● ● ●

Personal response Ask students if they recall any recent world or local news stories about accidents or natural disasters. Ask them to tell the story. Were people killed or injured, or did they survive?

1 This activity should flow naturally from the warm-up. Ask students to discuss the questions with a partner, then report back to the class. Elicit examples of news stories with bad and happy endings.

own life or the newspaper). Make notes on: ●

Warm-up

Writing

6 You are going to write a true story (from your ●

A story of survival

2 Ask students to read the list of information which might be included in a news story, and make sure they understand the language. Then ask them to read the news story and decide what elements were included.

where it happened what the weather was like who was there and what they were doing what unexpected event happened what happened next the ending (happy or sad)

7 Write your story. Use -ly adverbs to make it more interesting.

8 Working in pairs, exchange your stories and check:

3 Writing skill using -ly y adverbs in stories Look at the sentence from the story in Exercise 2. We often use -ly adverbs to make a story more interesting. Underline the other -ly adverbs in the story.

●

●

Writing skill

what information in Exercise 6 your partner includes. which -ly adverbs he / she uses effectively.

Fifty days ago, three teenage boys suddenlyy disappeared from the island of Atafu in a small boat. Unit 4 Adventure

5 Ask students to rewrite the sentences using the adverbs, then compare their answers with a partner. Elicit answers from the whole class. ANSWERS

2 3 4 5 6 7 8

The sun was brightly shining. The man quickly jumped... ...one them suddenly slipped. Fortunately, Riu had an umbrella. The Amazon river was amazingly long... They slowly walked back. ...but eventually they found the road again.

6 Read the instructions with the class. You can also add that the story can be

53

one they heard about on the radio or TV news or read about in a book, as long as it was true and not fiction. Ask students to make notes about the story using the elements given. 7 Ask them to write their story, adding -ly adverbs where possible. This could be done for homework. 8 Ask students to work in pairs to read and check their stories as described. Extra activity If you and the students wish, have some of them read aloud their stories to the class.

3 Read the sentence from the story. Elicit or remind students that we can make many adverbs by adding -ly to the adjective (sudden – suddenly). Ask them to look for other examples in the news story. 4 Read through the information about -ly adverbs in the box with the class, and discuss the explanation and examples. Ask students to classify the seven adverbs they found in the news story in Exercise 3 into the three categories given. Grammar note Note that in the type 2 sentence, the adverb (slowly) can also go immediately after the verb: He swam slowly towards the island. He walked quickly towards the door.

Unit 4 Adventure

53

4f

4f Alaskan ice climbing

Video

Video

Alaskan ice climbing Videoscript Narrator: There’s only one thing that’s certain about the weather in Alaska: it changes all the time! There’s rain, wind, snow… and sometimes it’s nice with lots of sunshine. But today, there’s rain and fog all the way from Denali National Park to the town of Talkeetna. There, a group of visitors is planning to fly onto a glacier and ski down it. But the weather has other plans. Visitor: So, can we go today? Colby: Uh, not until the pilots are comfortable with the weather. Narrator: Colby Coombs then explains that the clouds are too low, so the group can’t fly. Colby and Caitlin Palmer are mountain guides. They run a climbing school. They teach beginner climbers and help experienced climbers to reach the top of Denali, also known as Mount McKinley. It’s the highest mountain in North America. Colby and Caitlin are good climbers. They’re not usually doubtful when they’re in the mountains. But even they won’t take a small plane out in bad weather. Colby: It’s kind of ornery weather…you usually have to factor in a day or two to put up with bad weather. Narrator: So, Colby and Caitlin decide on another plan. Instead of taking the group to ski down a glacier, they will take them to climb up one. One that they can reach by car: the Matanuska glacier. Matanuska is a very big glacier. It’s 27 miles long and two miles wide. The name “Matanuska” comes from an old Russian word for the Athabascan Indians who live in the area. The glacier is in a low area that has many trees. It formed 2,000 years ago, but it’s always changing. 54

It’s ha It’s hard work ccli limbi mb ng g the glaci a er. 54

The group gets ready to climb one of Matanuska’s formations, a 30-foot wall of ice. Caitlin explains how to climb it, and it’s not going to be easy. Caitlin: The most stable you’re going to be is when you have all the points of your crampons sticking on the ice. Umm, front points in, heels down, and if you’re going to place a tool, really solid. OK, off we go. Great. Narrator: The hike across Matanuska is beautiful. But, it can also be very unsafe. One summer, a young man fell into an opening in the ice called a cirque and died. There are also stories of beginner

hikers who get lost and almost die from the cold. There are crevasses everywhere as well. The climbers have to be careful; they could easily fall in. The group walks across the glacier. It’s very cold; they have to keep moving to stay warm. Finally, they reach solid ice—the heart of the glacier. From here, it’s a wonderful view. There’s a glacial lake with many seracs in the background. Seracs are large pieces of blue glacial ice that stick up in the air. The pieces are made when the glacier moves. Colby explains that an area with many seracs is called an “ice fall.” He also adds that they can make the area unsafe. This

Before you watch

After you watch

1 Working in pairs, look at the photo and discuss the

6 Roleplay telling a friend about a trip

questions. 1 2 3 4

Where is the woman? What is she doing? Do you think this is a dangerous activity? How do you think she is feeling?

2 What do you think these words mean? Try to match the words (1–3) with the correct meaning (a–c). 1 serac 2 crevasse 3 ice fall

a a narrow, deep hole in ice b an area with many seracs c large piece of glacial ice that sticks up in the air

Work in pairs.

Student B: Your friend went on a trip to a glacier in Alaska. Use the ideas below to prepare questions to ask your friend. ● ● ● ●

While you watch 3 Watch the video and check your answers from Exercise 2.

4 Put the events from the climbers’ trip in order. 7 a It was a very special feeling for the climber when she reached the top. 2 b They drove to the Matanuska glacier. T the weather was 1 c When they got to Talkeetna, bad, so they couldn’t fly to Denali. 6 d A woman slipped, but the rope saved her. 4 e After a long hike they reached solid ice at the heart of the glacier. 3 f When they arrived at the glacier, r the guides explained how to use the equipment. 5 g They started climbing the ice wall.

is because the seracs are very big and may fall. He adds that a good climber wouldn’t hike below an ice fall!

Student A: You are one of the people who went to the glacier. You are now back at home. Tell a friend about your trip. Use the ideas below to make notes.

● ●

The group enjoys climbing the glacier. It’s hard work, but Colby and Caitlin make it look easy.

the journey to the glacier what the glacier was like what the weather was like the equipment what the climb was like how it felt to get to the top

Woman Climber: Whoops—that was bad! Narrator: Next, one of the new climbers tries.

Act out the conversation. Then change roles and have another conversation about a different trip.

Woman Climber: Here I come!

7 The narrator says Colby and Caitlin are not

Narrator: It’s a very special feeling as they get to the top!

usually doubtful when they’re in the mountains. What does this tell you about them?

8 Working in pairs, discuss these questions.

Woman Climber: Whoo! Thank God for the rope!

1 What kind of people like ice climbing? 2 W Would you like to go ice climbing? Why?

Narrator: Alaska is home to 100,000 glaciers. These people can say they have successfully climbed one—Matanuska. Now, just 99,999 more glaciers to climb!

5 Watch the video again and make notes about these topics. the weather on the trip

rain and fog, cloudy with some sun when they reach the glacier

the glacier

Matanuska, 27 miles long and 2 miles wide

the guides

Colby Coombs and Caitlin Palmer, good climbers

the equipment

crampons, ropes, ice picks

the dangers

can fall into a crevasse or get lost and die from the cold

Woman Climber: OK, I’m up! I made it! Whoo!

Before you watch 1 Students work in groups. Ask them to look at the photo and discuss the questions. Discuss answers as a class.

climb (v) /klaɪm/ go up with a lot of effort climber (n) /ˈklaɪmər/ a person who climbs crampons (n) /ˈkræmpɑnz/ spikes that climbers have on their boots doubtful (adj) /ˈdaʊtfəl/ not feeling certain about something glacier (n) /ˈgleɪʃər/ a large mass of ice guide (n) /gaɪd/ a person who shows a place to visitors heel (n) /hil/ the back part of the foot hike (n) /haɪk/ a walk in a wild place rope (n) /roʊp/ a thick string used for tying things stable (adj) /ˈsteɪbəl/ not likely to fall or move in the wrong way unsafe (adj) /ʌnˈseɪf/ dangerous

2 Ask students to match the words with the meanings.

While you watch 3 Play the video for students to check their ideas from Exercise 2.

Unit 4 Adventure

After you watch 6 Students work in pairs to role-play telling a friend about a trip, according to the instructions.

55

7 Elicit ideas from the class to answer the question. ANSWER

They are confident and experienced.

8 Students work in pairs to discuss the questions.

4 Give students time to read the events. Then play the video again and ask students to put the events in the order they see them on the video. Check the answers and if necessary play parts of the video again. 5 Give students time to read the topics, then play the video for them to write the notes.

Unit 4 Adventure

55

UNIT 4 REVIEW

UNIT 4 REVIEW

Grammar

Grammar

1 Read about two adventurers and complete the text with the simple past form of the verbs.

1 Ask students to read the text and complete it with the simple past form of the verbs in parentheses.

met took didn’t fly went visited

7 8 9 10 11

at school was passing my math 1 My biggest b exam. I got an A grade in the end! a achievement b challenge c decision . 2 When you're in a traffic jam, be a a patient b reliable c experienced 3 One of the most c people in history was Albert Einstein. He had an amazing brain. a ambitious b careful c intelligent 4 Be b when you are ice climbing! a ambitious b careful c determined talk about challenge and personal qualities

wasn’t became traveled wanted bought

Real life 4 Look at the pictures (1–5) and write sentences about what happened in each part of the story.

Steve O’Meara 1 (meet) Donna in Boston in 1986. On their second date, Steve 2 (take) Donna in a helicopter to Hawaii. That sounds romantic but they 3 (not / fly) to a beach. They 4 (go) to the Kilauea volcano. A year later, they 5 (visit) the volcano again, and this time they 6 (get) married on it. It 7 (not / be) only for romantic reasons. Steve and Donna both 8 (become) volcanologists and they 9 (travel) all over the world studying volcanoes. But they really 10 (want) to spend more time by Kilauea, so some years later they 11 (buy) a house there. Donna explains, “This volcano can still kill you but for me to live on it is exciting every day.”

SAMPLE ANSWERS

When did they meet? In 1986. Where did they get married? On the volcano. What did they want to do? Spend more time by the Kilauea volcano. Where did Steve take Donna? To Hawaii. What did they become? Volcanologists. What did they buy? A house near the volcano.

2 W Working in pairs, write questions about Steve and Donna using these prompts. Then take turns asking and answering them using information from the text. Student A: When / meet? Where / get married? What / want to do? Student B: Where / take Donna? What / become? What / buy?

Vocabulary

I CAN

3 Students choose the correct options (a–c).

Real life 4 Ask students to write sentences about what happened in the pictures, using the simple past. SAMPLE ANSWERS

1 They climbed up the mountain, but it was very cloudy. 2 The clouds got lower and it started to rain. 3 They took shelter in a cave and built a fire. 4 The next morning the sun shone and a helicopter arrived. 5 The helicopter rescued them.

2

1

got

2 Ask students to use the prompts to write questions about the people in Exercise 2, then take turns asking and answering the questions.

56

3 Complete each sentence with the correct option (a-c).

I CAN

SAMPLE ANSWERS

1 2 3 4 5 6

Vocabulary

talk about past events and important moments in my life ask questions about the past

56

5 Students take turns telling their stories, using the words on the left, and responding, using the words on the right.

Speaking 6 Ask students to write down five years (e.g., 2007, 2011) when important events occurred in their lives. They then work with a partner and take turns guessing what happened in those years.

4 3

5

5 W Working in pairs, take turns telling each other your stories from Exercise 4. The person telling the story has to include the words on the left. The person listening uses the words on the right. then while

next luckily

Why? Oh no! Good idea!

I CAN sequence the stages of a story introduce good and bad news in a story respond to a story

Speaking 6 W Write down five years when something important happened in your life. Show the years to your partner. Take turns guessing why each year was important. T

Unit 5 The environment

Unit

5

The environment Materials Optional: pictures of interesting objects (or the objects themselves) that can be used as prompts for students to describe in Exercise 4.

Warm-up Personal response Divide the class into groups of four and ask them to think of a list of five problems to do with the environment that they think are important at the moment. Ask them to rank them in order of importance (from 1 (very important) to 5 (least important). Then ask the groups to read their lists to the class to discuss and compare.

An artist with his is scculp is ul tu ure ma ade ade d from from fr m rec rre eccyc cycl yyccled ed parts pa par arrttss of old o comp com co mpu pu utter es Photo by Peter Ess sssick ick k

F E AT U R E S 58 Recycling The real story behind recycling our trash

60 The Greendex A new online survey finds out how green the world is

62 A boat made of bottles How one environmentalist is trying to raise awareness

66 Coastal cleanup A video about a plan to improve the US coastal environment

1 George Sabra is an artist and sculptor. Which of these materials did he use in the sculpture shown in the photo? cardboard

glass

leather

metal

paper

plastic

wood

2 Answer the questions. 1 What everyday objects does Sabra use in his sculptures? 2 What do you think he does with these objects? 3 What do you think he wants us to think about?

3 Look at the highlighted expressions for talking about objects.

1 Make sure students know the meaning of the materials in the list. Ask them to look at the picture and discuss the question with a partner. Elicit responses from the whole class.

Make sentences about these everyday objects in a similar way. A dictionary is made of paper. You use it for looking up words. dictionary

cell phone

pen

scissors

tin can

4 Working in pairs, describe what an everyday object is made of and what it’s used for. Your partner has to guess the object.

Background information

Unit 5 The environment

you use it for… 1 -ing) to describe objects. Read the example. Ask students to work with a partner and describe the other objects using the same constructions. Elicit a range of suggestions from the class for each object. SAMPLE ANSWERS

A cell phone is made of plastic and metal. You use it for calling people and sending text messages. Scissors are made of metal. You use them for cutting paper. A pen is made of plastic and metal. You use it for writing. A tin can is made of metal. You use it to protect food.

57

4 Start this activity yourself by describing an everyday object to the class and asking them to decide what it is you are talking about. Then divide the class into pairs and ask them to continue the activity with their partner. They should each describe one object and then change partners and choose a new object to describe.

George Sabra is an American sculptor who is based in Austin, Texas. He has produced sculptures for many situations, frequently using various recycled materials in them. In the sculpture in the picture, which is called Matrix, he used driftwood, computer parts, and metal.

2 Ask students to read the three questions and discuss them with a partner. Elicit the answers from the whole class. SAMPLE ANSWERS

1 computers, cell phones, washing machines, stoves 2 He uses them in new ways. 3 the environment and recycling

3 Read the expressions with the class and explain that we use the highlighted phrases (It’s made of;

Unit 5 The environment

57

5a

5a Recycling

Recycling Materials

coffee eggshell vegetable peel

Optional: objects that can be recycled (those from the box in Exercise 2 and other items)

Warm-up

Vocabulary household items

Personal response Ask students what words and expressions they can think of using the root cycle, e.g., bicycle, the life cycle of a butterfly (egg– caterpillar–chrysalis–butterfly), the water cycle (rain–rivers and lakes–sea–clouds). Ask them what they think the word cycle means and establish the idea that it refers to something going around and coming back to where it started.

5

2 Match each object with the correct recycling container above. newspaper eggshell yogurt cup bottle

any ✓ a few ✓ a little ✓ a lot of

2 If possible, bring in realia for the items in the box and ask students to name them and say what they have in common (i.e., they can be recycled). Ask students to decide which items should go into which bin.

not many ✓ not much ✓ some ✓

QUANTIFIERS

COUNT and NONCOUNT NOUNS

Noncount nouns We use some, a lot of, and a little in affirmative sentences. We use any or much in negative sentences or questions. Note: a lot of = lots of (there is no difference in meaning or use) For more information and practice, see page 160.

7 Working in pairs, look at the grammar box. Then use the table to

Listening 4

people on my street recycle. bags. recycling containers. trash every week. minutes every day. recycling centers in my town. stuff.

Count nouns We use some, a lot of, many, and a few in affirmative sentences. We use any or many in negative sentences or questions.

Count nouns have singular and plural forms: a bottle, two bottles. Noncount nouns are singular and have no plural forms. You cannot use them with numbers: milk. For more information and practice, see page 160.

a b c d e f g

quantifiers do we use to talk about small quantities?

of the words in Exercise 2 are count (C) or noncount (N) nouns?

1 Ask students what they think recycling means, given the discussion in the warm-up. Elicit the idea of using waste materials again. Ask students to answer the questions in an open-class discussion.

There aren’t any There are some c They don’t recycle much g Not many a They throw away a lot of b Some people recycle a little d You only need a few e

6 Find these quantifiers in the sentences in Exercise 5. Which of the

3 Look at the grammar box. Which

Vocabulary

20 Listen again and match the two parts of the sentences. 1 2 3 4 5 6 7

items at home or at work? How easy is it to recycle where you live?

carton coffee jar envelope

plastic bag yogurt cup bottle

aluminum foil tin can

Grammar quantifiers

1 How much do you recycle or reuse

aluminum foil plastic bag vegetable peel tin can

carton envelope newspaper

jar bottle

make sentences about what you recycle and throw away.

20 Listen to a radio call-in show and answer the questions. 1 Which caller (Raul or Sandra) thinks more people need to recycle? Sandra 2 Which caller doesn’t think recycling helps the environment? Raul

I We (don’t)

recycle throw away

a lot of many much any a few a little

metal newspapers plastic glass tin cans cardboard ink cartridges food

58

Vocabulary note aluminum foil 5 thin aluminum sheeting used for cooking or covering food carton 5 a cardboard box yogurt cup 5 the plastic container used for yogurt jar 5 a glass container that holds jam and other food vegetable peel 5 the skin of vegetables such as potatoes which you cut off (peel) before cooking compost 5 decaying plant material, often used on gardens as a fertilizer

58

Extra activity

ANSWERS

If you brought additional realia, continue the activity with these. Show items one by one and ask students to name or describe them, then sort them in the correct bin.

Count nouns: carton, eggshell, yogurt cup, jar, envelope, newspaper, plastic bag, tin can, vegetable peel Noncount nouns: aluminium foil, coffee

Grammar note 3 Read through the grammar box with the class and ask them to classify the nouns in Exercise 2 individually, then check with a partner. Elicit answers and write them in two columns on the board. Some nouns could be both, e.g., newspaper can be used as a noncount noun if we are talking about using it as a material.

Explain that you can use both the definite and indefinite article with count nouns: I read a book about the environment last week. What is the book you read called? But you can only use the definite article or no article with noncount nouns: The orange juice is in the fridge. I like orange juice.

Reading

WORDBUILDING hyphenated words

8 Read the article and answer the questions using quantifiers. We often join words or parts of 1 How many of us know where our e-trash goes? Not many of us know... other words with a hyphen to ...to a lot of make new words: e-trash 2 Did Peter Essick follow the trash to lots of countries? countries out-of-date, eco-friendly. 3 How many of the computers do sellers resell? ...resell some of them. 4 How much metal do the parts of the computers contain? ...contain a little metal. 5 Why is the process of recycling these parts so dangerous? ... a lot of toxic chemicals. 6 How much e-trash does Peter Essick think we should export? Why? ... shouldn’t export any e-trash.

Listening 4 Ask students to read the two questions carefully to focus their listening. Play the audio and elicit the answers. Ask students to give their own opinions of recycling, e.g., Do you think it’s important to recycle? Or do you agree with Raul?

Grammar 5 Ask students to read items 1–7 and a–g carefully. Then play the audio for students to match the two parts. Read through the information about quantifiers in the box with the class and ensure that students understand how we use these words.

E-TRASH owadays, every household produces electronic trash (or e-trash)— an old TV or computer, a printer, or an out-of-date cell phone. But when we throw these everyday items away, not many of us know where they go. The journalist and photographer, Peter Essick, decided to follow this e-trash to several countries around the world.

N

Pronunciation note Point out the pronunciation of these quantifiers, which often have unstressed vowel sounds in them, for example in I have a lot of apples, both a and of are unstressed and so pronounced as a schwa: /ə/ and /əv/. This is the same for the a in a few and a little.

In particular, Essick found that a lot of e-trash goes to Ghana. There, he saw mountains of old computers in the local markets. The sellers resell some of them, but not many work. Instead, they recycle the broken computers by melting the parts inside. These parts contain a little metal such as copper or even gold. However, this recycling process is dangerous for the workers because it produces a lot of toxic chemicals. As a result of his journey, Peter Essick thinks it’s important to stop exporting e-trash. It’s bad for the environment and it’s bad for people’s health. Instead, he believes manufacturers need to produce more eco-friendly electronics, in other words, electronic products that you can recycle cheaply, safely, and in the country where they are made.

I knew a little / a lot about this topic before reading this.

10 Working in pairs, imagine you are talking on a

This article is / isn’t surprising for me because … I agree / don’t agree with Essick because …

radio call-in program. Student A: You are the radio host. Turn to page 153 and follow the instructions. Student B: You are a caller. Turn to page 154 and follow the instructions. Unit 5 The environment

Pronunciation note Look at the position of the syllable stress in these longer words, and work on these patterns with the students by having them repeat the words chorally and individually. Second syllable of three: computer, recycling, important Second syllable of four: photographer, particular, environment Third syllable of four: electronic Third syllable of five: manufacturer

9 Ask students to complete the sentences so they are true for them, personally, and then share them with

6 Ask students to decide which quantifiers are used to talk about small quantities and then check with a partner. Elicit the answers from the whole class.

Speaking

9 Complete these sentences about the article. Then compare your sentences with the class.

melt (v) /melt/ to heat an object until it turns to liquid toxic (adj) /ˈtɑksɪk/ poisonous

59

others, either in small groups or as a whole-class activity.

Speaking 10 Ask students to get into pairs and assign roles A and B. They should then prepare for several minutes as directed in their instructions. Circulate and monitor their dialogues for later feedback.

7 Illustrate the activity with an example or two using the words in the table. Then ask students to work in pairs to make true sentences.

Reading 8 Ask students what they think is meant by the term e-trash (used electronic equipment). Then ask them to read the questions and answer them with information from the text. Read the information in the Wordbuilding box with students.

HOMEWORK Ask students to write 150–200 words about an aspect of recycling, e.g., How is recycling organized in your town? What do you recycle at home? How would you like to change or improve recycling policies? Unit 5 The environment

59

5b

5b The Greendex Reading and speaking

The Greendex

2 Working in groups, read the article and discuss the questions.

1 We describe people and their behavior as “green” when

1 What is the purpose of the “Greendex”? 2 Is your country in the survey? 3 What kinds of cost do you think each of the four categories includes (housing = electricity, y gas)?

they help the environment. Are you green? Do you... ●

Materials

● ●

Flip-chart or poster board and markers for students to prepare pie chart presentations in Exercise 11

●

recycle your trash? ever buy second-hand goods? turn off f computers and TVs before going to bed? use public transportation or car pools?

3 Label the pie charts (1–5) with the correct

Can you think of more ways to be green?

country.

The

Warm-up Personal response

TM

Ask students if they know the meaning of the word index. If they are unsure, give some examples, e.g., a reference book may have an index at the back; the Financial Times Stock Exchange (FTSE) 100 Index measures the value of company shares on the stock market. Elicit or explain that an index can be a list to help you find things (e.g., in a book) or a way of measuring something. Ask them, then, what they think The Greendex is (an index of how “green” people are, meaning how environmentally friendly).

The “Greendex” is a survey of 17,000 consumers in 17 countries. It finds out how these people regularly spend their money. The four categories for spending are: housing, food, transportation, and “other goods” (such as electronic items and household appliances).

CANADA

SWEDEN

RUSSIA

UK North Atlantic Ocean

USA

FRANCE

GERMANY JAPAN

HUNGARY

SPAIN

CHINA

S. KOREA

INDIA

MEXICO

Pacific Ocean

Pacific Ocean EQUATOR

Indian Ocean

BRAZIL

AUSTRALIA ARGENTINA

South Atlantic Ocean

LATEST RESULTS FROM THE GREENDEX:

Reading and speaking 1 Ask students to go through the list and think about what they do that is “green.” They can then discuss their habits with a partner and think of more ideas. Elicit some responses from the whole class. If you wish, the class can decide who is the greenest.

●

About ninety percent of people in Argentina eat beef nearly every day.

●

Exactly half of all Russians use public transportation every day or most days.

●

Just over two-thirds of people in Germany drink a bottle of water daily, and most of them also recycle the bottle.

●

Consumers in the United States have the most TVs at home. Almost three-quarters have four or more.

●

Nearly half of all Canadians regularly recycle electronic items.

1

Canada

2

Russia

3United States 4 Germany

5 Argentina

60

SAMPLE ANSWERS

Other ways to be green: Turn off the running water, e.g., while brushing your teeth, to save water. Turn off lights and electronic equipment when you leave a room to save electricity. Insulate the roof of your house to prevent heat loss and reduce fuel use. Buy locally grown food to save air miles and transportation costs. Avoid buying supermarket food with too much packaging (e.g., buy loose tomatoes, not in plastic boxes).

2 Check that students understand the word consumers (the people who spend money on things). Ask them to read about 60

the “Greendex,” then discuss the three questions in groups of four. Elicit ideas from the whole class. ANSWERS

1 to find out how people spend their money 2 students’ own answers 3 housing: rent, electricity, gas, water food: food for people and animals transportation: travel by public transportation, flights for vacations or business, driving a car (buying fuel, paying for repairs and service costs) other goods: clothing, leisure, electronic items

Vocabulary note Before they read the Greendex results, check that students know these terms related to numbers: just over 5 a little more than the number given exactly 5 precisely the number given almost 5 a little less than the number given nearly 5 a little less than the number given

3 Ask students to read the results and complete the pie charts accordingly. They should do this individually, then

Vocabulary facts and figures

8 Look at the grammar box. Then match the rules (a–f) in the grammar box with items 1–6 in Exercise 7.

4 Look at these words from the article and choose

DEFINITE ARTICLE (THE) or NO ARTICLE

the correct percentage (a–c). 1 about ninety percent a 89% b 90% 2 exactly half a 49% b 50% 3 just over two-thirds a 64% b 66% 4 almost three-quarters a 66% b 69% 5 nearly half a 48% b 50%

Use the definite article (the): a with something or someone you mentioned before. b when it is part of the name of something (the United States). c with superlative phrases (the best) t.

c 99% c 51%

Use no article: d with most countries. e to talk about people and things in a general way. f with certain expressions (at night, at school). l

c 69% c 74% c

1 2 3 4 5 6

d a e b c f

For more information and practice, see page 160.

52%

1 The European houses do not have air conditioning. 2 Countries such as the Brazil are using the electric cars more and more. 3 Many people around the world are trying to use less energy at the home. 4 The fish and seafood is the most common dish in the Japan. 5 The people in the United States are sharing the cars to save costs. 6 One way you can try to be green at the home is by shutting off the lights when you leave a room.

housing transportation

food other

from Exercise 4.

4 Ask students to choose the correct percentage for each phrase. They should do this individually, then compare answers with a partner. Elicit answers from the whole class.

Delete the where it isn’t necessary.

your money you spend on each category.

6 Work in pairs. Present your pie chart using words

Vocabulary

9 Look at these sentences from the Greendex survey.

5 Divide the pie chart to show what percentage of

5 Ask students to each produce their own pie chart. Emphasize that it is just to give a rough idea of how they spend their money, not an exact one.

10 Pronunciation /ðə// or /ði/ a

I spend about half my money on … Almost eighty percent is for …

21 Listen to the difference f in the pronunciation of the before a consonant sound and a vowel sound. /ðə/ the TV

b

Grammar definite article (the) or no article check your answers in the Greendex results in Exercise 3.

6 Ask students to describe their pie chart to a partner, using the words from Exercise 4.

/ði/ the Internet

22 Listen and write /ðə/ or /ði/. Then listen again and repeat. 1 2 3 4

7 Complete the text with the or Ø (no article). Then

the bottle /de/ the phone /de/ the fuel /de/ the apple /di/

5 6 7 8

Grammar

the electricity /di/ the gas /de/ the insurance /di/ the water /de/

7 Ask students to complete the sentences without looking back. Elicit the answers from the class. Then they can check the answers with the text.

Writing and speaking ●

●

Just over two-thirds of people in 1 Ø Germany drink a bottle of water daily, and most of them also recycle 2 the bottle. 3

Ø

have

5

consumers in 4 the the most TVs at 6

11 Work in groups. You are going to prepare a

United States Ø home.

Greendex report about the class. Follow these steps:

8 Read the grammar box about the definite article and no article with students, discussing what is meant by each use. Then ask them to match the rules to the answers to Exercise 7. They can do this individually, then compare answers with a partner.

1 W Write eight to ten questions to find out how green everybody is. 2 Each group member meets students from the other groups and interviews them using the questions. 3 W Working with your first group again, collect the information from your questions and summarize the results. 4 Present your conclusions to the class using pie charts to help your presentations. Unit 5 The environment

compare answers with a partner. Elicit the answers from the whole class. You may wish to draw the pie charts on the board and complete them there.

61

Grammar note

Pronunciation 10a Ask students to listen to the two pronunciations of the. Then play the audio again and have them practice chorally and individually. 10b Ask students to read the list and think about how the will be pronounced with each word. Play the audio and ask students to just listen the first time through. Then play it again for them to write the answers and once again for them to check. Elicit the answers from the whole class.

Writing and speaking 11 This activity will take some time if it is done fully. Read through the

instructions with the whole class and ask them to get into groups of four. Assign a number to each group. The groups should first work out their questions, and each student should write them down. Then each student should work with a student from another group to ask and answer their questions. Then they should change partners again and work with a partner from a different group. After two or three changes, ask students to come back to their original groups to synthesize their results. Provide large sheets of paper and markers for them to produce large pie charts. Finally, have each group present its results to the class.

Explain the meaning of rule (a) by giving an example: I found a book in the street today and took it home. Inside the book I found the name Bruno Rocha. This is a very common feature of discourse. The first time something is mentioned, it has the indefinite article a, and then all subsequent mentions are with the definite article the, to indicate that we know which book we are talking about.

9 Ask students to do this individually, then check with a partner. Elicit the answers.

Unit 5 The environment

61

5c

5c A boat made of bottles

A boat made of bottles

Reading

Word focus take

1 Look at these words from the article on page 63. What do

5 Find five expressions with take in the

you think it is about? Then read the article and see if your predictions were correct. boat plastic bottles recycle Sydney the Pacific Ocean

Warm-up

sail

San Francisco

abloid celebrity

information as figures.

Ask students if they have ever heard of Thor Heyerdahl and the Kon-tiki expedition. Elicit any information they can give you. If they don’t know anything, explain some of the information from the background information box below.

The Plastiki in

was a

facts&

Cost to build: not known

a crew 5 the people who sail a boat a knot 5 a measurement of speed for ships solar 5 relating to the sun garbage 5 trash, waste a patch 5 an area a storm 5 very bad weather with rain and wind giant 5 very big a wave 5 the movement of the sea

62

many days

care

1 Most people take a plane from San Francisco to Sydney. 2 The journey across the Great Garbage Patch took many days . 3 The journey was tiring and the crew needed to take regular.breaks 4 For this kind of project, it’s important to take time and plan everything before you leave. 5 The Pacific Ocean can be dangerous so everyone on the ship had to take care .

Critical thinking close reading

Speaking

3 Mark sentences 1–8 as true (T), false (F), or don't know (0)

7 Working in pairs, prepare to interview

because the information isn’t in the text. 1 2 3 4 5 6 7 8

The Plastiki is made of the same material as other boats. F Nowadays, humans recycle most of their plastic bottles. F The boat doesn’t use renewable energy. F The crew only ate vegetables for the whole journey. 0 Plastic in the ocean is killing animals. T The size of the Great Garbage Patch is growing. 0 Some people criticized De Rothschild and his journey. y0 De Rothschild wants to sail the Plastiki again one day. T

4 Do you think the Plastiki made a difference to people’s

a harbor 5 a place where ships come in to the land

takeaw way /teɪkəweɪ/ 1 food: we ordered some Chineese k way

regular breaks a plane time

Number of days at sea: 5 129

attitude toward trash? Will De Rothschild’s journey make people change their behavior? Why?

Reading

take /teɪk/ 1 transportation: ta ake a taxi took the boat through... 2 daily routines: ta ake a walk take a shower 3 lengths of time: take a few dayys took 129 days 4 idioms: take timee (to do something) take a break, take care

phrases.

Number of bottles: 2 12,500 Length: 3 60 ft Average speed: 4 5 knots A

Thor Heyerdahl was an anthropologist who was born in Norway in 1914. He believed that the Polynesian islands had been colonized by people from South America. He wanted to prove that the journey west across the Pacific Ocean was possible. So in 1947, he went to Peru and constructed a large, traditional raft out of balsa wood and other native materials. He called it Kon-tiki after a pre-Inca leader. He and five men sailed across the Pacific and after 101 days, they arrived at the Tuamotu Islands after a 4,970-mile journey.

tenden ncy toward conceit taints that athlete's status as a role model

6 Complete the sentences with take and these

Number of crew: 1 6

Background information

a yacht 5 a kind of boat

let to mation o hours

2 Complete the fact file about the Plastiki. Write the

Personal response

Vocabulary note

article on page 63. Then match them with the correct category (1–4).

David De Rothschild about the Plastiki. Write six to eight questions using the information in the article and asking him anything else you would like to know. How long did the whole journey take? Do you think you made a difference?

8 Change partners with another pair and take turns roleplaying the interview. When you play De Rothschild, use information from the article or create new answers with your own ideas and opinions.

62

1 Ask students to read the words and make suggestions about the article’s content. Accept their ideas without comment. They should then read the article to see if their ideas were correct. Elicit some feedback. Ask why the boat was called Plastiki (it is a play on words, based on Heyerdahl’s Kon-tiki, but because the raft was made of plastic bottles they called it Plastiki). Clarify the meaning of any unfamiliar words in the article as needed. 2 Ask students to read the article again and complete the fact file about the Plastiki. They should do this individually, then compare answers with a partner. Elicit details from the whole class.

Critical thinking 3 Ask students to decide if each statement is true or false, or if we don’t know, and then compare answers with a partner. Ask students to underline the information in the text that tells them the answer. Elicit answers, asking different students to read aloud the statements and others to give the answers. 4 Ask students to work in groups of four and discuss the questions. Elicit ideas from the whole class. Ask: Did you know about the Plastiki before you read this article?

A boat with a difference The Plastikii looks similar to many other boats or yachts in Sydney harbor. It’s sixty feet (18 m) long and it carries a crew of six people and has an average speed of five knots. However, once you get near the Plastikii you realize there’s a big difference: it’s made of twelve thousand five hundred reclaimed plastic bottles!

Background note

How did the Plastiki begin?

David de Rothschild was born in London in 1978 into a famous British banking family. As a young man he was one of Britain’s best junior horse riders, went to college and studied naturopathy, and ran an organic farm. However, being asked to join a polar expedition in 2001 changed his life. He made several polar trips and is one of only 42 people ever to have been to both geographical poles. In 2006 he crossed the Arctic from Russia to Canada. He then set up Adventure Ecology to promote awareness about environmental problems. In 2007 he went to Peru to assess damage to the rainforest caused by oil drilling, and in 2010 he built the Plastiki and sailed from San Francisco to Sydney in it to promote awareness of sea pollution.

One day, the environmentalist David De Rothschild was reading some information about all the plastic in the oceans. He couldn’t believe what he was reading. For example, humans throw away four out of every five plastic bottles they use, use and plastic trash causes about eighty percent of ocean pollution pollution. Soon afterw ft ards, d De Roth R thschil hild d decid ided d he wanted t d to help l fifight ht agaiinstt ocean pollllution. ti To create t publi blicit ity for the pr probl oblem em, he st start arted ed bui buildi lding ng a bboat oat ma made de of pla plasti sticc bott bottles les.

Designing the Plastiki In addition to building the boat with recycled plastic, De Rothschild felt it was important to make the boat environmentally friendly and user-friendly. The Plastikii uses renewable energy sources like wind power and solar energy. The crew can make meals with vegetables from the small garden at the back of the boat. They can take a break from work and get some exercise by using a special exercise bicycle that provides power for the boat’s computers. And if anyone needs to take a shower, the boat’s shower uses seawater.

The journey Dee Rot Rothsc hschil hild d sailed the Plastikii across the Pacificc Ocean e from San Franc a isco to Sydney. e On th the way, De Rot Rothsc hschil hild d took too the special bo b at through the “Great Garbage Patch,” a huge area in the Pacific withh almost alm ost fo four ur mil millio lion n tons (3.5 billion kg) of trash. You can see every kind of human trash here: shoes, toys, to o , bag ags, s, too toothb thbrus rushes hes—bu —but the h worst problem is the plastic. It kills birds and sea life.

How well did the Plastiki survive the journey? The jo ourn ur ey wasn’t always easy and De Rothschild and his crew had to take care duringg stor storms. ms. They ran into giant ocean waves and incredible winds. The whole journey took one hundred The d and and twen nty-nine days. Originally, De Rothschild thought the boat could only travel once, butt it it sur urvi vived so well that he is planning to sail it again one day.

BOAT made of BOTTLES

A

Word focus Grammar note Start by asking students if they have an idea of what the basic meaning of the verb to take is (e.g., the idea of removing something from one place). Ask for some examples of use: Don’t forget to take your umbrella, it might rain! The thief took all my mother’s jewelry.

knot (n) /nɑt// measurement of speed at sea. 1 knot = 1.2 mi (1.8 km)/hr. patch (n) /paetʃ/ area

Unit 5 The environment

6 Ask students to complete the sentences individually and then compare answers with a partner. Elicit the answers from the class as complete sentences. Extra activity Ask students to write six sentences about themselves, each one using take with a different meaning (e.g., I take the 47 bus to work every day. She took her children to school at eight o’clock.).

63

Speaking 7 Ask students in pairs to prepare questions as directed. Circulate and check that the questions are correctly formed. Both students in each pair need to write the questions down. 8 Ask students to change partners with another pair of students. They should then ask and answer the questions they prepared. When they have done it once, they should change partners to do it again. The easiest way to arrange this is to swap partners so they are working with the other student of the second pair.

My parents took me to the movies last week. I took the dog for a walk in the park last night. Point out that these are some common uses of the verb, but there are many idiomatic expressions that use it, and it is also used with different prepositions as a phrasal verb (e.g., take on 5 employ, take up 5 start, take over 5 control, take out 5 kill, take down 5 remove).

5 Ask students to read through the examples of how take is used, and ensure that they understand them. Then ask them to do this exercise individually, and compare their answers with a partner. Elicit answers from the class. Unit 5 The environment

63

5d

5d Online shopping Reading

Online shopping

4

1 Do you normally go shopping or do you prefer shopping online?

23 Look at the expressions for calling about an order. Then listen to the conversation again and mark the sentences the customer service representative uses.

2 Read the website and email order. What did the

Warm-up

CALLING ABOUT AN ORDER

customer order? What is the problem?

Personal response

Telephone expressions Good morning. Can I help you? ✓ I’m calling about an order for a clock. Can I put you on hold for a moment? ✓ Is there anything else I can help you with? ✓

WWW.TECOART.COM

Ask students to talk to a partner about how much, and when, they use a computer, e.g., for work, for shopping, for email, for studying, and so on. Then elicit some replies from the whole class.

HOME

MY ACCOUNT

SHOPPING CART

CHECKOUT

Talking about an order Do you have the order number? ✓ Would you like to order something else? Would you like to cancel the order? ✓ Would you like a refund? Would you like confirmation by email? ✓

Unusual clocks, Office clocks, Unique clocks, Computer clocks, Computer art, and Vintage clocks all from recycled computers!

Checking and clarifying Is that A as in alpha? ✓ Let me check. ✓ So that’s F as in Freddie. That’s right.

Reading 1 Ask students to discuss the question about shopping online. Ask: Why do you prefer shopping online / in person? What sort of things do you buy online? Have you ever had any problems?

Computer Hard Drive Clock with Circuit Board $39.00

Apple iPod Hard Drive Clock on a Circuit Board $35.00

5 Pronunciation sounding friendly a

Order number: 80531A Order Date: March 20

1 2 3 4 5 6

Thank you for your order. Unfortunately, the model you ordered is currently not available. We expect delivery in seven days. We apologize for the delay. For further information, or to speak to a customer service representative, please call 800-555-0175.

2 Ask students to read through the questions to focus their reading, then find the answers individually and check with a partner. Elicit the answers from the class, having different students ask the questions and others answer. Clarify the meaning of any unfamiliar words in the text as needed.

Ms. Jane Powell

b

90 North Lane Item Number HCV1N

Description Hard drive clock

Quantity 1

Price $35

24 Listen to the sentences and mark if the customer service representative sounds friendly (F) or unfriendly (U).

F Good morning. Can I help you? U Can I put you on hold? Is that A as in alpha? F F I’m calling about an order. Is there anything else I can help you with? F Do you have an order number? U

25 Listen to the sentences again but notice that now they are all friendly. Repeat with a similar friendly intonation.

6 Working in pairs, practice two phone

Real life calling about an order 3

ANSWERS

23 Jane Powell calls customer service about her order. Listen to the conversation and answer the questions.

conversations similar to the one in Exercise 3. Student A: Turn to page 153 and follow the instructions. Student B: Turn to page 155 and follow the instructions.

1 What information does the customer service representative ask for and check? Order number 2 Why does Jane want the clock quickly? Her husband’s birthday is tomorrow 3 How much does the other clock cost? $35.00 4 What does Jane decide to do? Cancel the order 5 What will the customer service representative email her? Confirmation

1 She ordered a hard drive clock. 2 It is not currently available.

Vocabulary note unique 5 there is only one like it vintage 5 old (usually in a good way) hard drive 5 the part of a computer that holds all the information and software circuit board 5 a board used to hold and connect the small electronic parts in electronic equipment

Real life 3 Ask students to read through the questions carefully to focus their listening. Play the audio twice while they answer. They can then check with a partner. Elicit the answers from the class, having different students ask the questions and others answer. 64

64

4 Read through the expressions in the box with the class, and make sure that they are familiar with them all. Play the audio (you may need to play it twice) while students mark what they hear. Elicit the answers from the class. Ask them to use the correct intonation when they say the phrases.

Pronunciation 5a Ask students to read the sentences to focus their listening. Play the audio a couple of times for them to decide and write F or U. Elicit their answers, then play the audio again to check, pausing after each one to discuss why they sound

friendly/unfriendly. Elicit that a rising and falling intonation sounds friendly and cheerful, whereas a flat, monotonous voice without much change in intonation sounds bored, uninterested, or unhappy. 5b Play the audio while students listen and follow. Play each sentence, then pause for them to repeat chorally and individually. Encourage them to exaggerate the friendly intonation. 6 Ask students to get into pairs, decide who is Student A and Student B, and then turn to the back of the student book and follow the instructions. They should then role play with a lot of expression. Circulate and monitor the conversations.

5e

5e Problems with an order Writing emails

3 Writing skill formal language

1 Put these emails (1–5) between a customer and a

a The language in the emails in Exercise 1 is

customer service representative in order.

4

A Dear Mr. Cottrell, I would like to inform you that the e-book reader you ordered is now in stock. I would be delighted to deliver this item immediately. Please reply to confirm you still require this item. Charlotte Lazarro

1

B Dear Sir or Madam: I recently ordered an e-book reader and received an email which said that it was not currently available. Please refund my credit card. Yours sincerely, Mr. M. Cottrell

5

C Thanks, but I bought the same product at a store yesterday. Therefore, please cancel the order and, as requested, send me a refund. M. Cottrell

3

D As requested, here is the order number: 80531A

2

E Dear Mr. Cottrell, Thank you for your email. I apologize for the problem with your order. In order to provide you with the necessary assistance, could you please send the order number? Best regards, Charlotte Lazarro Customer Service Assistant

Problems with an order

fairly formal. Match the formal verbs in the emails to these less formal verbs and phrases (1–9). 1 2 3 4 5 6 7 8 9

get agree asked for give give back (money) help say sorry tell want

receive

would be delighted requested provide refund assistance apologize inform require

Warm-up Personal response Ask the class to call out different problems a customer can have with something they order by phone or online. You could list their suggestions on the board (e.g., product is out of stock, the wrong product is sent, product is sent in the wrong size or color, product is faulty or damaged, product doesn’t fit, and so on).

b Working in pairs, make these sentences more formal. 1 I want my money back. 2 I’m writing to tell you that I didn’t get the delivery. 3 Do you want any help? 4 Please give us your credit card details. 5 Sorry, but I can’t give you your money back.

4 Working in pairs, exchange emails (1) as a customer who ordered a printer that doesn’t work and is requesting a refund from the supplier, and (2) as the supplier sending a formal reply.

Writing Vocabulary note

5 Work in pairs. Exchange emails with your

Pre-teach this vocabulary:

partner. Write a formal reply from the supplier to your partner’s email.

in stock 5 the company has the product available

6 Use these questions to check the emails in Exercise 5. ●

●

to deliver 5 to send or take something to somebody

Did the writer make polite requests and give clear instructions? Did the writer use formal language?

to confirm 5 to say something officially and definitely; often, to say officially and in writing what you have already said in person or on the phone

2 Read the emails in Exercise 1 again. Underline any phrases and expressions that request something or give instructions to do something.

3b Sample answers: 1 I request a refund. 2 I am writing to inform you that the product was not delivered. 3 Do you require any assistance? 4 Please could you send us your credit card details? 5 I apologize, but I am unable to give you a refund.

to require 5 to need or want an item 5 an object or thing to request 5 to ask for

4 Sample answer: Dear Sir or Madam, I recently ordered a printer from you, and the product was delivered yesterday. However, it does not work. I have followed all the instructions but it will not Unit 5 print. Please refund my money back to the credit card. Yours sincerely, . . .

5 Ask students to exchange emails with a partner. They could check one another’s work and give feedback before they write their formal reply. SAMPLE ANSWER

Dear… Thank you for your email. I apologize for the difficulties with your printer. In order to provide you with the necessary assistance, could you please send the order number and the product number for your printer? Our technical help department will contact you to advise you on the correct installation of your printer. Yours sincerely,

to provide 5 to give assistance 5 help The environment

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6 Ask students to use the questions to check their partners’ second email, and, if necessary, improve their first versions.

Writing skills Grammar note Explain to students that there are other aspects to formal writing: Formal writing does not contain contractions (I would like to not I’d like to). We tend to use longer phrases in formal writing (in order to provide not to provide).

Unit 5 The environment

65

5f

5f

Video

Video

Coastal cleanup Videoscript Narrator: It is the first day of autumn on America’s coasts, rivers, and beaches.

The aim of this cleanup is to make the coastl coa stline iness beau beautif tiful ul aga again. in.

Every year at this time, nearly half a million people around the world volunteer to help clean up the world’s coasts. In the last couple of years, the international volunteers have collected almost four thousand tons of trash. From California to New Jersey and here along the banks of the Potomac River just outside Washington, DC, people search the coast for trash. Volunteer: Thirty-five glass bottles and we need an extra bag ’cause this one is ripping. Narrator: The Ocean Conservancy started the cleanup in 1986. The organization writes down everything it finds, from cigarette butts to tin cans. Ocean Conservancy Official: It’s coming from land areas. People who were at the beaches, people who were inland, and things are washing downstream. Volunteer: It’s disgusting, all this stuff that’s out here. I was so shocked when I came out here. I thought “Oh, you know, people don’t litter that much.” You see stuff on the side of the road, but when you come out here, it’s just everywhere. Volunteer: Yeah, it is pretty amazing, actually. We can pick a lot of it up one day and the next day we come back and there’s twice as much as there was the day before. So it seems like there is no end to the trash. Narrator: At this part of the river, the volunteers collected about two thousand pounds of trash in just an hour and a half.

66

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They make a lot of progress in many places but there is still a lot of work to do. Ocean Conservancy Official: The river is going to require continued, maintained efforts for many generations to come, but we are getting there. This is a sign that the next generation is going to care about the resource and is going to want to pass it on to the next generation improved.

Narrator: The aim of this cleanup is to make the coastlines, where water meets land, beautiful again. And to make people think about what they do with their own trash.

Before you watch

6 Complete what the people say with these words.

1 Working in groups, look at the photo and the

amazing shocked

video’s title and discuss: 1 Where you think the people are. 2 What you think they are doing, and why. 3 What they might be thinking.

2 Check your ideas from Exercise 1.

4 Mark the sentences true (T) or false (F). 1 The government pays the people who collect the trash. F 2 They collect a lot of trash along the coast. T 3 The Ocean Conservancy makes a note of every piece of trash it collects. T 4 Most of the trash comes from boats at sea. F 5 They cleaned everything up along the river, so there isn’t anything more to do there. F

1 Students work in groups. Ask them to look at the photo and discuss the questions. Have groups share answers with the class.

While you watch

7 According to the narrator, what are the two reasons for doing the cleanup?

2 Play the video for students to check their ideas from Exercise 1.

After you watch 8 Roleplay a conversation between a coastal

SAMPLE ANSWERS

cleanup volunteer and a member of the public

1 on a beach 2 cleaning up trash from the beach 3 how disgusting all the trash is

Work in pairs. Student A: You are a coastal cleanup volunteer and you want to get more volunteers. Make a list of reasons for helping with the coastal cleanup.

5 According to the video, what do these numbers

3 Give students time to read the actions. Then play the video again and ask students to put the actions in the order they see them on the video. Check the answers and if necessary play parts of the video again.

Student B: You live near the coast but you enjoy your free time and don’t want to help with the coastal cleanup. Make a list of reasons why you are busy and can’t volunteer.

and dates refer to? 1 half a million 2 almost 4,000 tons

Act out the interview. Student A must convince Student B to volunteer. Then change roles and repeat the conversation.

3 35 4 1986

Before you watch

, actually. We can “Yeah it is pretty 4 pick a lot of it up one day and the next day we come back and there’s 5 as much as the day before. So it seems like there is no end to the 6 .”

3 Number the actions in the order you see them. writing information on a form 5 getting off a bus 1 swimming underwater 3 picking up tin cans 4 putting bags of trash on a boat 2

litter twice

“It’s 1 all this stuff that’s out here. I was so 2 when I came out here. I thought ‘Oh, that much.’ you know people don’t 3 You see stuff on the side of the road, but when you come here it’s just everywhere.”

While you watch

a b c d e

disgusting trash

9 The Ocean Conservancy official says: “we are

4 Give students time to read the sentences. Then play the video again and ask students to decide if they are true or false.

getting there.” What does he mean?

5 2,000 pounds

10 Working in pairs, discuss these questions. 1 Are there places in your country that have a lot of trash? 2 Would you do volunteer work like this? 3 How can you stop people from littering? amazing (adj) /əˈmeɪzɪŋ/ very surprising cigarette butt (n) /ˌsɪgəˈret ˌbʌt/ the part of the cigarette people throw away after they finish smoking it cleanup (n) /ˈklinˌʌp/ the process of making something clean coast (n) /koʊst/ the place where the ocean meets the land collect (v) /kəˈlekt/ pick up disgusting (adj) /dɪsˈgʌstɪŋ/ very unpleasant litter (v) /ˈlɪtər/ leave things like paper and plastic bags in public places after you finish using them

5 Ask students to watch the video again and say what the numbers and dates refer to.

search (v) /sɜrʧ/ look for shocked (adj) /ʃɑkt/ surprised in a negative way trash (n) /træʃ/ things people throw away when they don’t need them twice (adv) /twaɪs/ two times volunteer (n) /ˌvalənˈtir/ a person who does something without being paid

Unit 5 The environment

7 Ask students to say what two reasons the narrator gives for doing the cleanup. ANSWERS

Make coastlines beautiful again and make people think about their own trash

After you watch 8 Students work in pairs to role-play a conversation between a volunteer and a member of the public, according to the instructions.

ANSWERS

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9 Elicit ideas from the class about what the quote means. 10 Students work in pairs to discuss the questions.

1 volunteers cleaning the coasts 2 amount of trash collected in past couple of years 3 glass bottles collected 4 Ocean Conservancy began collecting trash 5 an hour and a half of trash collection in one part of the river

6 Ask students to complete what people say with the words from the box. ANSWERS

1 2 3 4 5 6

disgusting shocked litter amazing twice trash

Unit 5 The environment

67

UNIT 5 REVIEW

UNIT 5 REVIEW Grammar

Grammar

Vocabulary

1 Choose the correct options to complete the article

5 Match the percentages from the article in

about recycling. (Ø = no article)

1 Ask students to choose the correct options to complete the article.

Recycling around theWorld New statistics give a view of recycling around the world. Here are three of the countries in the report. Switzerland 1 A / The Swiss score well at recycling. Many different types of recycling containers are available, so local people only have to throw away 2 a little / a few household items. For example, they recycle 80% of their plastic bottles. That’s much higher than in other countries in 3 Ø / the Europe which have plastic recycling levels of only between 24–40%. United States of America Overall 4 Ø / the U.S. doesn’t recycle as 5 many / much trash as a country like Switzerland, but it’s introduced 6 a lot of / any new projects in recent years so its record is improving quickly. This year it recycled 48% of its paper, 40% of its plastic bottles, and 55% of its cans. Senegal Senegal only recycles 7 a few / a little of its industrial waste, but people don’t throw away 8 any / much items that they can use for something else. For example, they make shoes from old plastic bags and drinking cups from tin cans. Everything has another use.

2 Ask students to discuss the questions in pairs. 3 Ask students to complete the questions. Then have them work with a partner to ask and answer the questions with information that is true for them. 4 Ask students to do this individually, then compare with a partner. Help them to spell and say the names correctly in English.

Vocabulary 5 Ask students to match the percentages from the article with the definitions (1–5).

2 Working in pairs, discuss which country in the article: 1 recycles the most Switzerland 2 reuses items the most Senegal 3 your country is most like students’ own answer

6 Remind students that there are 168 hours in a week, so they should work out their percentages using this as the total.

3 Ask your partner these questions after you complete them with many, much, or any. 1 How much of your trash do you recycle: 70% or more, between 30 and 69%, or less than 29%? 2 How many newspapers and magazines do you buy a week? 3 Do you ever reuse any of your household items for something else? For example, glass jars to put other items in, or vegetable peels for compost?

Real life 7 Ask students to work in pairs and read their role information. Student A should choose a name and a phone number, and decide what is wrong with the TV. Then they should role play the situation.

4 Name three different countries in each region. South America the Middle East

9 Students work in pairs to read their sentences and ask their partner to decide which sentence is the false one.

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Europe

Asia

Africa

I CAN

Speaking 8 Read the sentences about the US with the class, then ask them to secretly write three similar sentences about another country.

Exercise 1 with the definitions (1–5).

talk and ask about quantities talk about countries and different regions in the world 68

1 just over half 55% 4 two-fifths 40% 2 four-fifths 80% 5 nearly half 48% 3 about a quarter 24%

6 Working in pairs, make two sentences about your weekly life using percentages. Talk about: ●

●

the amount of time you spend at work each week. how much money you spend on food.

Then say the same sentences using descriptions like “a quarter” or “over half.” I CAN talk about facts and figures

Real life 7 Working in pairs, practice making a telephone call. Student A: You want to speak to the Customer Service Manager at an online company. You bought a TV but it doesn’t work and you want them to pick it up and replace it. Call the customer helpline and explain your problem. Student B: You work at the customer helpline for the online company and your manager is not available. Take the caller’s name and number and write down the details of the complaint. I CAN make a telephone call answer a telephone call

Speaking 8 Write three sentences about your country or another in the world. Make two of them true, and one of them false. Example: 1 The United States has a population of over three hundred million people. 2 The average person in the US works about forty hours a week. 3 Seventy percent of the population in the US is below the age of 30. (Sentence 3 is false.)

9 Working in pairs, take turns saying your three sentences and guessing which of each other‘s sentences is false.

Unit 6 Stages in life

Unit

6

Stages in life Warm-up Using words Ask students what they know about ancient Egypt. Elicit or provide some key words and write them on the board (e.g., pharaoh, pyramid, hieroglyphics, mummy, tomb) to help them.

1 Ask students what they know about the Sphinx in the picture, and add it to the information you already have on the board.

The h Eg he Egypt yp ypt p ian ia an Sp phin hinxx

F E AT U R E S 70 Changing your life How one couple left their day-to-day world for a life of adventure

72 World party Join in some of the world’s biggest and most colorful parties

1 The Sphinx is from ancient Greek and Egyptian mythology.

Background note

The Sphinx in the photo is the most famous sphinx in the world. Where is it? What else do you know about it?

The Great Sphinx of Giza is situated on the west bank of the Nile River, and is close to the Great Pyramids. It is about 240 ft. long, 20 ft. wide, and 66 ft. high. It is the oldest known monumental sculpture in the world. It is generally thought to have been made in the reign of the pharaoh Khafra (c. 2558–2532 BC), at the same time as the second pyramid there, which is his. Some archaeologists dispute this. Unlike the later Greek Sphinx, which has a woman’s head, a lion’s body, and an eagle’s wings, this and other Egyptian sphinxes have a lion’s body and a man’s head.

2 Read this story about the Sphinx. Do you know the answer to the Sphinx's question? Check answers with your teacher. In Greek mythology, the Sphinx was a giant monster with the body of a lion, the wings of a bird, and a human head. When travelers wanted to enter the city of Thebes, the Sphinx asked them a question: “What goes on four legs in the morning, on two legs at noon, and on three legs in the evening?” The Sphinx killed any traveler who didn’t answer correctly.

74 Masai rite of passage A special week of ritual as boys become men

78 Steel drums A video about the steel drums of Trinidad and Tobago

3 Look at these different life events. Answer the questions. retire get engaged get married get a driver’s license go to college or university learn to ride a bike leave home start a family start a career

1 At what age do people in your country do these things? 2 Do you think it’s important to do each one at a particular age?

Unit 6 Stages in life

Vocabulary note Make sure students are familiar with all the terms used in the next exercise: to retire 5 to stop working after a certain age (e.g., 65) to get engaged 5 to agree to get married to someone to get a driver’s license 5 to take your driving test and pass it, which is only possible after a certain age (e.g., 16 years old)

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3 Initially ask students to put the phrases in the order in which they usually occur. (1 learn to ride a bike; 2 get a driver’s license; 3 go to college or university; 4 leave home; 5 start a career; 6 get engaged; 7 get married; 8 start a family; 9 retire)

2 Ask students to read about the Sphinx, and see if anyone knows the answer to the riddle. Discuss the answer as a class. ANSWER

A human being: crawling on all fours as a baby, walking on two legs as an adult, and walking on two legs with a walking stick as an old person.

Ask students to think about the stages listed, and answer the questions individually. Elicit responses from the whole class, and open a wider discussion.

Unit 6 Stages in life

69

6a

6a Changing yo Vocabulary stages in life

Changing your life

1 Put these stages of life in the correct order (1–7) from youngest to oldest. adolescent 3 child 2 infant 1 middle-aged 6 senior citizen 7 teenager 4 young adult 5

2 At what age do you think these stages begin

Warm-up

and end? What is your current stage of life?

Personal response

Reading

Ask students to tell a partner what the single biggest change in their life has been so far, and in what way it affected them and others close to them. Elicit some responses from the whole class.

3 Read the article on page 71. At what stage of their life did Rich and Amanda decide to leave their jobs? middle-aged

4 Underline the answers to these questions. 1 What did they intend to do on the weekend? 2 What did they realize they wanted to do? 3 Why did they buy a camper? 4 Where did they want to go by container ship? 5 How did colleagues and friends react? 6 What did Rich and Amanda start to do after they left home?

Vocabulary 1 Ask students to order the stages individually, then check with a partner. Elicit the answers from the whole class.

5 Who are you most like, Rich and Amanda, or their colleagues and friends? Explain your answer.

Grammar and listening verb patterns with to + infinitive

2 This exercise asks students to apply ages to the stages listed in Exercise 1; they could do this in pairs so that they can discuss their ideas. They should then say what stage they are at themselves.

6 Look at the sentences (a–c) and match them to the verb patterns (1–3). a We intend to leave our jobs. 1 b Let’s buy a camper to travel in. 3 c It’s difficult to understand your decision. 2 1 a verb followed by to + infinitive 2 an adjective followed by to + infinitive 3 a to-infinitive pattern to explain the purpose of the main verb

SAMPLE ANSWERS infant: 0–1 child: 5–11 adolescent: 12–18 teenager: 13–18

young adult: 18–30 middle-aged: 40–65 senior citizen: 65 onwards

VERB PATTERNS WITH TO + INFINITIVE 1 verb + to + infinitive: We intend/plan/want/hope/ ’d like to travel across Africa. 2 adjective + to + infinitive: It isn’t easy to learn. That’s good to know. 3 infinitive of purpose: Save your money to buy something special. (= in order to do something) For more information and practice, see page 161.

7

26 Listen to three people talking about their plans and intentions and say what their stage in life is. Then match the two parts of the sentences. 1 2 3 4 5 6 7

One day I plan to d I want to take a year off to a I’d like to travel to g I intend to b I’ll be happy to e These days, it’s really difficult f to c It’s hard not to f

a b c d e f g

get some work experience abroad. do all the things I wanted to do. buy a house. go to college. leave my job. feel sad about it. somewhere like Chile.

Reading 3 Read the question with the class. Ask them to read the text and answer individually, then check with a partner. Elicit the answer from the whole class. 4 Ask students to read through the questions, then underline the relevant sections in the text. They should do this individually, then check with a partner. Elicit the answers from the whole class. ANSWERS

1 2 3 4 5 6 70

something fun travel to travel to Brazil Africa didn’t understand live their dream

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5 Ask students to think about their attitudes to the kind of change that Rich and Amanda made. They should discuss their feelings in groups of four. Elicit views from the whole class. Ask students to discuss the advantages and disadvantages of making this kind of change (e.g., you might not be able to get another job afterwards and then you would have no money to do anything, or you might get a much more interesting job because of the experiences you have had, and so on).

Grammar and listening 6 Ask students to match the sentences (a–c) with the verb patterns (1–3). They can then check their answers with a partner. Check the answers as a class, then read through the information in the grammar box. Make sure that students understand the three uses of the to 1 infinitive described.

CHANGING

your life

7 Ask students to read through all of the sentence parts (1–7 and a–g) and think about which ones might match. Then play the audio a couple of times for them to match the parts. They should then compare answers with a partner. Elicit the answers as complete sentences. Ask students to discuss in pairs which stage of life each person is at, or elicit ideas from the whole class.

R

ich and Amanda Ligato were professionals with successful careers. Every week, they worked hard. They often intended to do something fun and exciting on the weekend but there was never time. One day they asked themselves, “Is this all there is?”

Pronunciation

They realized that they wanted to stop working and travel, or, as Rich said, “buy our freedom.” First they needed to save some money, so every month they lived on Rich’s salary and saved Amanda’s. Then they bought a camper to travel from the tip of South America to Brazil. From there they hoped to get to Africa on a container ship.

8 Play the audio for students while they listen and follow the paired sentences from Exercise 7. Play the audio again and pause it for students to repeat, chorally and individually.

Colleagues at work found their decision difficult to understand. Even their closest friends thought they were crazy, but finally the day came. They left home and started to live their dream.

9 Ask students to each write down the sentence beginnings (1–7) from Exercise 7, and complete them with their own ideas. Then they should work with a partner and compare what they have written.

8 Pronunciation /tə/ 27 Listen again to the sentences in Exercise 7 and notice how to is not stressed /tu/ but pronounced /tə/. Repeat them.

9 Write your own sentences using the sentence beginnings (1–7) in Exercise 7. Then compare your sentences with your partner’s.

Speaking 10 Working in groups of three or four, imagine you are one of the people on the right. Read about your current situation and make plans for the future. What do you need to do or buy to change your life?

11 Present your plans to your group. Do they think they’re

Maria (45) and Javier (43) They are accountants who own a small apartment in a city. They love skiing but they never have time because the mountains are so far away.

Ahmed (25)

Speaking

When he was young, he wanted to be a movie star but his parents said that being an actor was difficult. He studied engineering instead and got a good job. However, he still dreams about being in movies.

Lucy (68) She’s a retired teacher and gets a good pension, but she’s bored. She never traveled when she was younger but she likes watching travel shows on TV.

good or do they find them difficult to understand?

Unit 6 Stages in life

SAMPLE ANSWERS Maria / Javier I’d like to go skiing more often. I intend to look for a new job in a town that is closer to the mountains, so I can spend my weekends skiing. I want to buy an apartment in the mountains so that I can spend weekends skiing there in the winter. Ahmed I want to take a year off and get some acting work. It’s really difficult to get an acting part in a movie, but I’d like to try.

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10 Ask students to get into groups of three or four. For this exercise, each student should take on a different role: Maria, Javier, Ahmed, or Lucy. Each of them should prepare their plans for the future. The students playing Maria and Javier can work together though they may each have different ideas on how to solve the problem.

11 Students should present their plans to the rest of the group. The group should discuss their ideas and comment upon them. Ask them to give reasons if they would not like to do something similar. HOMEWORK Ask students to write 150–200 words about what they would like to do with their lives if they were free to do whatever they wanted.

Lucy I’ve always wanted to travel and now that I’m retired, I plan to go to all the places I wanted to go to, but never had time. I’d like to travel to India and China.

Unit 6 Stages in life

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6b

6b World party W O R L D

World party

People in different countries celebrate Mardi Gras with live music, costumes, fireworks, parades, and lots of good food. These are the most famous celebrations:

Warm-up

New Orleans, US

Personal response

Small parties for Mardi Gras began in the 1700s, and by the 1800s, they were huge events with masks, costumes, and jazz bands. Visitors can enjoy “King Cake,” with its gold, purple, and green decorations.

Ask students to get into groups to discuss the main reasons they have parties and celebrations each year in their own families. Which ones are general (e.g., New Year’s Eve, religious celebrations) and which are personal (e.g., birthdays, weddings, wedding anniversaries)? Ask them to compare and contrast what they do, and then elicit some comments. Lead straight into the discussion in Exercise 1.

V Venice, Italy Mardi Gras is called Carnevale in this beautiful city. The first celebrations were in the 11th century, and you can still enjoy the costumes, candles, and fireworks at night from a gondola in Venice’s canals.

Rio de Janeiro, Brazil The world-famous parades started in the mid-1800s with decorated floats and thousands of people dancing to samba. People eat the famous meat and bean stew called feijoada.

Port-of-Spain, Trinidad The French landed here in the 18th century and brought Mardi Gras with them. From morning to midnight, everyone enjoys the parties and concerts with the famous steel drums.

Reading and vocabulary celebrations

Reading and vocabulary 1 Ask students to think about which events in life are celebrated in their country. Elicit ideas and note them chronologically on the board, then elicit additional details of how they celebrate different events.

1 What events do you celebrate in your

2 Ask students to read the question, then skim the first paragraph of the article quickly for the answer.

1 There were no Mardi Gras celebrations here before the mid-1800s. 2 It has the oldest celebration. 3 One type of food is decorated with different f colors. 4 One type of musical instrument is especially important. 5 One type of music is especially important. 6 People can travel to the party on a type of boat.

4 Find words in the article for these pictures.

country? Are there parties?

2 Look at the first paragraph of the article. Why is Mardi Gras called a “World Party”?

1

Rio de Janeiro Venice New Orleans Port-of-Spain New Orleans, Rio de Janeiro, Port-of-Spain 6 Venice

4 Ask students to match the words and pictures individually, then compare answers with a partner. Elicit the answers from the whole class. Check that students understand all the words correctly. 72

floats

5

fireworks

3

6

jazz bands

4

candles

steel drums 7

costumes

5 Working in groups, describe your favorite festival or celebration. Think about these things. ● ● ● ●

●

1 2 3 4 5

2

sentences (1–6) to the place described.

Because different places around the world have a party at the same time of year.

ANSWERS

masks

3 Read the article then match the

ANSWER

3 Ask students to read the statements first to focus their reading. They should then read the article and find out which places the sentences refer to.

PA RT Y

History: When and why did it begin? Traditional food: Is there any special festival food? T Clothes: Do people wear special costumes or masks? Parades: Do people walk around the streets or ride on floats? Do you have fireworks in the evenings? Live music: Is music important? If so, what kind?

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5 Ask students to work in groups of four to do this activity. They should first discuss possible festivals and agree on one to describe, then write descriptions of the different elements. You might want to suggest that each student in the group takes responsibility for writing and presenting the information for one or two of the bullet points. Each group should present their ideas to the rest of the class (it does not matter if they have all had the same idea). If you and the students wish, you can vote on which was the best presentation, saying why.

Listening 6 Ask students to decide where the presenter is. Play the audio twice. Ask students to answer, and ask How do you know? to get them to justify their idea. 7 Ask students to read through the questions carefully to see what they need to listen for. Play the audio once or twice, as necessary, and ask students to compare their answers with a partner. Elicit the answers, having some students ask the questions and others provide the answers.

Listening

9 Choose the correct options to complete the sentences.

6

28 Listen to a news item about Mardi Gras. Where is the presenter? Tremé, New Orleans

7

28 Listen again and answer the questions with Yes or No. 1 2 3 4

1 A: Did Pablo email the times for the parade? B: I don’t know. I’ll check / I’m checking my inbox right away. 2 You’ll go / You’re going to visit New Orleans! When did you decide that? 3 A: Hey, this costume would look great on you. B: Maybe. I’m trying / I’ll try it on. 4 A: I forgot to tell you. I’m traveling back home today. B: Oh, so I won’t see / I’m not seeing you later? 5 One day when I’m older, I’m visiting / I’m going to visit Venice. 6 A: What time will we meet / are we meeting everyone for the parade? B: At two in the main square. 7 A: Are we going to give / Will we give Mark the present tonight? B: No, because his birthday isn’t until tomorrow. 8 A: What time will you leave / are you leaving? B: Right after the fireworks display.

Are a lot of people going to come? Yes Is the woman riding on the float alone? No Is she wearing her mask at the start? No Does the reporter think Lorette will have a good time? Yes

Grammar 8 Ask students to do this activity individually, then compare their answers with a partner. Elicit answers from the class, having three students read sentences 1–3, while three others read the correct example from a–c. Read through the grammar box with the class and make sure that they are familiar with these three forms that we use for the future. Grammar note

Speaking

Point out that the difference between the present continuous for future and going to is very small, and that in everyday speech they are often interchanged:

10 Work in groups. Next year, your town is 500 years old. Have a town meeting to plan and prepare a celebration. Discuss this list. Decide what you need and who is in charge of organizing each thing.

Grammar future forms

●

8 Look at the sentences (a–c) and answer the ●

questions (1–3).

●

a Are you going to be in the parade today? b I’m meeting everyone later at the float. c A: Do you have a mask? B: Yes, I’ll put it on. 1 Which sentence is about a plan or future intention? (It was decided before the conversation.) a 2 Which sentence is a decision during a conversation? c 3 Which sentence is about an arrangement with other people at a certain time in the future? b

● ● ● ●

’ll (will) I/he/she/it/you/we/they

I’m leaving at four o’clock. I’m going to leave at four o’clock. The difference lies in the speaker’s mind. The present continuous has a sense that it was something which was planned some time before and is fixed, whereas the going to form can be a more recent arrangement or decision.

We’re celebrating the town’s birthday next year … I’ll buy the food!

11 Present your final plans to the whole class. Explain what you are going to do.

FUTURE FORMS going to I’m he’s/she’s/it’s you’re/we’re/they’re

type of celebration (a party, floats, parade, fireworks) type of food music location, indoors or out date and time items to buy and who will buy them who’s in charge of what

We’re going to …

9 Ask students to choose the correct options individually to complete the sentences, then compare answers with a partner. Elicit the answers from the class as complete sentences.

going to + verb

’ll + verb

Present continuous for future She’s leaving next Friday. When are they arriving? For more information and practice, see page 161.

Unit 6 Stages in life

Speaking 10 Ask students to work in groups of four to role-play. Suggest that one of them is the secretary and takes notes on who is going to do which job, details of what food and what music they will have, and where and when it will be. They should base their plans on the real city, or town, where they live, so they can name real streets and buildings, etc. 11 When they have finished, each group should present their plans to the class. Ask them to arrange their presentation so that everybody speaks about what their role is (e.g., I am in charge of food.

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We’re going to have an open-air restaurant in the park, and we’re going to serve…). HOMEWORK Ask students to write three sentences with the present continuous about things they have already planned for the immediate future (e.g., I’m taking my kids to the zoo tomorrow afternoon.) and three sentences about more general future plans using going to (e.g., We’re going to stay with my parents in the summer.).

Vocabulary note Check that students are familiar with the phrasal verb to try something on, meaning to check whether clothes are the correct size, shape, or color for you: I tried on three blue skirts yesterday, but none of them were right for me. Would you like to try on my raincoat to see if it fits? OK, I’ll try it on. Point out that the noun (three blue skirts, my raincoat) comes after try on, but the pronoun (it) comes between try and on.

Unit 6 Stages in life

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6c

6c Masai rite of passage Reading

Masai rite of passage

1 At what age can people legally do these things?

Ask students if they have celebrated any events or important stages in their life, e.g., when they were 18 or 21, when they left high school, when they graduated from college. Ask: What did you do to celebrate? What was it like?

2 Look at the photo and the title of the article on page 75. What do you think the expression “rite of passage” means? Choose the correct option (a or b), then read the article and check. a a long journey from one place to another b a traditional celebration when you move from one stage of life to the next

3 Match the number of each paragraph in the article (1–6) with the answer to each question (a–f). a b c d e f

Reading 1 Ask students to discuss the questions in pairs or small groups, then share ideas as an open-class activity. You could write the ages they give you on the board in chronological order, and elicit other ideas that can be added (e.g., leave school, vote).

How is hair important in Masai culture? 5 Where do the Masai live? 1 What are the Masai best known for? 2 What is the “osingira”? 4 Who are the warriors? 3 How does “Eunoto” end? 6

● ● ● ●

Location Purpose Special clothing or appearance Special places Responsibilities of older men and women

5 Working in pairs, compare your notes from Exercise 4. Did you include the same information?

Word focus get 6 Get has different meanings. Underline examples of get in the article with these meanings. arrive

become

receive

7 Read the description of a wedding below, noticing the different ways we can use get. Replace the bold words with these words. become receive

meet and socialize prepare return wakes up and gets out of bed

Once the couple 1 get become engaged, people start to 2 get ready for the big day! On the morning of the wedding, everyone 3 gets up early. Family and friends sometimes have to travel long distances but it’s always a great chance for everyone to 4 get together . After the main ceremony, the couple 5 get a lot of presents. Nowadays, many couples go abroad on their honeymoon. 6 When they get back , they move into their new home.

2 Ask students to answer the question using the photo and title. Then have them read the text. Check the answer as a class.

Speaking 8 Working in pairs, describe one of these events to

Background note

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●

2 When do you think teenagers become adults? 3 Do you have special celebrations in your country when young people become adults?

Personal response

4 Write notes about “Eunoto.” Use these headings and only write down the most important information from the article.

drive a car get married leave home buy fireworks open a bank account

Warm-up

The Masai (or Maasai) are an ethnic group living in Kenya and Tanzania. In the 2009 census, there were 840,000 Masai in Kenya. The tribe is divided into 12 different groups, each with its own customs, appearance, leadership, and dialects. The basis of their life has been cattle farming, which has traditionally been nomadic throughout the region. They build villages out of plant materials; the women build the houses, and the men, the outer fences. At night the animals are brought inside the fence to protect them from wild animals. It is a patriarchal society, ruled by the elders. A man’s wealth is judged by how many cows and children he has. More recently, many Masai have settled in one place and practice maize farming, and maize has also become a staple food. Besides their colorful clothing, body painting, and dancing, the Masai are also famous for their bead jewelry.

Critical thinking identifying key information

1 Discuss these questions.

each other. Try to use the word get three times in your descriptions.

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7 2 prepare 3 wakes up and gets out of bed 4 meet and socialize 5 receive 6 return

Extra activity Ask students to work in pairs and make a detailed description of what they see in the picture. They can make notes about different aspects of it so that later they can tell another pair and compare their ideas.

3 Ask students to read the questions so that they can focus on the information they need to look for in the text. They then read the article and match the paragraphs to the questions. When they have finished, they can check with a partner. Elicit answers from the class. Point out the word glosses at the end of the article.

a birthday New Year’s Day Valentine’s Day

a religious day or period your country’s national day another special occasion

Critical thinking 4 Ask students to write notes about the information in the article, under the headings given. They should do this individually. Do not elicit answers because the checking comes in the next exercise. 5 Ask students to compare answers with a partner and find similarities and differences in the information they have noted. They can then check differences against the original text to see who is correct. Check the answers with the whole class.

he Masaii are an African i t ibe off abo trib b utt half h lf a million people. Most of them live in the country of Kenya, but they are also nomadic. Groups of Masai also live in other parts of east Africa, including northern Tanzania, and they move their animals ((cows, sheep, and goats) to different areas of the region. Th are many other There h Affrican tribe b sb but, for many people, l the Masai are the most well-known. They are famous for their bright red clothing and their ceremonies that include lots of music and dancing. One of the most colorful ceremonies is the festival of Eunoto, a rite of passage when teenaged Masai boys become men. Eunoto lasts for many days, and Masai people travel across the region to a special place near the border between Kenya and Tanzania. The teenage g boys y who travel with them are called “warriors.” This is a traditional name from the past when young men fought with other tribes. Nowadays, these warrio war riors rs spe spend nd mos mostt of of thei theirr time time lo looki oking ng afte afterr thei theirr catt cattle. le.

MASAI RITE OF PASSAGE

Wh n th When they gett th there, r att th the beginnin inning off th the cerremon m ny, arrive the teenagers paint their bodies. Meanwhile, their mothers build an “osingira,” a sacred room in the middle of the celebrations. The older men from different tribes sit inside this h pllace and d the h boys go inside d to meet them. h Later in the h day, the boys run around the osingira going faster and faster each eac h ttime ime.. It It is is anot another her im impor portan tantt part part of th thee ritu ritual. al.

ANSWERS Location: Kenya-Tanzania border Purpose: rite of passage when boys become men Special clothing or appearance: paint their bodies, cut off their hair Special places: the osingira – a shelter where the elders meet; the place on the border where the Eunoto ceremony takes place Responsibilities of older men and women: the elders give advice, the women build the osingira and cut off their sons’ hair

The teenagers also have to change their appearance at Eunoto. Masai boys’ hair is very long before the ritual but they have to cut it off. In Masai culture, hair is an important symbol. For example, when a baby grows into a young child, the mother cuts the child’s hair and gives the child a name. At a Masai wedding, the hair of the bride is cut off as she becomes a woman. And so, at Eunoto, the teenage boy’s mother cuts his hair off at sunrise. On the final day, the teenagers meet the senior elders one more time. They get this advice: “Now you are men, use receive yourr head you headss and and kno knowle wledge dge..” Then pe peopl oplee star startt to to trav travel el bac backk to their homelands. The teenagers are no longer warriors but adult men who will get married, have children, and become buy cattle. Later in life, they will be the leaders of their communities.

tribe (n) /traɪb/ large group of families living in the same area nomadic (adj) /noʊˈmædɪk/ never staying in one place warrior (n) /ˈwɔriər/ soldier or someone who fights for the tribe ritual (n) /ˈrɪʧuəl / formal ceremony with different stages sunrise (n) /ˈsʌnˌraɪz/ when the sun comes up elder (n) /ˈeldər// older, experienced person in a tribe or community

Word focus Vocabulary note Ask students what they think the word get means and elicit some examples of use: I got a new camera for my birthday. Will you get me some coffee when you go into town? I usually get on the seven o’clock bus.

Unit 6 Stages in life

ANSWERS

2 3 4 5 6

get ready wakes up and gets out of bed meet and socialize receive return

Speaking 8 Ask students to work in pairs and describe one of the events each. The listening partner could try to write down the three get verbs he or she hears and afterwards tell the speaker what verb could be used instead. They then change roles.

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HOMEWORK Ask students to write a paragraph describing their normal day, using as many get verbs as possible, with an alternative verb written in parentheses after each one.

The first two show the common meaning of receiving something, or taking or buying something for somebody else. The third example shows the use of get in combination with a preposition, as a phrasal verb which has a different meaning. In this example, to enter a means of transportation (also used with train, ferry, bike, motorcycle, and plane). There are many phrasal verbs made with get 1 preposition.

6 Ask students to find the phrases with get and match them to the meanings. They can check their answers with a partner. Elicit the answers from the class. 7 Ask students to read the paragraph and match the get verbs individually with the verbs in the box, and then check with a partner. Elicit the answers from the class as complete sentences with the get verb replaced.

Unit 6 Stages in life

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6d

6d An invitation Speaking

An invitation

1 Which of these events are very formal? Which are less formal? an end-of-semester party an engagement party a barbecue with family and friends a going-away party for a colleague your grandfather’s ninetieth birthday party going out to dinner with a client

Warm-up Personal response Ask students to describe some recent invitations they have received. Who were they from and what event were they invitations to?

Real life inviting, accepting, and declining 2

Speaking

29 Listen to two conversations and answer the questions. Conversation 1 1 To what event does Ian invite Abdullah? 2 Why does Abdullah decline the invitation at first? 3 How does Ian convince Abdullah to come? 4 Does Abdullah need to get anything?

1 Ask students to discuss the questions in pairs, then elicit some answers from the class.

Conversation 2 5 When is Sally leaving? 6 What does Jasmine invite Sally to do? 7 Does Sally accept the invitation? 8 Do you think this conversation is more or less formal than conversation 1? Why?

SAMPLE ANSWERS From least formal to most formal:

a barbecue with family and friends, an end-of-semester party, a goingaway party for a colleague, your grandfather’s birthday party, an engagement party, going out for dinner with a client

3

29 Look at the expressions for inviting, accepting, and declining. Then listen to the conversations again and mark the expressions the speakers use.

Less formal

More formal

Do you want to …? How about -ing? Why don’t you …?

Would you like to come to …? I’d like to take you to …

It sounds great/nice. Thanks, that would be great. Yes, OK.

I’d like that very much. That would be wonderful. I’d love to.

✓

Real life Accepting

2 Ask students to read the first four questions, then play the audio—twice if necessary—for them to answer. Do the same with the second four questions. Then elicit the answers, having different students ask the questions and others answer.

✓

Declining

✓

Thanks, but … Sorry, I can’t. I’m …

a

30 Listen to these sentences from the box in Exercise 3 and underline the word with the main stress. 1 2 3 4

b

I’d love to. That would be wonderful. It’s very nice of you to ask. I’d like to, but I’m afraid I’m busy.

30 Listen again and repeat with the same sentence stress.

5 Work in pairs. Take turns to invite each other to different events. Think about how formal you need to be, and practice accepting and declining. Invite your partner to an event in Exercise 1.

INVITING, ACCEPTING, AND DECLINING

Inviting

4 Pronunciation emphasizing words

✓

ACCEPT

✓

DECLINE

TRY TO CONVINCE YOUR PARTNER

I’d like/love to, but I’m afraid I … It’s very nice of you to ask, but I … ACCEPT

DECLINE AGAIN

GIVE DETAILS OF THE TIME AND PLACE

ANSWERS

1 2 3 4 5 6 7

a barbecue it’s with family others from class no Satuday go out for dinner yes

3 Read through the expressions in the box with the class, making sure they are familiar with all the expressions. Then play the audio while students mark the expressions they hear. Elicit answers from the whole class.

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Pronunciation 4a Ask students to underline the stressed words as they listen to the audio. Elicit answers and encourage them to say the sentences with the correct stress. 4b Play the audio again, and pause it after each sentence for students to repeat chorally and individually.

5 Talk about the conversation flow diagram with students so that they understand how to use it. Ask them to work in pairs and produce various different kinds of conversations. They should decide before they start each one whether they are friends (so the conversation will be informal) or business acquaintances (formal).

6e

6e A wedding in Madagascar Writing a description 1 On the website Glimpse, people write descriptions of their experiences abroad. Read this post. Which of the items in the box does the writer describe?

glimpse

A wedding in Madagascar

food and meals ✓ clothes ✓ festivals and ceremonies ✓ nature and geographic features people ✓ towns, cities, and buildings ✓ transportation

YOUR STORIES FROM ABROAD

Warm-up Personal response Ask students to tell the class about their own wedding or a wedding they have been to. Ask them to talk about the clothes people wore, the location, the food, what people did (e.g., dancing, speeches, and so on), and how long it lasted.

I was staying in Madagascar with a family when they invited ed d me to their daughter’s wedding. On the e big day, I arrived outside an enormous tent. There was a zebu at the entra ancce ce and it looked miserable. miserable Inside the tent, there were b beautiful if l decorations. Over 300 excited relatives and gu uessts were waiting for the bride and groom to arrive. The wo wom men wore colorful dresses. The older men wore gorgeous suits but the younger men were dressed d less formally. I even saw jeans and T-shirts. Finally, the e ceremony beg gan n with some very long and sometimes dul dull ll speeches. Bu ut the crowd listened politely and sometim mes laughed an nd applauded. Finally, it was dinner and I suddenly realize zed d what the zebu was for. We ate from hug huge plates of meat at. t. I felt sorry for the zebu but the meat wa as delicious delicious! s!

2 Writing skill descriptive adjectives a Match the highlighted adjectives to these less descriptive ones (1–4). 1 2 3 4

enormous , huge big unhappy miserable beautiful , gorgeous, nice dull boring

colorful, delicious

WORDBUILDING synonyms Some words have the same meaning as another word. These are called synonyms: historic = old, big = huge, boring = dull.

b Working in pairs, improve these sentences with more descriptive adjectives. You can use words from the description above or your own vocabulary. beautiful historic 1 V Venice is a nice city with lots of old buildings. 2 In the US, you can buy big burgers. 3 The parade was somewhat boring after a while. 4 The crowd was happy when the nice fireworks started. 5 All the costumes were nice. 6 I was very sad to leave Paris. 7 I tried sushi for the first time and it was really good. 8 The view of the mountains was nice.

Writing of subjects in Exercise 1. Think of two or three interesting adjectives to describe the items in Exercise 1. Use a dictionary to help you. Then join another pair and compare your adjectives.

food and meals: lovely, delicious, tasty clothes: pretty, gorgeous, attractive, (un)fashionable, expensive festivals and ceremonies: interesting, exciting, amusing, enjoyable nature and geographic features: beautiful, attractive, dramatic, interesting people: happy, sad, (un)friendly, kind, annoying towns, cities, buildings: large, busy, attractive, ancient, historic transportation: efficient, cheap, expensive, clean, dirty, fast, slow, old, modern

Writing skills

Example: food and meals – delicious, tasty, disgusting

2a Ask students to do this exercise individually and then compare answers with a partner. Elicit answers from the whole class. Read through the information about synonyms in the Wordbuilding box with the class.

3 Choose one of these topics and write a short description (one paragraph) for the Glimpse website. ●

● ● ●

a day you remember from a vacation your favorite place in the world a special occasion in your life a festival or celebration

2b Ask students to improve the sentences as indicated, working in pairs. Elicit their suggestions, remembering that there can sometimes be several options.

4 Working in pairs, read each other’s descriptions. Did you use interesting adjectives?

Unit 6 Stages in life

SAMPLE ANSWERS

1 Ask students to read through the list of possible topics, read the post, and see which ones are referred to. Elicit answers from the whole class.

c Work in pairs. Look back at the list

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3 Ask students to choose one of the topics (or they could write about another suitable topic of their own) and write a paragraph of about 100 words about it. They should use a range of interesting adjectives to give details. 4 Students should swap their writing with a partner and read their partner’s descriptions. They could note any language errors, as well as check for the good use of adjectives. They can suggest improvements if they wish.

SAMPLE ANSWERS

2 In the US you can buy enormous / huge / giant / gigantic / colossal burgers. 3 The parade was a little dull / tedious after a while. 4 The crowd was delighted when the exciting / colorful fireworks started. 5 All the costumes were beautiful / gorgeous / lovely. 6 I was miserable / upset to leave Paris. 7 I tried sushi for the first time and it was delicious / really tasty. 8 The view of the mountains was beautiful / stunning / wonderful.

2c Ask students to work in pairs. Elicit their suggestions, remembering that there can sometimes be several options. Unit 6 Stages in life

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6f

6f Steel drums ??

Video

Video

Steel drums Videoscript Narrator: The islands of the Caribbean are famous for their relaxing beaches and lively music. But the music of the instrument known as the steel drum, or “pan,” is native to only one island nation: Trinidad and Tobago, home of the steel band. Steelband music is a popular part of life here. From the small fishing villages to the hills, the whole population knows and loves the national instrument. Woman in Market: Whoo, yeah, you got that, ha ha! Tony Poyer: Pan is most important to Trinidad and Tobago. It’s part of our culture. It was invented in Trinidad and Tobago. It is the only musical instrument that was invented in the 20th century. Narrator: The special sound brings happiness to children and adults, and to musicians from many different places and backgrounds. Through the islands’ streets and markets, you can’t escape the music. Where does steelband music come from? Trinidad is an oil-producing nation. During World War II, the island’s old oil drums became useful as something else: musical instruments. The drums produced sounds that have heavily influenced the music of the region, and you can now hear in everything from island calypso to classical music. In fact, the music goes back several centuries to early Africans who were not allowed to play their own drums. Tony Poyer: They were banned from beating the Congo drums because people thought they were communicating. Narrator: At first, people played these African rhythms by hitting old tin cans. Later, people played on the tops of the steel drums, and over time that’s how the steelband sound was formed. Steel drum musicians usually play by ear. Most players don’t use music written on paper.

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Steel Ste el ban an nd music is a p po opu pullar p a par partt of pa of life f he ere. r

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Tony Poyer: In fact, in the early days, they knew nothing about music. They played by sound, they even tuned the pan by sound… tonk, tonk, tonk, and they listened until they got it right.

full of musicians who come to learn the instrument. People like Beverly and Dove.

Narrator: The steelband sound starts with the man who tunes the drums—the tuner. This tuner is called Honey Boy. He’s been tuning pans for many years. It takes a long time to tune the drums. But these instruments are used by some of the region’s top performers. The steelband sound is more than just music to Trinidad. It’s part of the local culture, and shows the world the creativity of the island’s people. Every night, places called “panyards” are

Dove: Pan is to Trinidad part of our main culture. This is ours. We made it, we created it.

Beverly: Well, it’s the music of my country, so I should learn it, you know. I should know a little bit about it.

Narrator: Dove says that steelband music belongs to the people of Trinidad and Tobago. But it is something which they are happy to share with audiences and musicians around the world.

Before you watch

6 Complete the summary with words from the glossary.

1 Working in groups, look at the photo and discuss:

Everywhere you go on the island of Trinidad and Tobago, you can’t 1 escape the sound of the steel drum. It’s 2 native to the island. It was the only new musical instrument of the twentieth century. Because the county produces oil, it has lots of 3 oil drums . During the Second World War, people made them into steel drums or 4 pans . However, the music of the region is much older and originally it came over with the African people. Today, the drums still give pleasure to children and adults. Most people play the drums by 5 ear , and every night places called 6 panyards are full of people learning to play and enjoying part of their country’s culture.

1 where you think these people are from. 2 what kind of musical instrument they are playing. 3 why you think this music is important to them.

While you watch 2 Check your answers from Exercise 1. 3 6 4 1 5 3 2

Put these in the order you see them. a b c d e f

Beverley and Dove learning to play a steel band with children and adults a person running into the ocean Honey Boy tuning a drum a man making an oil drum into a steel drum people selling food in a market

4 Answer the questions.

Student A: You are Tony Poyer, the expert on steel drums in the video. A journalist is going to interview you. Look at the information below and think about what you are going to say to the journalist about the drums.

ANSWERS

1 the Caribbean (Trinidad and Tobago) 2 steel drums 3 It is part of local culture and history.

Student B: You are a journalist. You are making a documentary about steel drums in Trinidad and Tobago. Use the information below to prepare questions about the drums.

4 Why did Trinidad have so many oil drums?

●

5 Is the music of the island old? Where did it come from?

● ● ●

6 Do most people play by reading music?

3 Give students time to read the actions. Then play the video again and ask students to put the actions in the order they see them on the video. Check the answers and if necessary play parts of the video again.

its history how it’s made how people learn to play it the importance of the drum in local culture

8 Working in groups, discuss these questions for each of your countries. 1 What is the most important or popular musical instrument in your country? 2 What is an important symbol of your culture? Is it a special type of music? 3 Do you think symbols are important for a country or culture? Why?

8 Who do you find in a panyard?

5 Match the people (1–4) with the comments (a–d).

a You got that! b It’s part of our culture. c It’s the music of my country so I should learn it. d This is ours. We made it. We created it.

2 Play the video for students to check their answers from Exercise 1.

Work in pairs.

3 When did people invent this musical instrument?

Beverly c woman in market a Tony Poyer b Dove d

While you watch

7 Roleplay a conversation with Tony Poyer

2 Is the steel drum or pan native to all the islands?

1 2 3 4

1 Students work in groups. Ask them to look at the photo and discuss the questions. Have groups share answers with the class.

After you watch

1 What are the islands of the Caribbean famous for?

7 What is the name of a person who tunes the drums?

Before you watch

4 Give students time to read the questions, then play the video for them to answer. They can compare their answers with a partner.

escape (v) /ɪsˈkeɪp/ run away from be native to (v) /bi ˈneɪtɪv tu/ be from somewhere originally oil drums (n) /ˈɔɪl ˌdrʌmz/ round metal containers for oil play by ear (expression) /ˈpleɪ baɪ ˈɪər/ play a musical instrument by listening and not by reading music pans (n) /pænz/ local word in Trinidad and Tobago meaning “steel drums” panyards (npl) /ˈpænˌjɑrdz/ local word in Trinidad and Tobago meaning a place to play steel drums

Unit 6 Stages in life

5 Students read the quotes (a–d) and match them to the people (1–4). 6 Ask students to complete the text with words from the glossary. Then play the video for them to check.

ANSWERS

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After you watch 7 Students work in pairs to role-play a conversation with Tony Poyer, according to the instructions.

1 They are famous for relaxing beaches and lively music. 2 No, just Trinidad and Tobago. 3 The pan was invented in the 20th century. 4 It is an oil-producing nation. 5 The music is several centuries old and was brought over from Africa. 6 No, most people do not play by reading music. 7 The person who tunes the drum is named Honey Boy. 8 Musicians learning the instrument are found in a panyard.

8 Students work in groups to discuss the questions.

Unit 6 Stages in life

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UNIT 6 REVIEW

UNIT 6 REVIEW

Grammar

Grammar

Vocabulary 4 Complete the text about the Notting Hill Carnival with these words.

1 Add the word to in six of these

costumes

sentences. One sentence is correct. to 1 I intend find a new job.

1 Ask students to correct the sentences, if necessary, by adding the word to. Make sure students realize that one sentence is already correct.

3 Save your money have a nice vacation this year. 4 We’re going meet everyone later.

2 3 4 5 6 7

5 Do you want join us for lunch?

It’s difficult to learn… Save your money to have… We’re going to meet… Do you want to join… (correct) Would you like to come…

6 I’ll see you at the parade. 7 Would you like come for dinner?

2 Choose the correct option (a–c) to complete the sentences. visit my family this 1 We a weekend but we aren’t sure yet. a hope to b ’re going to c ’ll 2 A: I need someone to carry these books for me. B: I c you! a ’m going to help b ’m helping c ’ll help 3 It isn’t easy b the lottery. a win b to win c will win 4 A: When b bring the cake? B: In a few minutes. a are you going to b will you c are you 5 Rachel c a party tonight. She arranged it months ago. a will have b plans to have c is having

2 Students choose the correct option to complete the sentences. 3 Ask students to work in pairs to discuss their plans, using the correct tenses.

Vocabulary 4 Students complete the text using the words from the box. ANSWERS

2 3 4 5

decorations costumes floats drums

3 Work in pairs. Tell each other: ●

5 Ask students to look at the list and pair the verbs and nouns that are the best match. Point out that some verbs match with more than one noun, but others will only pair with one. They should therefore look through the whole list first and decide on the pairs before they write them down.

Real life 6 Ask students to read the sentences and choose a phrase from the box to replace the words in bold. 7 Ask students to work in groups of four. They should take turns inviting the other three to do something, then accept or decline the invitation.

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●

your plans for this weekend. your future career intentions.

I CAN talk about my future plans and intentions talk about decisions and arrangements 80

Speaking 8 Ask students to stay in the same groups to plan their party.

drums

floats

parades

Every year at the end of August, the London neighborhood of Notting Hill is full of colorful 1 parades for the biggest carnival in Europe. Over 40,000 volunteers help by putting up 2 along the streets of west London and welcoming over a million visitors to the party. Many of them make and . The wear their own 3 Caribbean community of London started the event in 1966 so you’ll see many decorated 4 and hear music and . traditional steel 5

2 It’s difficult learn a musical instrument.

ANSWERS

decorations

5 Match the verbs (1–5) with the nouns (a–e). 1 start e a home 2 leave a b on a float 3 take d c a mask 4 wear c d a break 5 ride b e a family I CAN talk about stages and events in life talk about parties and celebrations

Real life 6 Replace the words in bold with these phrases. I’d like you to

1 2 3 4

I’d like to

that sounds

would you like

Do you want to go for coffee? Would you like Why don’t you come with me to the movies? I’d like you to It’s nice of you to ask but I’m out this evening. I’d like to Thanks. That would be great. That sounds

7 Working in groups, invite each other to do something this week. Accept or decline the invitations. I CAN invite people accept and decline invitations

Speaking 8 Working in groups, discuss and plan a party for your class.

Unit 7 Work

Unit

T ee bro Thr brothe thers the rs P to by Mic Pho Michae haell S. Ya hae am ma m assh as h hiita t

7

Work Warm-up Personal response Ask students to make a list of five jobs they would like to do and five they would not like to do. They should also think about reasons why they would or would not like to do them. Then they should share their ideas in a group of four. Elicit ideas from the whole class. Is there any pattern?

F E AT U R E S

1 Look at the photo. What type of job do you see? Policemen

82 X-ray photographer

2 Write six job titles that use two words.

Interview with photographer Nick Veasey

84 The cost of new jobs New jobs in the state of Pennsylvania have a high environmental cost

86 Twenty-first century cowboys How similar is the Hollywood cowboy to the real thing?

A

computer

electrical

fashion

police security

B

assistant designer engineer guard officer programmer

1 Ask students to look at the photo and answer the question as a class. 2 Ask students to look at the example (police officer) and then match the other pairs of words individually before checking with a partner. Elicit answers from the whole class. Point out the use of suffixes in some of these words and read the information in the Wordbuilding box with the class. Elicit additional examples (e.g., builder, manager, electrician).

sales

Example: police + officer = police officer WORDBUILDING suffixes You can make many verbs into job titles by adding a suffix: assist – assistant t t, design – designer, r represent – representtative.

3 Do you have a job title? Where do you work? What do you deal with on the job?

90 Butler school

ANSWERS

A video about the hard work of becoming an English butler

computer programmer fashion designer security guard electrical engineer sales assistant Unit 7 Work

Extra activity Ask students to describe to a partner what is involved in each job in Exercise 2. (Possible answers: a computer programmer writes software for computers; a fashion designer designs clothes; a security guard guards a building, e.g., makes sure people can’t come in and cause damage; a sales assistant works in a store, e.g., selling things, putting things on shelves and keeping things neat)

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Pronunciation note Check that students know where the stress falls on these compound nouns: computer programmer, electrical engineer, fashion designer, police officer, security guard, sales assistant Say the words for them to listen and repeat, paying attention to the stressed syllables.

3 Depending on your class, you may wish to suggest that students could choose to talk about a previous job, or a job they would like to do in the future.

Unit 7 Work

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7a

7a X-ray photographer Listening

X-ray photographer

1 Look at the photo. Where is it? How is it different from normal photos?

2

Warm-up

31 Listen to a documentary about the photographer, Nick Veasey. Answer the questions. 1 What subjects does he photograph? 2 Where does he take the photos? 3 Where can you see his photos?

Personal response Ask students to talk about X-rays and if they have any experience with them.

3

31 Listen again and choose the correct options (a–c) to complete the sentences about Nick’s job. . 1 The job is a a creative b unskilled c highly qualified 2 He works in c . a an office b a factory c a studio 3 His workplace is b . a old-fashioned b well-equipped c spacious 4 Photography involves b . a lots of meetings b traveling c writing 5 He spends a lot of the time c . a on the phone b sending emails c on his computer

Listening 1 Ask students to respond to the photo, answering the questions and making other comments. ANSWERS

The photo is of an office building. We can see five floors. It is different from normal photos because everything is seen as in an X-ray: people are skeletons, things are see-through, and we can see inside other things.

2 Ask students to read the questions, then listen to the audio and answer. They can compare answers with a partner before you elicit the answers. 3 Ask students to read the sentences and the answer options carefully before you play the audio again. They could try to predict or remember the correct answers, then check and complete them as they listen. 82

Background note Nick Veasey was born in London in 1962. He worked in advertising and conventional photography until he was asked to X-ray a cola can for a television program. He took some other X-ray photos and he was very excited by the way people reacted to the images. He has won many awards for his work, and many of his photos can be seen on the Internet by doing an image search for “Nick Veasey.”

4 Ask students to complete the sentences from Exercise 3 to describe their current job or their ideal job, then share their answers with a partner. Change the stem for item 4 82

2 1 ordinary people, places, objects 2 his studio, other locations 3 galleries, advertisements

to be “My job involves…” You can ask for some responses from the whole class. Extra activity Ask students to write a paragraph called “My ideal job” in which they describe the job they would like, saying why, and using some of the words and ideas from Exercise 3.

Vocabulary 5 Ask students to work with a partner to find the office equipment in the X-ray photo. Elicit answers with details about where the things are.

ANSWERS

bookshelf: 1st floor both rooms break room: 5th floor, right-hand room desktop lamp: 2nd floor, 3rd floor rooms, and 4th floor right-hand room filing cabinet: 2nd floor room newspaper: 5th floor right-hand room notice board: 5th floor right-hand room photocopier: 1st floor, right-hand room; 4th floor left-hand room swivel chair: 2nd floor, 3rd floor, 4th floor right-hand room water cooler: 3rd floor

Extra activity Ask students to work with a partner to name some of the other things in the rooms.

4 Work in pairs. Think about your current jobs (or jobs you’d like to have) and complete the sentences in Exercise 3 about yourselves. Use the options (a–c) or your own ideas.

Vocabulary office equipment 5 Look at the photo on page 82 again and find these items. How many of them do you have in your workplace? bookshelf break room filing cabinet newspaper photocopier swivel chair

desktop lamp bulletin board water cooler

PREPOSITIONS OF PLACE and MOVEMENT Prepositions of place It’s across from the door. / It’s on the third floor. / It’s at the top of the building. / It’s next to the photocopier. Prepositions of movement Prepositions of movement follow a verb of movement: go down, walk into, climb up, run across.

6 Ask students to read the messages and find where the things are, then compare answers with a partner.

For more information and practice, see page 162.

8 Look at the grammar box and make a list of the prepositions of place and a list of the prepositions of movement in the emails in Exercise 6.

9 Complete the emails with these prepositions. at

Reading

Reading

down

in

into

next

on

through

ANSWERS

up

1 ground floor, across from the door 2 second floor, filing cabinet

6 Read two emails from people working in the office building in the photo. Follow the instructions and find the location of:

Let’s meet 1 room 2

the break room at 11. It’s the the top of the building. See you there.

Extra activity

1 the broken photocopier 2 the drawer with the report Subject: Broken photocopier

Can you fix my printer for me? My office is to my desk. the third floor. The printer is 4

Hi,

Jennie

My office is on the ground floor. When your technician comes into the building, he’ll find my door on the right. Tell him to go through the first office and into the next room. The broken photocopier is across from the door.

PS The elevator is out of order today so you’ll have to go 5 the reception area to the fire exit and walk 6 the emergency stairs.

Thanks,

We got 7 the elevator on the fifth floor and to reception. Please help! now it won’t go 8

Ask students to write two similar messages directing someone to one of the rooms to do something. They should then exchange these with a partner, and find the answers. They can then swap the messages again with different partners.

3

Jennie Clark Office Manager

Sahi – I’m away this week, so go up to my office on the second floor and the report is in the filing cabinet behind my assistant’s desk.

Grammar

Speaking

Grammar note

10 Work in pairs. Take turns to give directions to your partner from where you are now to these different parts of the building. Your partner says the place.

Grammar prepositions of place and movement

the elevator or stairs the restroom the reception area

The meaning of some prepositions of place is fairly clear (e.g., in, on) whereas others are less obvious (e.g., the difference between above / over and below / under).

your favorite café another classroom the exit

7 Look at the highlighted words in the sentence. Which describe the location or place of an object or person? Which describe the direction of movement? When your technician comes into the building, tell him the elevator is on the left. location

Above is used to show something is higher in a direct line:

The stairs are at the end of the hall on the left. The exit is downstairs, opposite the elevator.

Mr. Smith lives in the apartment above mine.

movement

Over can mean “on top of” as well as generally higher: I put a jacket on over my shirt. There were clouds over the town all day. Unit 7 Work

Speaking

ANSWERS

Place: on, across from, in, behind Movement: into, through, into, up

9 Ask students to complete the emails individually, using the prepositions from the box, then check with a partner. Elicit the answers from the class as complete sentences. ANSWERS

1 2 3 4

in at on next

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5 6 7 8

through up into down

10 Make sure students are familiar with the imperative construction used to give directions: go down the hallway turn right at the end walk straight down that road cross the street Ask them to practice in pairs, then elicit some of their directions. Extra activity Ask students to make some true sentences of their own about the position of things in their own home or office, using the prepositions from Exercise 9.

Below shows that something is generally lower: I looked down into the street below the tower. Under is used for things that are lower in a direct line: We keep the boxes under the bed.

7 Ask the class to read the sentence and answer the questions. 8 Read through the grammar box with students and check that they are clear about the difference between prepositions of place and prepositions of movement. Then ask students to find the other prepositions in the emails and identify them as prepositions of place or movement. Unit 7 Work

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7b

7b The cost of new jobs

The cost of new jobs

Reading

Grammar present perfect

1 Work in pairs. Use these questions to

3 Look at the sentences (a–c) and answer the questions (1–3).

tell your partner about a change in your life (like moving to a new place or changing jobs). ● ●

Warm-up

●

Personal response

2 Read the extract from an article about the state of Pennsylvania in the US and answer the questions.

Ask students what are typically the most important and biggest changes that happen in a person’s life (e.g., marriage, starting their first job, changing jobs, moving, retirement). Make a list on the board.

their water, pollution

1 Ask students to work with a partner to ask and answer the questions about changes in their lives. If you wish, elicit some responses from the whole class.

The state of Pennsylvania in thee northeastern United States is famous for its beautiful countryside. However, in 2004, an energy company discovered natural gaas under the ground. Since then, this disccovery has changed many people’s lives— —in good and bad ways. Many people have foound new jobs but it has also changed the envvironment. Here are the opinions of some of thee local people...

Grammar 3 Ask students to read the sentences from the article and answer the questions about the use of the simple past and present perfect. Elicit answers from the whole class. Check that students understand that the type of sentences described in question 1 use the simple past, and sentences described in questions 2 and 3 use the present perfect. Grammar note

(The person still works there.) He worked there until 2005.

The farmer

The teacher and the accountant

Donald Roessler has lived on his farm for most of his life. He hasn’t earned much money from farming but two years ago an energy company wanted the gas under his farm. They offered Donald a regular monthly income and he signed the contract immediately.

Chris and Step phanie Hallowich buiilt their “dream house” in the middle of the Pennsylvania countryside in 2007, about th he same time that gas comp panies moved into the area. Since then, Chris and Stephaniee have found chemicals in their drinking water and polllution in the air. They want to move but they haven’t sold their house yet.

84

5 Ask students to read the paragraphs and complete them with the correct form of the verbs. They can do this individually, then check with a partner. Elicit the answers as complete sentences. ANSWERS

2 3 4 5

was started have increased lost

6 were not 7 have employed 8 hasn’t found

(He no longer works there.)

4 Read the information in the grammar box with students and ask them to find other examples in the article. 84

For more information and practice, see page 162.

of new jobs

2 Ask students to read the four questions carefully to focus their reading, then read the article and write their answers.

He has worked there since 2005.

1 Which sentence describes a finished action at a definite time in the past? a 2 Which sentence describes an action that happened sometime in the past but we don’t know the exact time? c 3 Which sentence describes an action that started in the past and is still true today? b

4 Sentences b and c in Exercise 3 are in the present perfect. How 1 When did the energy companies do you form this tense? Underline more examples in the article. discover natural gas there? 2004 2 What two changes did the new jobs, PRESENT PERFECT discovery cause? damaged environment past participle have 3 Why does Donald Roessler think the discovery is good? he has a regular job I/you/we/they have (haven’t) found has (hasn’t) found he/she/it 4 Why do Chris and Stephanie Have they found gas? Hallowich think the discovery Has he found a new job? is bad? they have found chemicals in

Reading

When introducing the present perfect tense, it is important to make the contrast with the simple past. Students need to know that we choose the present perfect because the action has, for the speaker, some connection to the present in some way. This is very different from the simple past, which is used to talk about completed actions.

Was it recent or a long time ago? W Why did the change happen? Were you happy about it? W

a In 2007, the Hallowiches built their dream house. b Donald Roessler has lived on his farm for most of his life. c Many people have found new jobs.

Pronunciation 6 Ask students to write the past participles individually, then elicit them from the class; you may want to write them on the board.

Then play the audio while students listen and follow along. Then play it again, pausing after each verb for students to repeat chorally and individually. 7 Ask students to work in groups of four to discuss the question. Elicit ideas from the whole class.

Listening 8 Ask students to read the four sentences to focus their listening. Point out the contracted form of has in statement 2 (see Grammar note below). Play the interview and elicit answers from the class.

5 Complete the text below using the simple past or present perfect form of the verbs.

Listening 8

T bu The busin sin iness ess sssman man

33 A radio journalist in Pennsylvania is interviewing an engineer from one of the gas companies. Are the sentences true (T) or false (F)? 1 The engineer has always worked for the same company. T 2 He’s always lived in Pennsylvania. F 3 He moved to Pennsylvania before they found gas. 4 Everyone has been friendly. F

9

Paul Baattista 1 has run (run) a tool supply business for thirty years. In the beginn ning, it 2 (be) very successsful but around thee year 2000 his sales 3 (start) to decrease becausse of Pennsylvania’s bad economy. Fortun nately Paul’s profits 4 (increase) again since the neew energy industriees came to the region.

Grammar note Explain that the present perfect can also use the contracted form ’ve or ’s, but only after a pronoun (e.g., she’s lost her job, they’ve employed lots of people).

F

33 Using the prompts, write the interviewer’s questions in the simple past or present perfect form. Then listen to the interview again and check. 1 2 3 4 5 6 7 8

The contraction ’s is used as the contraction for both is and has (e.g., Exercise 8, statement 2). Write these sentences on the board and ask students to decide if the ’s means is or has.

how long / work / for your company? when / you / study / engineering? have / always / live / in Pennsylvania? when / you / move here? how many different places / you / live in? have / ever / live / abroad? it / be / easy living here? the local people / be / friendly?

He’s ten years old. (is) He’s eaten the cake. (has)

Vocabulary for or since

The drive iv r in trai r ning

He’s a teacher. (is) She’s very tall. (is)

10 Look at the two ways the engineer answers the question from the interview. Then complete the rules with since and for.

She’s been sick. (has) She’s done her work. (has)

Interviewer: How long have you worked for your company? Engineer: For twenty-five years. Since I left college. We use 1 since to talk about a point in time. We use 2 for to talk about a length of time.

In 20099, Lee Zavistak 5 (lose) her job at a bottle factoryy. At that time, therre 6 (not / be) many other jobs. However, since 2009, the new energy companies 7 (employ) loots of people, especially truck driverss. Lee 8 (not / find) a new job yet but she’s learnin ng to drive trucks soo she’s confident about the future.

6 Pronunciation irregular past participles 32 Write the past participles of these irregular verbs. Then listen, check, and repeat. 1 2 3 4 5 6

find sell buy fly think do

found sold bought flown thought done

7 8 9 10 11 12

win teach grow run lose fall

won taught grew run lost fallen

7 Do you think the discovery of natural gas

9 Ask students to write the questions individually, then compare answers with a partner. Then play the audio for them to do a final check.

11 Complete the phrases with for or since. 5 since I started work 1 since 2008 2 for two weeks 6 since January 1 3 for six days 7 for 24 hours 4 since one o’clock 8 since I was ten

ANSWERS

1 2 3 4 5

How long have you worked for...? When did you study engineering? Have you always lived in...? When did you move here? How many different places have you lived in? 6 Have you ever lived abroad? 7 Has it been easy living here? 8 Have the local people been friendly?

Speaking 12 Working in pairs, practice asking and answering questions on these topics using the present perfect and simple past. current job/studies where you live people you know interests/hobbies

travel languages

Example: A: Have you ever studied Chinese? B: No, I haven’t, but I study Arabic. A: Really? How long have you studied it? B: For about three years.

Vocabulary

has been a good or bad thing for the state of Pennsylvania? Why? Unit 7 Work

10 Ask students to read the examples and complete the rules individually, then compare answers with a partner. 11 Ask students to choose for or since to complete each phrase, then check with a partner. Elicit full answers and ask students to listen and repeat each phrase with the weak pronunciation.

Speaking 12 Read the example dialogue with the class, and point out the use of the different tenses. Ask students to work in pairs to talk about three topics. Then have them change partners and talk about other topics.

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Grammar note Notice that we can use the present perfect and the simple past in a sentence with since:

HOMEWORK Ask students to choose one of the six topics in Exercise 12 and write a paragraph or two (about 150 words in total) about their past experiences, using the simple past and the present perfect, as appropriate.

I have worked at this store since I moved here. Here, the simple past verb comes after since and refers to a completed action at a fixed point in time. It is used in the same way as a time phrase (e.g., 2007, yesterday, this morning) to specify the time at which the other action began. A sentence with similar meaning would be: I have worked at this store since 2007, when I moved here. The present perfect is used to describe the continuing action with the present connection (he is still working at this store now).

Unit 7 Work

85

7c

7c Twenty-first century cowboys

Twenty-first century cowboys

Vocabulary job satisfaction

Word focus make or do

1 Working in groups, decide how important these

6 Complete these phrases with make or do. Then

items are to job satisfaction (1 = most important). colleagues and culture job environment schedule and hours

Warm-up

independence time off promotion training salary

1 2

2 Look at the cowboys in the photo on page 87.

Personal response

3 Read the article on page 87. Which of these headings (1–3) best summarizes the text? 1 How modern cowboys really live and work. 2 Cowboys and Hollywood. 3 Why people don’t want to be cowboys anymore.

All the other words have firstsyllable stress.

1 2 3 4 5 6 7 8

do make make do do make make do

your homework a mistake a decision someone a favor well at work/school your bed a noise work

using verb + noun combinations with make and do. What kind of job do you do?

1 It was a classic symbol of the United States. (paragraph 1) 2 People come to experience a cowboy’s life (or Hollywood’s version of it). (paragraph 2) 3 ...and cowboys still ride their horses to bring them home. (paragraph 3) 4 They all thought Pat was crazy. (paragraph 4)

colleagues, independence, environment, promotion

a job breakfast

1 The writer explains that life as a cowboy . is c a similar to life as a Hollywood actor b adventurous and romantic c hard work 2 The cattle industry a . a hasn’t changed for three hundred years b is very different f from the past c doesn’t need cowboys anymore 3 People like Pat Criswell become cowboys for c . a job security b the salary c job satisfaction 4 T Tyrel Tucker enjoys being a cowboy because it involves c . a making decisions b working in teams c being independent the bold words refer to?

Check that students know the correct syllable stress of these words:

do make

(a–c) to complete the sentences.

5 Find these sentences in the article. Who or what do

Pronunciation note

3 4

8 Work in pairs. Ask your partner three questions

4 Read the article again. Choose the correct option

1 Ask students to work in groups of four to rank the items in order of importance. Ask them to discuss which criteria they would consider important if they were looking for a job for themselves; what makes a job enjoyable or not enjoyable. They should agree on a ranking from 1 to 8. Then have a reportback session and discussion where students can argue their case.

business money

dictionary to help you, if necessary.

Reading

Vocabulary

do make

7 Complete these phrases with make or do. Use a

What do you think is important in their job?

Ask students what they know about the life of cowboys in the past (based on what they have read in books or seen in movies and on TV) and what they think might be the situation now.

find the first four verb + noun combinations in the article and check your answers. Use a dictionary for the rest, if necessary.

What do you normally make for breakfast?

Critical thinking the author’s opinion 9 What kind of image does the author give of twenty-first century cowboys? Choose a word from the box and underline any sentences in the article that support your choice. hard-working

romantic

sad

unskilled

Speaking 10 Discuss as a class. Which comments are similar to your own opinions? Explain why or give a new opinion. I ad admire mir the modern-day cowboy because I admire mire people peo ple w who work hard. I think th nk these t cowboys are strange because theyy do don’t n’t wantt to be part of the modern world. wan Ho Hollywood yw cowboys are better than real cowboys. oys I’m more o like Pat Criswell than his colleagues: job ob satisfaction sat fac is much more important than money. ey.

2 Ask students to look at the picture, and again discuss their ideas in their group. Elicit suggestions and reasons from the whole class. SAMPLE ANSWER

independence, job satisfaction, quality of life, working in the open air

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5 Ask students to find the sentences in the text and say what the pronouns refer to, then check with a partner. Elicit answers from the whole class.

Extra activity ANSWERS

Reading 3 Ask students to read the article and choose the best heading. 4 Ask students to read the questions to focus their reading, then read the article to find the answers. They can check with a partner. Elicit the answers as complete sentences. 86

7 Ask students to complete the phrases individually, then compare answers with a partner.

1 2 3 4

Being a cowboy a cowboy’s life cattle his work colleagues

Ask students to write a personal true sentence using one or more of the phrases in Exercise 7.

8 Ask students to work in pairs to ask and answer questions using make and do.

Word focus

Critical thinking

6 Before students do this activity, you could ask them to give you examples of sentences with make and do in them, and list them on the board.

9 Ask students to answer the question using a word from the box, and find the sentences in the article to support their answer. Elicit their ideas and justifications for them.

SAMPLE ANSWER

The article suggests that cowboys are hard-working, but that they enjoy their job and have a good quality of life. From the article: Like the cowboys of the past, twenty-first century cowboys still get up early on freezing cold mornings and make breakfast over an open fire. They have no Monday to Friday workweek, no weekends off, and no paid vacation. (They are not sad, their job is not unskilled, but it might be seen as romantic.)

TWENTYT

century y

COWBOYS Cowboys have always had a romantic image. When people first watched Hollywood movies, they thought that being a cowboy wasn’t a job. It was a lifestyle, full of adventure, freedom, horses. It was a classic symbol of the United States. In reality, American cowboys have lived and worked in the western and southwestern United States for over three centuries, long before Hollywood. And the cowboy lifestyle has always been about hard work and long hours. No one knows how many cowboys are still working, maybe between ten and fifty thousand. It’s also difficult to define a twenty-first century cowboy. Surely he can’t be the big cattle owner who does business with the seventy-billion-dollara-year beef industry! Does he work on the modern ranches that use the latest technology and employ accountants? Or on one of the old traditional cattle ranches that make more money nowadays offering tours to tourists than they do raising cattle? Places where people come to experience a cowboy’s life (or Hollywood’s version of it)? Maybe, but real cowboys still do the same job they have done for years. The cattle still walk across huge plains, eating grass many miles from the ranch, and cowboys still ride their horses to bring them home. Cowboys still work in the middle of nowhere, in places where cell phones don’t work. And like the cowboys of the past, twentyfirst century cowboys still get up early on freezing cold mornings and make breakfast over an open fire. They have no Monday to Friday work week, no weekends off, and no paid vacation.

Speaking 10 Ask students to read the four statements and decide what they think about each one. Then elicit ideas from the class for discussion.

So why do men—because it is usually men—choose this life? Pat Criswell had a good job with the government. He made good money but he didn’t like the city. He wanted to do something different, so one day, he gave up his job and moved to a ranch in Texas, earning much less as a cowboy. He remembers his work colleagues in the city on the day he left. They all thought Pat was crazy, but he wanted job satisfaction more than money.

HOMEWORK Ask students to take one of the four statements and write 100 words about it, including their own opinions and ideas that have come up in their discussions.

Brothers Tyrel and Blaine Tucker have lived on ranches and worked with cows since they were children. Last winter, they looked after 2,300 cows. Every day from December until April, they rode across nearly 100,000 acres of land with only the cattle, the horses, and each other for company. Eighteen-yearold Tyrel says, “It was fun. You get to be by yourself.” Blaine has a large moustache and Tyrel is growing his. They wear traditional cowboy clothes with the famous hat and boots. You could do the same job in a baseball cap and a truck, but Tyrel and Blaine prefer the traditional cowboy culture: Thinking about the whole cowboy culture, he adds, “It’s a real life about you, your horse, and the open country.”

PHOTO INFO

symbol (n) /ˈsɪmbəl/ something that represents a society, y country, or type of life cattle (n) /ˈkæt(ə)l/ cows ranch (n) /rænʧ/ large farm for cattle, horses, or sheep plain (n) /pleɪn/ grassy areas of open land good money /gʊd ˈmʌni/ expression meaning “a lot of money” or “well-paid” acre (n) /ˈeɪkər/ measurement of land

Unit 7 Work

87

“Cowboy” is a term that refers to animal herders—specifically cattle—in North America. In fact, this type of profession is quite common throughout both North and South America, but the legacy of the North American cowboy is an iconic part of North American culture. The cowboys of the American West have come to symbolize US history, a way of life, and a spirit of freedom and adventure that has become a source of legend in film, literature, and folklore. Unlike many traditional lifestyles, this one appears to be surviving and thriving despite modern influences. Indeed, through spectator sports such as rodeo competitions, it is celebrated in the day-to-day life of many Americans.

Unit 7 Work

87

7d

7d A job interview Vocabulary job listings

A job interview

5

1 Look at the job listing. Would you apply for this kind of job? Why?

Warm-up Personal response

E . I .

Ask students to work in pairs to talk about job interviews they have had. Elicit any ideas or interesting stories with the whole class.

B O O K S

1 2 3 4 5 6

Sales Assistant required

E.I. Books is a large national bookstore. We are opening a new store so we are recruiting sales staff for full- and part-time positions (with flexible hours).

A JOB INTERVIEW

Reasons for applying 2 Why do you think you’d like to do this job?

All applicants must send a cover letter and resume. Salary is based on previous experience.

1 2 3 4 5 6

assistant, recruit, flexible, description, applicant, salary, previous experience

contact details

Real life a job interview

2 Ask students to match words and meanings individually, then check with a partner.

3

3 Ask students to read the sentences to focus their listening. Play the audio once, while they decide if the sentences are true or false, and once more if necessary. Ask students to check their answers, then elicit them from the class. Ask students to correct the false statements or explain why they are false.

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M

F Wanted: Office Assistant R

34 Zhang applied for the job in the listing in Exercise 1 and was invited for an interview. Listen to extracts from the interview and mark the sentences true (T) or false (F). 1 The interviewer has received her letter of application and resume. T 2 Zhang has already left her last job. F 3 She wants to leave Raystone’s Bookshop because she doesn’t like the job. F 4 The interviewer is pleased Zhang has found out about E.I. Books. T 5 Zhang doesn’t have any questions for the interviewer. F 6 They discuss something in the job description.

Real life

Yes, she is probably the right person for the job: she has enjoyed her job working in a bookstore; she knows quite a lot about the new company; she is enthusiastic and she wants to work for them because there will be opportunities for promotion. There are some reasons why she might not be the right person: she likes finding rare books, but she is unlikely to have to do this in a large chain bookstore; she said that she was not especially ambitious.

people applying for the job applicants

a letter explaining why you want the job cover letter the amount of money you will make a year salary looking for people to work for a company recruiting 6 Working in pairs, roleplay an interview for jobs in a company positions this job. a summary of your qualifications and experience resume 7 information about the job job description Displaying 1–12 of 84 jobs Page: 1 2 3 4 8 your name, number, r email, and street address

Check students know where the stress falls in the relevant words:

SAMPLE ANSWER

3, 4

Questions for the interviewer 5, 6 What questions do you have about the job? Can you give me some information about (the salary, the hours, the benefits, etc.)?

definitions (1–8).

Pronunciation note

4 Ask students to discuss this question in pairs and then tell the class their ideas.

Strengths, weaknesses, and personal qualities Do you have any weaknesses? How would other people describe you?

2 Find the words in the listing that match the

1 Ask students to read the listing and give their opinions.

long have you there? have you for this position? you yourself as ambitious? are some of your main strengths? you any questions for me? you me more about that?

Your current situation and job 1 Tell me about your current job. Why do you want to leave your current job?

CLICK HERE for a full job description and to provide contact details.

Vocabulary

34 Listen again and complete these questions from the interview. Then match them with the correct category in the box.

MFR industries is hiring an assistant to help in our new sales office. You will be responsible for helping six staff members, including answering calls, filing, answering inquiries, and helping customers. Previous experience with office work is helpful but not essential. The ability to work in a team and an enthusiastic personality are more important. Some knowledge of English is also useful. Click here for a full job description and contact details. All applicants must email an application and resume. Salary is based on previous experience.

T

4 Do you think Zhang is the right person for the job? Why?

Student A: You are the interviewer. Prepare your questions. Student B: You are the applicant. Think about answers for any questions the interviewer might ask you. When you are both ready, begin the interview.

7 Change roles in Exercise 6 and repeat the roleplay. 88

5 Read through the expressions in the box with the class so that they understand the types of questions asked in an interview. Then ask them to complete the questions and match them to the correct category, individually, and compare answers with a partner. ANSWERS

1 2 3 4 5 6

How worked Why applied Would describe What Do have Can tell

6 Ask students to read the job listing. Ask them to work with a partner, choose roles, and prepare things to ask and say. Then they should roleplay. Circulate and monitor their interviews, noting any problems for later comment. 7 Ask students to swap roles and do the interviews again. If you like, they could also swap partners. Students could then give their partner feedback on whether they would give them the job and why or why not. Elicit ideas about what made students effective interviewees.

7e

7e Applying for a job Writing a resume

4 Look at these sentences and

1 Complete the resume with these headings. Address Education Home telephone Skills Work experience

Interests

References

advised assisted designed represented supervised planned and organized

Resume Address

Email 2

Cell 3

121 Grant St., Apt. 3A Santa Fe, NM 87508 [email protected] 505-555-7465 Home telephone 505-555-7463

Education

2008–2009 2005–2008 4

2009–2011

Summer 2010 5

MA in Events Management, University of Santa Fe BA in Economics, St. John’s College, Taos, NM

Work Experience

2011–presentt

Assistant manager: Managed a medium-sized hotel, supervised staff, f assisted the general manager in all areas of hotel activities. Hotel receptionist: Received international guests, collaborated as team member, translated hotel correspondence in Spanish. Camp counselor in summer camp: Coordinated groups of teenagers and planned events.

Skills

Languages: English and Spanish (bilingual) Computing: Word, Excel, website design 6

Personal response Ask students to tell you what they know about how to write a good resume.

Writing 1 Ask students to complete the resume using the headings. 2 Ask students to discuss differences in resume layout as a class and make any suggestions for changes.

Writing skill 3 Explain what an action verb is, if students are unfamiliar with the concept, and look at the example. Ask students to find the other action verbs in the resume.

5 Think of a job you have done in

Interests

the past and use action verbs to write sentences that summarize the main parts of the job. Use the verbs from the resume and Exercise 4 to help you.

Captain of local baseball team, hiking, theater 7

Warm-up

1 I often had to help the manager with office duties. Assisted the manager with office duties. 2 As a student counselor, r one of my roles was to talk to and help students in planning future career paths. 3 Because I’d made some websites at home, I was put in charge r of making a new website for the company. 4 The company had lots of staff who traveled so I had to book plane tickets and hotels— anything to do with travel arrangements. 5 The company did lots of trade fairs so sometimes I had to be there for the company at trade fair events. 6 I was never officially the team leader but my job included managing a team of four.

Jack Reyes 1

Applying for a job

replace the words in italics with these action verbs to make them suitable for a resume.

References

Mr. David Keeping, Dept. of Hotel Management, 15 Duran Ave., Taos, NM Paula Pacheco, 345 Caminito Drive, Santa Fe, NM

6 Write your complete resume.

Vocabulary note

7 Working in pairs, check each 2 How similar is the layout to a resume in your country? Would you advise Jack to add any other information?

other’s resumes for clear headings and the effective use of action verbs.

3 Writing skill action verbs for resumes We often give a short description of our work experience in resumes using “action” verbs in the simple past without the pronoun I. (For example, Managed a medium-sized hotel.) Find eight examples of action verbs in Jack’s resume in Exercise 1.

Unit 7 Work

5 Ask students to think of a previous job they have done and write their summary sentences individually. If you have students who have not yet had job experience, they could write about other work-related experience at school or college, responsibilities with clubs or volunteer organizations, etc.

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6 Ask students to write their resume. 7 Ask students to exchange their resume with a partner and give feedback with the aim of making improvements.

Action verbs are dynamic verbs that express an action, or somebody doing something (compared to stative verbs which express a state). Advice on writing resumes often encourages the use of action verbs as they give a sense of the writer being dynamic, energetic, and proactive rather than passive.

4 Read the example with the class, then ask students to rewrite the other sentences using suitable action verbs from the box. ANSWERS

2 3 4 5 6

Advised Designed Planned and organized Represented Supervised

Unit 7 Work

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7f

7f Butler school

Video

Video

Butler school Videoscript Narrator: Long ago, England was a land of country houses, palaces, gardens, and afternoon tea. Every real gentleman had servants, especially a butler. Just 70 years ago, there were tens of thousands of butlers in England. Now there are only a few. So where does one find a good butler nowadays? The Ivor Spencer International School for Butler Administrators, of course! “Good evening, sir. My name is Michael. I’m your butler.” “My name is José.” “I’m your butler.” It’s the first day of class and the students are learning how to introduce themselves to their “gentleman” or “lady.” A proper butler must also learn to carry himself correctly. “Your champagne, my lady.” “Your champagne, my lady.” “No problem, sir.” “No problem, sir.” Taxi Driver: Butlers? I haven’t seen a butler for a long time. Narrator: Seventy years ago, there were an estimated 30,000 butlers. Today there are fewer than 200. But, if Ivor Spencer has anything to say about it, that’s going to change. “It’s a pleasure, sir.” “No problem, sir!” “No problem, sir!” “I’ll fetch it immediately, sir.” “I’ll fetch it immediately, sir.” Narrator: Ivor Spencer wants to use his school to bring back the butler to this land of tradition. Ivor Spencer: Good morning, everybody. Welcome to the Ivor Spencer School. We know you’ve come from all over the world, and we appreciate you being here. Narrator: “Good morning, your Excellency.” Future butlers must learn how to use the correct titles to refer to ambassadors, kings, queens, and lords. Over the next five weeks, thirteen international students will have 86 lessons in the art of being a butler. If they succeed, they may work for a businessman, an important leader, or even a king. But first they have to graduate. Mr. Spencer says that some people can’t even last longer than the first few days.

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There are lots of secrets to being a good butler.

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David Marceau: Good morning, the Lee residence.

“Your champagne, my lady.” “Your champagne, my lady.”

Practice makes perfect, so hopefully, with a lot of practice, I’ll be just as good as any other butler out there.

Narrator: Things go better for everyone this time. It seems that all the practice is showing some results. Even David Marceau is showing improvement.

David Suter: I just hope I’m going to be right for the job and hope I can do it. Part 2

David Marceau: Your champagne, my lord. It’s on the floor, my lord.

Narrator: It’s important for students to keep their hopes up, and practice, practice, practice!

“Good evening, sir.” “Good evening, sir.” “Good evening, sir.”

Speaker: It’s a pleasure, sir.

Narrator: By the third week, students start to find out if they really can become butlers or not.

Ivor Spencer: On every course there are about two people that don’t make it past the first two days.

Narrator: The word “butler” comes from the French word “bouteillier,” which means “bottle carrier.” For new butlers, this can be difficult.

“Good evening, sir.” “Go back.”

Narrator: This may come true for one student in the new group, David Marceau.

Narrator: “No problem, sir.” “It’s a pleasure, sir.”

David Marceau: It’s very difficult here. It’s very difficult. The course isn’t easy at all.

“No problem, sir.” “No problem, sir.”

“Good evening, sir.” “Evening.”

Before you watch

6 Watch the final part of the video (05:01 to the end). Answer the questions.

1 Work in groups. Look at the photo and discuss the

1 What three things are mentioned as “the finer things in life”?tobacco pipes expensive shoes champagne 2 What jobs did the people do before the course? drove buses worked in restaurants or shops worked with computers

questions. Use as many of the words and phrases in the glossary below as you can. 1 Who are the people? 2 What are they doing? Why? 3 What do you think the caption means?

2 Mark the things and people you think you might a London taxi the Queen

1 2 3 4 5 6

a newspaper

While you watch

David Marceau: I have some problems, and I have to deal with them.

Ivor Spencer c the man in the pipe store f the narrator a David Marceau d the taxi driver b David Suter e

“Good evening, sir ...”

these sentences true (T) or false (F)?

David Marceau: I miss my girlfriend very much. She’s giving me support on the phone. I just talked to her last night. Things are OK and everything. Yes, I wish I was there right now! Narrator: There are a lot of secrets to being a good butler. For example, did you know that you can iron a newspaper to make it look nice and avoid leaving ink everywhere? Ivor Spencer does, and he teaches the class how to do it.

After you watch 8 Roleplay a conversation with David Marceau

5 Watch the second part of the video (02:31–05:01). Complete the sentences with the missing word(s).

Work in pairs.

1 Students have to practice a lot. 2 The word “butler” comes from a French word which means “ .” bottle carrier 3 David Marceau starts to show some improvement . 4 David talked to his last night. girlfriend 5 Ivor Spencer irons a newspaper . 6 Butlers may have to deal with guests.

Student A: You are David Marceau. A friend calls you. Look at the ideas below. Think about what you are going to tell him or her about your experiences in the course.

Ivor Spencer: That’s probably the only time the butler has to read the newspaper. If you see a burnt newspaper, you know that the butler’s been very interested. Narrator: Sometimes butlers need other unusual skills. For example, they might need to deal with unwelcome guests. These butlers will be ready.

Student B: You are a friend of David’s. Call him and ask him about the course and his stay in England. Use the ideas below to prepare questions to ask David.

unwelcome

burnt (adj) /bɜrnt/ marked by fire or heat butler (n) /ˈbʌtlər/ the head servant in a house deal with (v) /ˈdil wɪð/ solve a problem fetch (v) /feʧ/ go and bring guest (n) /gest/ a person who is invited to a house or party improvement (n) /ɪmˈpruvmənt/ getting better iron (v) /ˈaɪərn/ move a hot electrical apparatus across something to make it smooth make it (v) /ˈmeɪk ɪt/ be successful miss (v) /mɪs/ feel sad because you are not with a person palace (n) /ˈpæləs/ place where a king or queen lives servant (n) /ˈsɜrvənt/ a person who is paid to work in a house unwelcome (adj) /ʌnˈwelkəm/ not invited and not wanted

Narrator: David is not just having difficulty with the course, he also misses his friends and family back home.

a Long ago, England was a land of country houses, palaces, gardens, and afternoon tea. b I haven’t seen a butler for a long time. c On every course there are about two people that don’t make it past the first two days. d Practice makes perfect, so hopefully, y with a lot of practice, I’ll be just as good as any other butler out there. e I just hope I’m going to be right for the job and hope I can do it! f It’s not just a piece of wood, it’s a piece of art.

3 Watch the video and check your answers from Exercise 2. glasses, a newspaper, shoes, a London taxi, suits 4 Watch the first part of the video (to 02:31). Are 1 There are not many butlers in England today. T 2 On the first day of class, the students learn how to make tea correctly. F 3 There were about 200 butlers seventy years ago. F 4 All the students come from England. F 5 Butlers from the school sometimes work for important leaders and kings. T 6 The course lasts thirteen weeks. F 7 There are 86 lessons during the course. T 8 The first two days are very easy for everybody. F

“Do that again, David.”

7 Match the people (1–6) with what they say (a–f).

see in the video. glasses hats shoes suits

“My name is David. And I am your butler. May I offer you some ... May I offer you some.”

● ● ● ● ● ●

Part 3

the length of the course how many hours they studied every day how hard the course was what he found difficult f what they had to do what job he wants to get now

Narrator: Butlers must also learn how to recognize quality products, or “the finer things in life.” From the best tobacco pipes...

9 Work in groups. Discuss these questions.

Pipe Seller: It’s not just a piece of wood, it’s a piece of art.

1 W Would you like to be a butler? Why? 2 W Would you employ a butler? Why? 3 Do you agree that you need to “practice, practice, practice” if you want to succeed?

Unit 7 Work

Narrator: ...to expensive shoes...to, of course... 91

“Welcome to the house of Moet et Chandon.” ...champagne.

Before you watch 1 Students work in groups. Ask them to look at the photo and discuss the questions. Have groups share answers with the class. 2 Ask students to predict what things from the list they think they will see.

While you watch 3 Play the video for students to check their ideas from Exercise 2. 4 Give students time to read the sentences. Then play the first part of the video (to 02:31) and ask students to decide if the statements are true or false. 5 Give students time to read the sentences, then play the second part of

“Sante.” “To champagne.”

the video (02:31–05:01) for them to write the missing words. 6 Give students time to read the questions, then play the final part of the video (05:01 to the end) for them to write the answers.

Graduation day arrives. Ivor Spencer: David, you’ve come a long way. We appreciate it. Narrator: Everyone gets their certificates, even David. Afterwards, the students have a small party.

7 Students now match the quotes to the speakers.

Ivor Spencer: Good health everybody.

After you watch

Narrator: Before they came here, these young men and women drove buses, worked with computers, or worked in restaurants or shops. Now they are part of a very old English tradition. The Ivor Spencer School for Butler Administrators has done its job well!

8 Students work in pairs to role-play a conversation with David Marceau, according to the instructions. 9 Students work in groups to discuss the questions.

David Suter: I did it!

Unit 7 Work

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UNIT 7 REVIEW

UNIT 7 REVIEW

1 Complete the sentences with these across at through

4 through 5 at 6 opposite

2 Read the example with the class, and model the activity by choosing an object for them to guess, and describing where it is, as in the example. Then ask them to continue the activity in pairs, taking turns to describe where an object is and guess what it is.

Example: It’s on the left side of the room…

3 Complete the conversation with the present perfect or simple past form of the verbs. 1

you (work) A: How long here? 2 B: About three years. I (join) the newspaper when I left college. 3 A: So, you always (want) to be a journalist? 4 B: Not particularly. But when I (be) young, I wrote stories. A: What 5 you (study) at college? B: Spanish. A: 6 you ever (live) in Spain? B: No, but I 7 (spend) a summer in Argentina. A: Really? 8 you (travel) around a lot? B: Yes, I did. Especially in Patagonia.

have worked joined have wanted was did study Have lived spent Did travel

4 Prepare three questions for your partner starting with How long have you…? Then ask and answer your questions using since or for in your answers. I CAN describe location and movement using prepositions ask questions and talk about events and experiences in the past

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5 Ask students to discuss the photo in pairs. Elicit some ideas and reasons from the whole class.

8 Ask students to work in pairs to ask and answer the questions in Exercise 7, but giving answers that are true for them.

6 Ask students to complete the text with forms of make or do.

Speaking

Real life 7 Ask students to match the questions with the answers.

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opposite

the location of a classroom object and guessing what it is.

ANSWERS

Vocabulary

on

2 Working in pairs, take turns describing

3 Ask students to complete the questions with the correct form of the verbs in parentheses.

4 Ask students to prepare the questions individually, then work with a partner and take turns asking and answering their questions. They can change partners and do it again.

in

1 Walk the parking lot to the other side and the factory is there. 2 Can you pass me that book the shelf? 3 There’s lots of water the water cooler so help yourself. 4 Go those doors at the end and the photocopier is there. 5 The cafeteria is the top of the building on the fifth floor. 6 We sit each other in class.

ANSWERS

1 2 3 4 5 6 7 8

6 Complete the text with the correct form of make or do.

prepositions.

1 Ask students to complete the sentences with the prepositions in the box.

1 across 2 on 3 in

5 Work in pairs. Look at the photo of the balloon seller. Do you think he enjoys this job? Why?

Grammar

Grammar

Vocabulary

9 Ask students to think about the questions individually, then discuss their ideas with a partner.

Nguyen 1 does two jobs. During the day he sells balloons and in the evening he 2 makes money by working in a restaurant. He helps to 3 make food in the kitchen. He works long days but he is saving so he can complete his studies. If he 4 does well at college he can get a good job. I CAN talk about different jobs and work

Real life 7 Match these questions at a job interview (1–5) with the responses (a–e). 1 2 3 4 5

Do you have any weaknesses? b What are your main strengths? e Would you say you’re ambitious? a How well do you work with other people? c Do you have any questions for me? d

a b c d e

Yes, fairly. I get annoyed if other people aren’t working hard. Quite well. Yes, just one… I’m careful and like to get things right.

8 Working in pairs, take turns asking and answering the questions in Exercise 7. Respond with your own answers. I CAN ask interview questions answer questions about myself and my job

Speaking 9 Imagine your dream job. Think about these questions. ● ● ●

What would you like to do? Why? How many hours a week would you like to work? How much money would you want to earn?

Work in pairs. Tell your partner about your dream job.

Unit 8 Technology

Unit

8

Technology Warm-up Personal response Ask students what they think about science fiction, particularly that relating to space travel and robots. Ask: Have you read any good science fiction books or seen any science fiction movies or TV series? Which ones have you enjoyed? Do you think they have a realistic view of the future? What do you think the future will really be like? Students could discuss their ideas in pairs or small groups.

Robot an Robots and huma ans wor workin king g toge toge o ther Photo by Rob obert e Ma Markow witz and Bil wit Billl Staf ta fo ord, NASA

F E AT U R E S 94 Invention for the eyes An inventor finds a solution to make the whole world see better

96 Technology for explorers How technology is changing the world of exploration

98 Designs from nature What we can learn from the design of animals

102 Wind power

1 Ask students to look at the photo and say what they see. Then ask them to discuss the two questions as a class.

1 Look at the photo and the caption. How do you think robots and humans are going to “work together”? In what ways do robots already work with humans?

2 As a class, discuss these questions.

2 Have a class discussion on the three questions.

1 What everyday jobs does technology do for humans? 2 When does technology make mistakes? 3 The robot in the photo works in the International Space Station. What do you think it does?

SAMPLE ANSWERS

3 Which of these advantages are true for a robot, a human, or both? has new ideas never gets hungry or tired doesn’t get bored makes decisions

1 It solves math problems (calculator), it sends messages (email / cell phone), and it cooks dinner (microwave). 2 when the instructions given by humans are incorrect 3 It works on the International Space Station. It does simple repetitive jobs.

finds solutions and solves problems can’t make a mistake always follows instructions invents things

4 Working in groups, compare humans and technology. Think of two more advantages or disadvantages for each.

A video about how one American school is using this energy source

Unit 8 Technology

4 Ask students to continue their discussion about humans and technology in small groups, and find additional advantages and disadvantages for each like those in Exercise 3. SAMPLE ANSWERS

Technology is often faster than humans. Technology can break down. Humans require payment for work. Humans disagree and argue. Humans are more mobile than technology. Humans can be creative and innovative.

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Extra activity Ask students to talk about robots they have seen in the real world and those in movies (e.g., C-3PO and R2D2 in Star Wars or HAL in 2001: A Space Odyssey) and whether they think these robots are similar to those in real life.

3 Ask students to read through the comments in the box, then decide if they relate to humans, to robots, or to both. Then discuss their ideas as a class. SAMPLE ANSWERS

Human: has new ideas, makes decisions, invents things Robot: never gets hungry or tired, doesn’t get bored, always follows instructions Both: finds solutions and solves problems, can make a mistake

Unit 8 Technology

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8a

8a Invention for the eyes Speaking

See page 153 of the student book 1 Work in pairs. What problems did these famous inventions solve? Check your answers on page 153.

Invention for the eyes

Braille microwave oven

Warm-up

3

1 need glasses, but don’t have any 2 don’t require an optician 3 Africa, Asia, Eastern Europe

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wheel

35 This Tibetan T man is wearing a new type of glasses. Listen to a science program about them and answer the questions. 1 What is a problem for many people in the world? 2 How do the glasses solve this problem? 3 In which parts of the world do people now wear the glasses?

4 1

3 2

5

lens with silicone oil inside

The lens changes shape. The wearer turns the wheels on each side. The silicone oil moves into the lens. The pump pushes the silicone oil through the tube.

37 Now listen again to the second half of the program and mark the sentences true (T) or false (F). 1 Joshua had to do experimen nts with the glasses before they worked properly. T 2 The first man who used thee glasses made clothes. T 3 The glasses are expensive to o produce. F 4 Thirty thousand people willl have the glasses by 2020.

F

6 Does Joshua’s invention solve a bigger problem than the inventions on your list in Exerccise 2?

Grammar defining relative clauses 7 Look at the sentences (a–c) and answer the questions (1–2). a They live in parts of the wo orld where h there h aren’t ’ many opticians opticians. b There is a scientist who has found a solution to the problem. c Joshua Silver has invented glasses g which don’t need to be made by an optician. a: who, 1 Which word (where, who, orr which) do we use to talk b: where, c: which about (a) a person, (b) a pla ace, and (c) a thing? 2 In sentence a, the highlighteed part is called the defining relative clause. It gives g essential information to help people identify whicch person, place, or thing we are talking about. Underrline the defining relative clause in sentences b and c.

1 Ask students to discuss the inventions in pairs, then elicit ideas from the whole class. Ask students to think about how important each invention was and what impact it has had on our lives.

ANSWERS

tube

Listening

Speaking

3 Ask students to look at the picture and then read the three questions to focus their listening. Then play the audio, twice, if necessary. They can check their answers with a partner, then discuss the answers as a whole class.

pump with silicone oil inside

electric light bulb Post-it Note telescope

a problem and tell the class. Compare everyone’s inventions and decide which was the most important in human history.

Ask students to think about different sorts of glasses and contact lenses that people wear. Discuss what their purpose is and who needs them. If you have any students who wear glasses in the class, ask them to explain what sort of problems they have with their sight and what sort of glasses they wear. Ask: Do you wear glasses all the time, or do you just need them for certain things? (e.g., reading, driving) Do you have more than one pair of glasses? What sort of problems do you have because of wearing glasses? (e.g., difficulties playing sports)

Listening

36 Listen to the first half of the program again. Number the instructions in the correct order (1–4).

2 Think of one more invention that solved

Personal response

2 Ask all the students to think of another important invention. Brainstorm ideas and write them on the board. Ask each student to say why the invention they think of is important, before deciding which of their inventions is the most important in human history.

4

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4 Ask students to look at the diagram and read the instructions to focus their listening. Then play the first half of the program again. Elicit the answers in the correct order. 5 Ask students to read through the sentences to focus their listening. Then play the second part of the program for them to decide if the statements are true or false. Check the answers as a class and ask students to correct the false statements. 6 Ask students to discuss the invention as a class, and compare it with other inventions they have thought about. Ask

students to think about issues such as the impact this could have on people’s ability to earn a living (e.g., the example of the man who made clothes) or to carry out everyday activities safely, such as cooking or using tools. Extra activity Ask students who wear glasses (or contact lenses) to explain what it is like and how it affects their everyday life. Ask: What would your life be like if you couldn’t have glasses or contact lenses? Have you ever broken or lost your glasses? What was it like?

DEFINING RELATIVE CLAUSES The first person who used the new glasses g was a man in Ghana.

Lifestraw

Silver started an organization which is called the Center for Vision in the Developing p g World. The organization has worked in many places where over thirtyy thousand people p p now wear the glasses. g

Grammar

There are still over one billion people in the world 1 who need clean water. They live in regions 2 water supply. Now, some inventors 3 have developed Lifestraw. It’s an invention 4 while you drink. It doesn’t have any moving parts 5 so it lasts a long time, and it’s cheap to produce ($2 each). It’s also small and easy to carry to places 6 or other source of water.

You can use thatt instead of who or which (but not where). It’s less formal. Tim Berners Lee is the man that invented the World Wide Web. It’s the invention that’s changed the world. This is the room thatt where he invented it. For more information and practice, see page 163.

7 Ask students to read the three sentences and answer the questions individually, then compare answers with a partner. Elicit the answers from the class. Grammar note

8 Look at the grammar box and complete the sentences with who, which, that, or where. Underline the defining relative clause.

A common mistake in relative clauses is for students to repeat a pronoun with the relative pronoun, e.g., The first person who used the new glasses he was a man in Ghana. Check that students do not start making this mistake when they write their own sentences with relative clauses. In a defining relative clause, you can leave out the relative pronoun who, which, or that when it is the object of the relative clause (i.e., followed by a noun or a pronoun):

changed 1 Einstein was a scientist who the way we think. 2 The Hubble Telescope T in space can see places where no one has ever been. 3 Concorde was the first commercial airplane which flew at supersonic speed. 4 Silicon Valley V is a place where many technology companies are based. 5 In 1800, Alessandro Volta built a machine which was the first battery. 6 Hedy Lamarr was a famous actress who also co-invented a secret communication system.

9 In which sentences in Exercise 8 can you use that at the beginning of the relative clause?

1, 3, 5, 6 10 Complete the text on the right about another invention, Lifestraw. Use these phrases and a relative pronoun (who, which, or where). cleans the water need clean water there is a lake, river can break there is no safe specialize in solving problems like this

11 Think of a famous person, a famous invention, and a famous place or city. Write a sentence to define each one. Then swap sentences with your partner. Can he/she guess what they are? Example: It’s a thing that you put in your computer. It’s small but it has a large memory. (a USB flash drive)

Those are the cakes which she made this morning. Those are the cakes she made this morning.

Speaking 12 Work in groups. Invent a new kind of robot which helps people. Discuss these questions and draw a simple design for the robot with any important information on a large sheet of paper. ● ● ●

8 Read the information about defining relative clauses in the grammar box with students and make sure they understand how defining relative clauses work. Ask students to complete the sentences and underline the relative clauses individually, and then check their answers with a partner. Elicit the answers from the whole class.

What is the robot for (e.g., cleaning the house)? Who will use it (e.g., busy working people)? Where can you use it (e.g., around the office)?

13 Prepare and give a short presentation to the class about your new invention. Our new invention is a robot which … It’s for people who … You can use it in places where … Unit 8 Technology

11 Read the example to students and ask them to write their own three sentences. They should then swap sentences with a partner and decide what their partner’s famous things are. They can change partners and do it again.

Speaking 12 Ask students to work in groups of four to design their robot and work out what it is for, who will use it, and where it will be used.

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13 Ask the groups to present their robot to the class. Each group member should present a part of the information, so they need to plan who will do what. HOMEWORK Ask students to describe a piece of domestic electrical equipment, say what it looks like, what it does, who uses it, and where it is used in the house.

9 Ask students to look back at the sentences and the information in the grammar box, and decide which pronouns can be replaced with that. 10 Ask students to complete the text individually, then check with a partner. Elicit the answers as complete sentences. ANSWERS

2 3 4 5 6

where there is no safe who specialize in solving... which cleans the water which can break where there is a lake, river,

Unit 8 Technology

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8b

8b Technology for explorers Vocabulary the Internet

Technology for explorers

http://blogs.ngm.com/blog_central/wild/

1 Use these verbs to complete the comments about how people use the Internet. do download log on search subscribe upload write

NATIONAL GEOGRAPHIC

set up

1 I set up an account with a social networking site because it’s a good way to keep in touch with old friends. 2 Does anyone buy CDs anymore? I don’t. It’s much easier to music. download 3 I write a weekly blog about my family. 4 A lot of my friends do online gaming but I find it all a little boring. 5 When I need to find information quickly, the first thing I do is to search the Internet. 6 I to several daily podcasts. subscribe 7 My friends and family upload and share their photos all the time. 8 Online banking is so easy. You just log on with a password and your account details.

Warm-up Personal response Ask the class to look at the title of this section and to suggest what technology could be useful to explorers in different places (e.g., the Amazon, the Antarctic, the Sahara Desert).

Vocabulary

NGM B Blo o W ogWILD Kamchatka Projec P ct Posted by Jay Gifford | July 15, 5, 2:55 PM

2 Which of the sentences in Exercise 1 are true for

1 Ask students to complete the comments individually, then compare their answers with a partner. Elicit answers as complete sentences. Check that students are familiar with all the computerrelated words here, both those in the box and other words in the comments.

you? Change any sentences which are untrue or give more details. I write a blog but I don’t write about my family. I describe what my friends and I like doing.

WORDBUILDING verb prefixes Many prefixes can change or add new meaning to a verb. For example, the verb load can be download, d upload, d unload, d overload r d, reload.

Reading

Vocabulary note

3 Read the blog and answer the questions.

social networking site ⫽ sites where you can share photos or clips and keep in touch with friends

1 How does Jay Gifford use the Internet? 2 Why does he think modern technology is important for explorers?

4 Read the blog again. Which of these things does Jay write about on his social networking sites?

to download ⫽ to copy things from the Internet onto your computer

● ● ●

where he is ✓ what he is doing ✓ his plans for later

● ●

his recent news his opinions

to upload ⫽ to copy things onto the Internet a blog ⫽ a sort of online diary online gaming ⫽ playing games with other people on the Internet a podcast ⫽ a news broadcast online a password ⫽ a sequence of numbers and letters that allow you to enter a website

2 Ask students to work in pairs and discuss their computing habits by changing the sentences in Exercise 1 as appropriate. They should add another sentence to each item, giving more details about how they use that aspect of the Internet. Elicit ideas from the class and have a brief discussion about students’ habits. Read the information about verb prefixes in the Wordbuilding box. 96

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Elicit additional verbs from the class with these prefixes, e.g., undo, overdo, redo, underdone, underuse, overuse, reuse, upgrade, downgrade, etc.

Reading 3 Ask students to read the two questions to focus their reading then read the blog to find the information. Elicit answers from the whole class. ANSWERS

1 He writes about his trips and asks for advice. 2 They can find immediate help if there’s a problem and share their adventures.

4 Ask students to read the blog again and decide what things from the list Jay writes about.

Grammar 5 Ask students to read the sentences from the blog and answer the questions, then compare their answers with a partner. Elicit answers from the whole class and read the information and examples in the grammar box. Ask students to say which of the sentences (a–c) use the zero conditional (b and c) and which use the first conditional (a).

Grammar zero and first conditional

6 Look at the grammar box, then complete the conversation. Check your answers with your teacher. A: So, what are we going to take with us? B: Well, I don’t know what the weather’s going to be like. If it (need) all this waterproof clothing. rains, we 1 A: Yes, but if we take all that, there 2 (not / be) space for anything else. Anyway, when I go canoeing, I3 (always/ get) wet. Why are you packing that? (probably / get) lost. B: If we don’t have a map, we 4 A: Don’t worry. If I 5 (bring) my GPS, we’ll know exactly where we are at all times. What about food? B: I normally take cans and packages of food when I6 (go) on a trip like this. A: Good idea. If you carry the food in your canoe, (pack) both the tents in mine. I7 B: Maybe that’s not such a good idea. If something 8 (happen) to one of us, then the other person either won’t have any food or won’t have a tent. A: Well, that 9 (not / happen) if we’re careful.

5 Look at the sentences (a–c) and answer the questions (1–2). a If the weather is this good for the next few days, the expedition will go well. b Sites like Facebook and Twitter also help if we have a problem. c When explorers arrive in a new place, they log on to their social networking site. 1 Which sentences talk about things that are generally true? b, c 2 Which sentence talks about a possible future situation? a ZERO and FIRST CONDITIONAL zero conditional if/when + simple present, simple present When we have news, we text all our friends. We text all our friends if we have news. first conditional if + simple present, will (won’t) If I hear any news, I’ll text you. I’ll text you if I hear any news. For more information and practice, see page 163.

Extra activity Ask students to look back at the blog and find another conditional sentence. They should say what type of conditional sentence it is and whether it matches explanation 1 or 2 in Exercise 5 (i.e., generally true or possible future situation). Answer: If it is, it’ll hurt but it won’t kill you! (Explanation 2, future possible situation)

7 Pronunciation intonation in conditional sentences a

38 In conditional sentences, when the if/when clause is first, the intonation rises and then falls. Listen and repeat. If it rains, we’ll need this.

Grammar note

b Working in pairs, practice reading the conversation in

Note that in many contexts there is little difference between if and when when you use the zero conditional to talk about general truths:

Exercise 6. Pay attention to the rising and falling intonation where necessary.

Vocabulary and speaking 8 Work in groups. You are going to the mountains for two days.

If / When I go by car, it takes me 10 minutes.

The weather forecast is for sun on the first day and rain on the second. Because you are walking and camping, you don’t want to take too many items. You have tents, backpacks, and food. Choose five others to take from the list below. Explain your reasons for taking them. camera laptop flashlight

gas stove matches towel

GPS cell phone umbrella

But there is a difference between if and when when you use the first conditional to talk about future events:

hairdryer hat sunblock sunglasses video game player

If we take …, we won’t need … We’ll need … if it rains …

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If I see Jane, I will tell her.

(but I don’t know if I will see her)

When I see Jane, I will tell her.

(and I know that I will see her)

6 Ask students to complete the conversation individually, then compare answers with a partner. Elicit the answers as complete sentences. ANSWERS

7b Ask students to practice the dialogue in pairs, paying particular attention to the intonation of the conditional sentences.

Vocabulary and speaking 8 Read the information first with the class, and explain any language they don’t understand. Ask students to work in groups of four to discuss their expedition and choose five items. When they have agreed on what to take, ask each group for their list and discuss any differences with the whole class.

HOMEWORK Ask students to write a sequence of six first conditional sentences about what they will and won’t do over the coming weekend (e.g., If the weather is good, I will have a barbecue and invite some friends. If it rains, I will go to the movies.).

1 2 3 4 5 6 7 8 9

’ll need won’t be always get ’ll probably get bring go ’ll pack happens won’t happen

Pronunciation 7a Play the audio for students to listen to first. Then play the audio again and pause it for them to repeat chorally and individually.

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8c

8c Designs from nature

Designs from nature

Reading

Word focus have

1 Look at the photos at the top of page 99.

5 Look at two uses of have (a–b) when it is the main, not

How is the robot similar to the gecko?

auxiliary, verb. Then match have in the sentences (1–5) with the two uses.

2 Read the first two paragraphs of the article and answer these questions. 1 2 3 4

Warm-up Personal response

have /hæv/ a possessing or owning something (including physical appearance, ideas, illnesses, etc.) b doing or experiencing something

Why are geckos amazing? What are the scientists interested in? What is the problem with the robot? Why do people study nature?

1 It has four feet. a 2 It still has a more difficult time when it tries to walk upside down. b 3 When we have a problem, nature often has the answer. a 4 Most people have some V Velcro on an item of clothing. a 5 He had a closer look. b

3 Inventors and designers studied the

Ask students to talk about the patterns and colors that exist in certain living things in nature (e.g., animals, plants, birds, insects). Ask them to describe any interesting patterns they can think of and discuss what the purpose of them might be (e.g., camouflage in tigers and many fish, moths, and toads; courtship in the colorful breeding plumage of many birds).

plants and animals in photos 1-4 for the inventions (A–D) on page 99. Try matching each animal or plant to an invention, then check your answers by reading the rest of the article.

Speaking

Critical thinking supporting the main argument

6 Work in groups. Read the three pieces of information about different animals. Discuss how these animals could help humans. Which products in our life could they improve?

4 The main argument of this article is that animal design can improve technology. Which of these sentences support or restate the argument?

●

1 Scientists want to use the design of a gecko on their own robot. 2 Animals and plants can teach humans a lot about design and engineering. 3 Most humans have never seen a whale. 4 Mercedes Benz is producing a new car. 5 Engineers in Canada are studying whale flippers because they move so effectively through water.

Reading 1 Ask students to look at the photos and discuss the question as a class. ANSWER

●

●

2

1

Sp piders have a silk which h is very lightt but veery strong. It’s stroongerr th han man ny man-maade materials, includ ding steel. Th he abaloone is a typ pe of shellfish. Its shell is much stronger th han many typ pes of stone. Gllow worms have a cold light which is moree efficient than a light bulb.

3

4

The robot is shaped like the gecko, and it looks as if it can walk up a vertical wall like a gecko. It uses some sort of special material on its feet.

2 Ask students to read the questions to focus their reading, then read the first two paragraphs of article and answer the questions. They can compare answers with a partner before you elicit them from the class.

bo b box ox o xfis fish fish h

lot lo otu uss lea le f

humpba hum pback ck wha whale le

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ANSWERS

1 They can move quickly in all directions. 2 The design of the feet. 3 It can’t walk upside down. 4 Nature usually has solutions for human problems.

3 Ask students to try to match the animals and plants (1–4) at the bottom of page 98 with the inventions (A–D) at the bottom of page 99. They should look for similar characteristics to help them match. They then read the rest of the article to check their predictions.

98

ANSWERS

1 2 3 4

D A B C

Critical thinking 4 Check that students understand the main argument as explained in the instructions (i.e., that we can use characteristics that have evolved in animals and reproduce these in

man-made objects). Ask students to decide which sentences support the main argument. They should work individually. Elicit answers from the class, having them read aloud the correct sentences. Extra activity If students need more practice, divide them into pairs and have them come up with one more example of each use of have in Exercise 5.

bur

DESIGNS

Word focus

FROM

Nature

5 Read through the instructions and uses of have with the class. Ask students to match the sentences to the uses individually, then check with a partner.

When we have a problem, er er nature often has the answer

Speaking In a room at Stanford University, scientists are studying a small animal called a gecko. It’s an amazing animal because it can move very quickly up and down a tree and even upside down on ceilings. The scientists are particularly interested in the gecko’s feet. They want to use the same design on a metal robot that looks very similar to the gecko. It has four feet and can walk up walls made of glass or plastic, but it still has trouble walking upside down. Animals and plants can teach humans a lot about design and engineering. As a result, many engineers, scientists, and designers spend time studying them. When they have a problem, nature often has the answer. This science is called biomimetics. Bio means “living things” and mimeticss means “copying.” In other words, scientists—or biomimeticists— study animals and plants in order to copy their design. For example, engineers in Canada are studying whale flippers because they move so effectively through water. The engineers believe the shape can improve the movement of wind turbines. Similarly, engineers at Mercedes Benz in Germany are using the shape of the box fish in one of their new cars because it makes the car faster and more fuel efficient.

A

B

C

6 Ask students to work in groups of four to discuss how these different animals could help people and which products they might help to improve. Then have the groups report their ideas back to the class, and discuss them as a class.

Velcro is probably the most famous example of biomimetics. Most people have some Velcro on an item of clothing. It was invented by the Swiss engineer George de Mestral in 1948. He was walking in the countryside when he pulled a burr off his pants. He noticed how well the burr stuck to his clothes so he studied its design. The result was Velcro, which became an affordable alternative to the traditional zipper. In 1982, inventor Wilhelm Bartlott got a great idea studying the leaf of a lotus plant. He noticed that water always ran off the leaf. When he had a closer look, he discovered how it worked. Bartlott copied the leaf ’s special surface and now you can find it in specialized paint products that don’t allow water and dirt to stick.

SAMPLE ANSWERS

Spiders: could help us to develop new, stronger fibers, e.g., for cables and wires to use in construction of bridges and buildings, or for textiles to use in clothing. Abalone shell: could help us to develop stronger building materials, e.g., concrete for building. Glow worms: could help us to develop new forms of lighting, e.g., street lighting, flashlights and household lamps, light bulbs, etc.

In conclusion, biomimetics not only has helped to design our world but promises many more possibilities. Unfortunately, they might take a long time to develop. This isn’t really surprising: it took nature millions of years to design its animals and plants.

flipper (n) /ˈflɪpər/ the flat arm or leg of a sea animal, used for swimming burr (n) /bɜr/ a seed from a plant zipper (n) /ˈzɪpər/ two rows of metal teeth-like parts which come together to close something (like a coat)

D

HOMEWORK Ask students to

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write about an animal feature that could be used to help with the design of some material or object. It can be one of the animals mentioned in Exercise 6 or something completely new.

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8d

8d Gadgets

Gadgets

Head Light

Warm-up Personal response Having made sure that students understand what a gadget is, ask them what their favorite gadget is at home. Ask them to describe it and say what they use it for.

●

YYou can 1 push th thee light forward and nd bac backwa kwards d.

●

2

●

3

Turn it on and choose three types of lig ghti hting ng (no (norma r l / long distance / emergency red).

4 ●

5 6

Press send Plug

the button on the side to an emergency whistle signal. it into a laptop and

recharge its batteries for up

to 160 hoours.

Vocabulary 1 Ask students to look at the photos and answer the questions in pairs, then discuss this as a class.

Vocabulary technology verbs SAMPLE ANSWER

1 Look at the photo of the headlight in the ad above. What is it used for? Would you find it useful?

It is a headlamp that fits on your head, and it can be used when you work in a dark place (e.g., a cellar, a loft, or outside at night) and you need to have your hands free in order to carry things, climb, or do anything else.

with these verbs. plug

4 Ask students to look at the instructions for the headlamp in Exercise 2 again and mark the features they hear discussed. They can then check their answers with a partner. 100

40 Listen and list the features in Exercise 2 that you hear.

push

recharge

send

turn on

5

40 Listen again and mark the questions in the box that you hear. ASKING HOW SOMETHING WORKS

39 A word ending with a consonant sound links to the next word if it starts with a vowel sound. Listen, then practice saying these instructions. 1 Turniton. 2 Plugitinto a laptop. 3 Rechargeitovernight.

4 Sendanemail. 5 Clickon the link.

home or at work and make sentences using the verbs in Exercises 2 and 3a. Pay attention to linking where necessary. I switchon my cellin the morning and rechargeitovernight.

✓ ✓

Where do I turn it on? How did you do that? What happens if I press this button? What is this for? How long does the battery last? Why do you need to do that? How do you make it turn on / record?

✓

✓

6 Working in pairs, take turns asking and

b Working in pairs, name more items you often use at

Pronunciation

Real life

press

3 Pronunciation linking

2 Ensure students know the meanings of the words in the box and in the text. They should complete the instructions individually and then compare answers with a partner. Elicit the answers as complete sentences.

3b Ask students to think of items and make sentences in pairs. Circulate and monitor their grammar and pronunciation.

4

2 Complete the list of features (1–6) for the headlight

a

3a Read through the description of how linking works with the class. Ask students to look at the list of phrases, and imagine how they sound. Play the audio and let them listen. Then play it again and pause after each phrase so that they can repeat it chorally and individually.

Real life asking how something works

explaining how something works. Use these objects or gadgets in your bag or in the school. a cell phone an MP3 player an interactive whiteboard a vending machine

a CD player a computer a DVD player

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ANSWER

Three types of lighting, emergency whistle, recharging with a laptop

5 Read through the questions first to focus students’ listening. Then play the audio while they mark the questions mentioned. Elicit which questions they heard.

6 Ask students to choose items from the box, or other gadgets around them, and explain how they work to their partner. HOMEWORK Ask students to write a description of a gadget they have at home.

8e

8e An argument for technology Writing a paragraph

3 Writing skill supporting sentences

An argument for technology

The first sentence in the paragraph about LED lighting is the topic sentence. It gives a general introduction to the main idea of the paragraph. Afterwards, all the other sentences support this main idea. Which of these sentences (1–8) are topic sentences (T) and which are supporting sentences (S)?

1 Read the paragraph. Where do you think it comes from? Choose the correct option (1–3). 1 an instruction manual 2 a report on energy in the workplace 3 a message to a colleague at work

1 The Internet has completely changed our lives. 2 T Take, for example, how many books and articles you can read online. S 3 For example, closed circuit television (CCTV) is on our streets and in public places. S 4 T Technology can provide security in many different ways. T 5 In other words, all your personal information can be put onto one identity card. S 6 First, Russia put the first satellite in space in 1957. Now there are thousands in space. S 7 Over the last fifty years, there have been many great achievements in space travel. T 8 Also, robots have now landed and traveled on Mars. S

T

Warm-up Personal response Ask students to tell the class what they find positive and what they find negative about technology, and give reasons for their ideas.

Writing 1 Ask students to read the three options, then read the paragraph and decide where it is from. Elicit ideas and discuss the answer.

4 Read these notes about GPS technology and write a paragraph using the notes and connecting words from Exercise 2.

LED light LE htting iss a more effectivve form of modern n li lighting g te echn c ology gy. First Firs rst, LED D li lights la ast long ngerr than normal lightss. For example mple, a normal liight ght bulb las lasts abo out 5,000 , hou urs. LED D lig li ght bulbs bs las ast 100,000 hours. Also Al o, LE ED light bul bu ulbs chang nge 80 percent of electr ctricity ty into lig ght ht. Norma al bulb ulbs only chang nge 20 0 percentt. In other oth ther words words, s, LED ligh ights ts use le ess electriciity to pro ro oduc d e more li light ght. On O the he other hand d, d, one diissad advantage is that LED lights are e more expensive ve e th t an normal lights. However How r, they don’t have e to to be changed every ye yearr and they use less energy gy.. As A a result result,, the theyy ar are cheaper.

Mainn arguument: GPS is a good idea for anyoonee whho trravelss a loot

prepare to write a paragraph about why it is useful. Write your paragraph with three supporting ideas.

Look back at the highlighted connecting words in the paragraph in Exercise 1. Match them with their uses (1–6). to introduce a result: As a result to introduce an example: For example first to sequence ideas and sentences: to say the same thing in a different f way:

cell phones email

Writing skill

wireless technology music downloads

6 Use these questions to check your paragraph.

In other words

●

5 to introduce contrasting information: However,

On the other hand 6 to add supporting information:

2 Ask students to match the words to their uses individually, then compare answers with a partner. Elicit the answers with the phrases given by asking students to read the use, then the words from the passage.

5 Choose one of these types of technology and

2 Writing skill connecting words

1 2 3 4

Writing skill

Suppportinng ideas: 1 GPS maps are alwways up-toto-d datte and d acccurate te 2 moore exxpensive thaan a norma mal mapp but safer fer to use when drivingg 3 savves tim me (and mooney on ga gas)

● ●

Also

Have you used a topic sentence? Have you used three supporting sentences? Have you used connecting words? Unit 8 Technology

SAMPLE ANSWER

GPS is a good idea for anyone who travels a lot. First, GPS maps are always up-todate and accurate. Also, they are safer to use when driving. On the other hand, one disadvantage is that GPS is more expensive than a normal map. However, it saves time. For example, you will drive directly to your destination without spending time getting lost and trying to find your way. As a result, you will also spend less money on gas.

5 Explain to students that they should first make a plan of their paragraph, like the one in Exercise 4, with one main idea expressed in a topic sentence and

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three supporting ideas. They may need research time, so it could be given as a homework activity. 6 Ask students to use the checklist to go through the first draft of their paragraph and make any necessary changes.

3 Read the information with the class and make sure students understand what a topic sentence is (they can look back to the opening sentence of the paragraph in Exercise 1 as an example). Ask them to categorize the sentences individually, then compare answers with a partner. 4 Ask students to write the paragraph individually, then exchange it with a partner so both students can check each other’s writing.

Extra activity Ask students to work in pairs and exchange their paragraphs to examine the structure, as well as language and ideas, and then provide feedback to their partner.

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8f

8f Wind power

Video

Video

Wind power Videoscript Narrator: Around the town of Spirit Lake, Iowa, the land is very flat, and the wind blows across it a lot of the time. It’s not easy to live with, but one school district here is using this wind in order to get an advantage. In Spirit Lake, they’ve built two wind turbines right next to their schools. These turbines are helping the schools to save energy—and money. Jim Tirevold: The little turbine, since it’s been paid off, has saved the district $81,530. Narrator: The Spirit Lake school district built its first wind turbine in 1993. This was the first turbine used to power a school in this part of the US. Since then, the school has constructed a second turbine. Together, the two turbines could save the district $140,000 a year in energy costs. This amount of money is very impressive, but it’s even more impressive if it’s explained in a different way. Tim Grieves: Well, it will mean anywhere from two to three teachers, which is very important at a time right now. Narrator: From the inside, it’s clear just how big the turbines really are. Jim Tirevold: This turbine stands 180 feet to the hub height. Narrator: The turbine is held in place by steel rods that go 25 feet down into a solid foundation. Interviewer: What type of a wind could this withstand? Jim Tirevold: It’s rated to stand up to 130-mile-an-hour winds. Narrator: The strength of the turbines is especially important in a place where tornadoes can—and do—occur. In extremely strong winds, the huge blades of the wind turbines simply shut down, or stop working. The turbines are also very efficient at using the wind. They’ll produce energy in winds of just eight miles an hour. 102

The he pe peop opl p e of Spir p it LLak ak ake are re usi using us ng g tthe h po power ow wer err off tth the h wiind nd to to en ens nsure urr a bet etter ter err fu utu ture tur ure fo orr eve everyo everyo r one. ry ne ne ne. 102

The smaller turbine sends its power directly to the school itself. The larger turbine sends its power to the local electrical grid. There it can be used by the power company. This little school district is able to sell the extra energy that the turbines produce. The schools aren’t the only ones that are making money in the energy business. In the countryside south of the Spirit Lake schools, more turbines stand near the big silos on the local farms. In this area, 65 farmers have recently allowed energy companies to build wind turbines right next to their fields. Now, farmers can make money from the wind, just as

they do from selling their crops. Farmer Charles Goodman thinks he’ll make an extra $6,000 a year from the three turbines on his farm. Interviewer: So when you see the wind kicking pretty good like it is, that’s money in your pocket, right? Charles Goodman: I smile all the time when the wind’s blowing like this. Narrator: This piece of the Iowa countryside is just 27 miles long, but it now has 257 wind turbines. These turbines provide enough energy to power a city like Des Moines. That’s 71,000 homes!

Before you watch

After you watch

1 Work in groups. Look at the photo and discuss the

5 Roleplay a conversation between a

questions.

salesperson and a principal

1 Where are the children in the picture? 2 What technology can you see? What is it for? 3 How will the children benefit from this technology?

Student A: You are a wind turbine salesperson. You are going to visit a school to explain the benefits of wind turbines. Write notes about three or four benefits.

The turbines are also providing more than just power. In Spirit Lake, wind power is used for teaching as well.

Student B: You are the principal of a school. You are interested in wind turbines but are not sure whether to build one for your school. Prepare to ask the salesperson about:

Physics teacher Jan Bolluyt can’t imagine why schools wouldn’t use wind power.

Work in pairs.

While you watch 2 Watch the video and check your answers from Exercise 1.

3 Watch the video again and answer the questions. 1 How much money could the wind turbines save the school district in energy costs?

● ●

Jan Bolluyt: When I talk about force, and energy and electricity, they see that we’re producing it right here.

three or four disadvantages of wind turbines the benefits of wind turbines

Act out the conversation. Then change roles and repeat the conversation.

2 How would the district spend the money? 3 Why is it very important that the turbines in Spirit Lake can withstand strong winds?

6 Jan Bolluyt says: “So, you know, it’s not just a

Narrator: The teachers here encourage students to keep detailed records. They write down the amounts of fossil fuels, such as coal, that are no longer needed for energy for the school.

small thing.” What is he referring to? Do you agree with him?

4 What does the school district do with the energy from the larger turbine?

7 Work in pairs. Discuss these questions.

5 Why are farmers happy when the wind blows? 6 What do teachers encourage students to do?

4 Watch the video again. Complete the phrases with

1 What types of alternative energy are used in your country? 2 What are the advantages and disadvantages of alternative energy compared to fossil fuels? 3 Where do you think we will get our energy in the future?

Jan Bolluyt: We’re talking tons of carbon dioxide. We’re talking tons of sulfur dioxide. We’re talking hundreds of trees. So, you know, it’s not just a small thing.

the correct number. 6,000

71,000

81,530

130

257

180

2

1 The number of wind turbines in Spirit Lake:

2 2 The amount of money the smaller turbine has saved the district: $ 81,530 3 The height of a wind turbine: 180 feet 4 The strength of winds the wind turbines can withstand: 130 mph 5 The amount of money Charles Goodman will make in a year from his wind turbines: $ 6,000 6 The number of wind turbines in this piece of the Iowa countryside: 257 7 The number of homes in the town of Des Moines: 71,000

blade (n) /bleɪd/ the long, narrow part that makes a propeller turn when the wind hits it blow (v) /bloʊ/ the wind does this when it moves crop (n) /krɑp/ plants that farmers grow and harvest encourage (v) /ɪnˈkʌrɪʤ/ get someone to do something ensure (v) /enˈʃʊr/ guarantee flat (adj) /flæt/ without hills or mountains fossil fuel (n) /ˈfɑsəl ˌfjuəl/ gas, oil, or coal foundation (n) /faʊnˈdeɪʃən/ a solid base under the ground that a structure sits on grid (n) /grɪd/ a system of cables for distributing electricity impressive (adj) /ɪmˈpresɪv/ causing a feeling of admiration pay off (v) /ˈpeɪ ˈɔf/ finish paying for something power (n) /ˈpaʊər/ electricity, energy power (v) /ˈpaʊər/ send electricity to rod (n) /rɑd/ a long, round piece of metal or wood save (v) /seɪv/ use less money silo (n) /ˈsaɪloʊ/ a place where farmers put their crops after they harvest them steel (n) /stil/ a type of metal turbine (n) /ˈtɜrbən/ a type of machine that produces energy from a moving propeller withstand (v) /wɪðˈstænd/ resist

Unit 8 Technology

Narrator: In this part of Iowa, people are using wind power to earn money and to learn about saving the environment. The people of Spirit Lake are using the power of the wind to ensure a better future for everyone!

Before you watch 1 Students work in groups. Ask them to look at the photo and discuss the questions. Elicit ideas from the class.

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While you watch 2 Play the video for students to check their ideas from Exercise 1.

ANSWERS

1 2 3 4

$140,000 per year in energy costs 2 to 3 teachers There are often tornadoes in Iowa. Sends it to the energy grid, sells it to others. 5 They make money from wind, just like from crops. 6 Keep detailed records, write down amounts of fossil fuels that are no longer needed for the school.

After you watch 5 Students work in pairs to role-play a conversation between a salesperson and a principal, according to the instructions. 6 Elicit ideas from the class about what the quote means, and whether they agree with it. 7 Students work in pairs to discuss the questions.

ANSWERSS

1 on a playground 2 a wind turbine; to get energy from the wind 3 They will get free energy for their school.

3 Give students time to read the questions, then play the video again for them to write the answers.

4 Give students time to read the sentences, then play the video again for them to write in the numbers.

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UNIT 8 REVIEW

UNIT 8 REVIEW

Grammar

Grammar

5 Complete the questions with words from Exercise 4

1 Use the words to make sentences with relative clauses. 1 Galileo / a man / changed science Galileo is a man who changed science. 2 camping / an activity / I enjoy doing 3 The GPS / a gadget / tells you where you are 4 my parents / the people / love me most 5 the thing / I hate about TV / the ads 6 the Space Shuttle / the first spacecraft / travel from and to Earth

1 Ask students to use the prompts to write sentences with a relative clause. ANSWERS 2 Camping is an activity which/that I enjoy doing. 3 The GPS is a gadget which/that tells you where you are. 4 My parents are the people who/that love me most. 5 The thing which/that I hate about TV is the ads.

partner why.

2 Ask students how they would complete these two sentences individually, then work in pairs to discuss their answers.

(‘ll) or won’t where necessary. not call

1 2 3 4 5

1 press 2 will work 3 love 4 doesn’t call 5 won’t go

not go

love

press

work

When you this button, the TV comes on. If you put new batteries in, it again. to go to the beach. When it’s sunny, we If he , then we’ll go without him. I hiking without you.

I CAN describe people, places, and things with extra information talk about situations that are generally true and possible in the future

Vocabulary

104

plug turn

into

around

on (x2) up (x2)

4 Match the verbs (1–5) with the nouns (a–e). 1 2 3 4 5

make find d solve a make e have c

Real life 1 2 3 4 5 6

turn / it / where / do / I / on? you / did / that? / do / how if / I / happens / button? / press / this / what the / battery / long / how / does / last? that? / why / do / do / I / to / need record? / how / it / do / you / make

8 Match these responses (a–e) with the questions in Exercise 7. One response answers two questions. a b c d e

So you don’t lose any data. Eight hours. 4 There. 1 By pressing this. 6, 2 You turn it off. 3

5

I CAN talk about using technology explain and ask how something works

Vocabulary a b c d e

a problem a decision an idea a solution mistakes

Speaking 9 Work in pairs. Explain to your partner how to use a DVD.

104

Real life 7 Have students make questions using the words provided. Remind them to use correct capitalization. Then check answers as a class. ANSWERS

6 Ask students to complete the sentences with two words, one from each box. They should be words that go together to form a phrasal verb.

log set

questions for asking how something works.

3 Complete the sentences with these verbs. Use will

ANSWERS

1 idea 2 make 3 make 4 problem, find

complete the sentences.

7 Put these words in the correct order to make

1 Someone who changed my life was… 2 Something which improved my life was…

3 Ask students to complete the sentences using the verbs in the box, with a form of will if necessary.

ANSWERS

6 Match two words (one from each box) and

1 I want to log on but I’ve forgotten my password. 2 How do you set up an online account? 3 Plug it into the wall socket. 4 For maximum volume, turn the dial up to number 10. 5 You usually push it to go faster. around 6 Click on the icon to open the program.

2 Complete these sentences for you. Then tell your

5 Ask students to complete the questions with words from Exercise 4. Then have them work with a partner to discuss their answers.

you’ve ever had? 1 What’s the best 2 What decisions do you in your daily life or at work? How important are they? 3 What’s the most common mistake you in English? 4 Do you like to solve a on your own or a solution with others? Why?

click push

6 The Space Shuttle is the first spacecraft that traveled from and to Earth.

4 Ask students to look at the list and pair the verbs and nouns that are the best match. Point out that some verbs match with more than one noun, but others will only pair with one. They should therefore look through the whole list first and decide on the pairs before they write them down. Note also that make appears twice and matches with two items.

and discuss them with your partner.

1 2 3 4 5 6

Where do I turn it on? How did you do that? What happens if I press this button? How long does the battery last? Why do I need to do that? How do you make it record?

8 Have students match the responses provided with the questions in Exercise 7. Point out that one response goes with two questions. If time allows, have students practice the exchanges in pairs.

Speaking 9 Ask students to get into pairs. One of them should explain how to use a DVD and the other should ask questions for clarification. They can then swap roles so the other student gives the explanation.

Unit 9 Language and learning

Unit

9

Language and learning Warm-up Personal response Ask the class what languages they have learned and in what situations. Ask what they have found easy and difficult about learning different languages, and why that might be, e.g., have they learned any languages which use a different alphabet or system of writing, or does their first language use a different alphabet from English?

Learning Photo by Cary Wolinsky

F E AT U R E S 106 Ways of learning How China is relearning an old and famous tradition

108 The history of writing It’s five thousand years old, but writing is much younger than speaking

110 Saving languages A new National Geographic project is trying to save dying languages

114 Disappearing voices A video about a project to save one of India’s dying languages

1 Look at the photo. Answer the questions. What country do you think this classroom is in? Japan What are the pupils learning? How to write Japanese characters

1 Following the warm-up discussion, ask the class to look at the photos and discuss the questions together.

2 What do you know about language? Mark the statements true (T) or false (F). 1 Homophones are words with the same sound but different meanings. T 2 All languages have 26 characters. F 3 Languages often borrow words from each other. T

Background note

3 Read about the English language. Answer the questions. Then compare with your partner. 1 How many of the facts are true for your first language? 2 Rewrite the other facts so that they are also true.

The ●

●

●

English language:

has 26 letters. is an official language in 53 countries. borrowed words from other languages in the past, including German, French, and Latin.

●

●

has different varieties, including American English, British ritish English, and Australian English. ish normally uses this word order in a sentence: subject + verb + object.

Unit 9 Language and learning

to their first language, then tell the rest of the class. Depending on the make-up of the class, you could ask additional follow-up questions, e.g., Are there any other ways in which your language is similar to English? Are there any other ways in which your language is different from English? Have any words from your language been borrowed by English?

105

Japanese characters are ideographs, and are known as kanji. They are based on Chinese characters, which came into Japan from the 4th century AD onwards. Despite what is widely thought, only a very few kanji are pictograms (i.e., a visual representation of the meaning). Kanji are used for most nouns and personal names, and the stems of most verbs and adjectives; endings are written in a different system. Children at school work with a core of just under 2,000 different kanji which give basic literacy.

Extra activity Ask students to tell a partner about how difficult or easy it was for them to learn their mother tongue. Write the following questions on the board: What things were particularly difficult? How did you learn it? What were your school classes like?

2 Ask students to read the three questions and answer them in pairs. Elicit the answers from the whole class. 3 Read through the facts with the class. If you have a monolingual first language class, they can discuss the answers to the questions as a class. If you are teaching a multilingual first language class, then ask students to answer the questions in relation

Unit 9 Language and learning

105

9a

9a Ways of learning Vocabulary education

Ways of learning

2 Pronunciation stress in two-syllable words 41 Listen to the stressed syllables in these words, and note the difference between the nouns and verbs. Listen again and repeat.

1 Match each word in the pair with its correct definition (a or b). 1 class / subject a a period of time when people learn something with a teacher class b a topic you learn about in school (art, mathematics, geography) subject 2 discipline / rules a instructions that say what you must or must not do rules b the ability to makes oneself or others stick to instructions or a goal discipline 3 enroll / apply a to join and pay for a course enroll b to fill in a form to ask to join a course or to get a new job apply 4 teach / instruct a to tell someone to do something instruct b to help people learn a new subject or skill by explaining or demonstrating it teach 5 qualification / skill a an ability or something you do well skill b a measurable requirement, such as degree or years of experience, that is necessary for a job qualification

Warm-up Personal response Ask the class to talk about the way that they study and how they think they learn best. Ask them to give examples from their school, college, or other studies.

Vocabulary 1 Ask students to look at the pairs of words and match each word in the pair to the correct definition. They can then compare their answers with a partner. Elicit the answers from the class as complete sentences. Discuss any of the words that they are unclear about.

1 lesson (n) 4 instruct (v) 2 enroll (v) 5 apply (v) 3 subject (n) The nouns have the stress on the

first syllable, and the verbs have the stress on the second syllable. 3 Work in pairs. Discuss the questions. 1 What was your favorite subject in school? Why? 2 W Was there a lot of discipline in your school? Were there many rules? 3 What skills did you learn? 4 What do you think is the best way to get new knowledge or skills?

Listening 4

42 Listen to a radio documentary about learning Kung Fu in China. Match the parts of the documentary (1–3) with the topics (a–c). a Life at a Kung Fu school 3 b The history of the Shaolin Temple T and Kung Fu 1 c Shaolin and Kung Fu in modern China 2

Pronunciation 2 Ask students to read through the words silently to themselves and think about where the stress is. Play the audio and have them listen, then play it again for them to mark the stress. Elicit the answers orally from the class. Ask if they can see a different pattern in the nouns and the verbs.

temple (n) /ˈtempəl/ religious building punch (v) /pʌnʧ/ hit with fist brand (n) /brænd/ symbol of a product demonstration (n) /ˌdemənˈstreɪʃən/ showing how to do something kickboxer (n) /ˈkɪkˌbɑksər/ person who practices the sport in which competitors hit and kick each other

Pronunciation note In English, most two-syllable nouns have the stress on the first syllable and most two-syllable verbs have the stress on the second syllable. Some words have a verb form and a noun form that are spelled the same, but stressed differently, e.g., present (verb) and present (noun); conflict (verb) and conflict (noun). There are exceptions to this rule, but it is a useful guide to follow.

3 Ask students to work in pairs to ask and answer the questions and discuss their experiences. Remind students of the use of have to and be allowed to for question 2. Encourage students to ask follow-up questions on these topics (e.g., Which subjects didn’t you like? Which were your best teachers?). Elicit some comments from the whole class. 106

106

Listening 4 Read aloud the words in the glossary so that students will recognize them on the audio. Ask students to read the three

topics to focus their listening, then play the audio and ask them to match the topics with the three sections. Check that students understand the key words on the audio.

Background note Kung Fu is a term that in Chinese is used for any kind of skill which has been gained after long, hard practice. There are many types of physical combat. In the past they almost all had to do with using weapons such as staves (wooden sticks) or swords. In modern times the focus has been more on the use of hands. The types are divided into internal,

focusing on controlling the qi—the central spirit—through breathing and controlled movements; and the external, focusing on the physical ability to do fast, powerful kicks, high jumps, and rapid movement in general. Kung Fu has been popularized throughout the world by the films of Bruce Lee in the 1970s and many TV series and movies since then.

5

8 Complete the article about adult education with

42 Listen to the documentary again. Choose the correct options.

the passive voice.

1 Many people in China learn about Kung Fu for the first time from watching movies and TV / at the Shaolin Temple. 2 Students have learned Kung Fu at the temple since the fifth / fifteenth century. 3 Shaolin only teaches Kung Fu / has different businesses. 4 In the city of Dengfeng, there are 50,000 schools / students of Kung Fu. 5 All the students / Not all the students are at the school because they want to be there. 6 There is a lot off discipline / free time in the school.

Nowadays, more and more adults 1 are enrolled (enroll) in courses. Some of them 2 are sent (send) by their employers to acquire new skills. Others want a change of career, so new qualifications 3 are needed (need). For many adults, learning 4 isn’t seen (not / see) as something only for school children. Studying a subject can be fun and a good way to socialize. And these days, many courses 5 aren’t taken (not / take) in a face-to-face class. Many adults are studying more by distance, or online ine, learning. Books 6 are sent (ssend nd d) to their home. Course material al 7 is emailed (email) byy th the heir ir online tutor. In some cours urses, s s, 8 are taught the lessons (teach) by videoconferen ren nce. Clearly, educattion on do doesn esn’t h e to hav to stop stop when you yo leave lea ve sch school oool!

6 Complete the speech bubbles with your views about learning Kung Fu in China. Then compare them with the class. One thing that surprised me was … I would / wouldn’t like to learn something this way because … This new interest in Kung Fu probably will / won’t last a long time because …

martial art 5 various kinds of fighting and self-defense that have a set of rules and traditions a generation 5 a group of people born around the same time for hours on end 5 for a very long time

5 Ask students to read through the sentences and predict what they think the correct option might be. Play the audio again for them to choose the correct answer. They can compare with a partner. If necessary, play it again. Then elicit the answers as complete sentences.

9 Look at the sentences. Delete by + agent where you don’t need it.

7 Look at the sentences (a–b) and answer the

1 Degrees are normally taught by lecturers for three years. 2 Many degrees are now taught by lecturers working from home. 3 The ancient language of Latin isn’t studied much by students anymore. 4 Latin isn’t known by many people under the age of seventy anymore. 5 Paris is visited by twenty-seven million tourists a year. 6 In my country, English is spoken by nearly everyone under the age of thirty. y

questions (1–3). a Teachers teach Kung Fu in many schools. b Kung Fu is taught in many schools. 1 In sentence a, what is the object of the sentence? Who does the action? Kung Fu, teachers 2 In sentence b, what is the subject of the sentence? Does it say who does the action? Kung Fu, no 3 Look at the grammar box. Then underline all the verbs in the passive voice in the audioscript on page 173. PRESENT PASSIVE VOICE: BY + AGENT

6 Ask students to work in pairs and use the cues to discuss their views about Kung Fu in China.

Grammar 7 Ask students to read the sentences and answer the questions, then share their ideas with a partner. Elicit the answers from the whole class. Discuss the information in the grammar box with students, then ask them to underline the passive verbs in the script. Check the answers as a class and make sure that the students can recognize the passive forms.

Speaking 10 Work in groups. Discuss these questions.

We form the passive with the verb to be + past participle: Kung Fu is / isn’t taught... Students are / aren’t enrolled in courses. We often use the passive when who or what does the action is not important or is unknown. If necessary, we say who does the action using by: by hundreds of tourists. For more information and practice, see page 164.

1 In your country, is adult education seen as normal or something new? 2 Are employees in your workplace sent to training courses? What kinds of courses do they take? How are they paid for? 3 Are you enrolled in any other courses now? 4 In your country, are many courses taught online these days? Who are these courses offered by? Have you ever studied online? How did it compare to learning in a traditional classroom? Unit 9 Language and learning

8 Ask students to complete the text individually, then check with a partner. Elicit the answers as complete sentences and check that students understand all the ideas in the text. 9 Ask students to read the sentences and delete by 1 agent where it is not needed. They can then check their answers with a partner. Elicit the answers as complete sentences.

Kung Fu 5 Chinese martial art

Adult education

Grammar present passive voice: by y + agent

subject verb object ACTIVE SENTENCE: Hundreds of tourists visit the temple. subject verb PASSIVE SENTENCE: The temple is visited by hundreds of tourists.

Vocabulary note

107

Speaking 10 Ask students to work in groups of four to discuss the questions. Then you can broaden the discussion to the whole class. HOMEWORK Ask students to write 100–150 words about adult education, either in their country or in general, using the simple present passive where possible.

Grammar note The purpose of the passive is to focus on the action rather than the person or people doing the action. Point out that if we want to mention the person, we put them at the end, after by, e.g., Active: Rodrigo broke the window. Passive: The window was broken by Rodrigo. However, if the person is just a pronoun, we do not include it: Active: They make chocolates in that factory. Passive: Chocolates are made in that factory. We do not add by them at the end.

Unit 9 Language and learning

107

9b

9b The history of writing

The history of writing

questions (1–3). a The symbols were made with clay. b The typewriter’s keyboard is still used on computer keyboards today. 1 Which form do the sentences use: active voice or passive voice? 2 Which sentence is about the present and which the past? 3 How do you form the past passive voice?

2 Read the article and find words or phrases that describe: 1 different f forms of writing (like cuneiform) 2 what people have written with (like stone or clay) 3 the reasons for writing (like counting things)

PAST PASSIVE VOICE We form the past passive using was/were + past participle: The first computer was invented d in the early twentieth century. Computers weren’t used d by many people until later in the century. When was the first computer invented? / Were computers invented d then? For more information and practice, see page 165.

The histtorry off 3000 BC Nowadays, 85 percent of the world’s population communicates by writing, but 5,000 years ago people only communicated by speaking. When words were written on a piece of stone for the first time, the world changed forever.

Reading 1 Ask students to work in pairs to discuss the differences between speaking and writing. Elicit ideas from the whole class. If necessary, suggest some more ideas to get the class started, e.g., writing leaves a record behind, speaking usually doesn’t; writing often needs more thought than speaking, because you have to think about spelling and grammar.

2000

M so Me sopota potaam po miiann cunneeiifo form rm m

Eggyp y titian an hie iero roogl glyp yypphs

(320 (32 (320 200 BC C to o AD D 75)

(320 32000 BC 320 C to o AD 3994) 4)

Cun Cun Cune Cu uneifo u ifor form for m waass u used d by sp peeak eake aake kers rs of fifteen teeen diff d diffe iff fferen rent entt lan a guag an gua g gu uag agees for three rree ttho hoousa usan usan an nd yeaarss.. Th year ye years. hee symbols ym ymbo mbools were er mad made m adee wit with ith cclay. ayy. y

The hee Egy Eg Egyp gyp yp y tian tia s made maade de these heeesee sig hes signs, gns, whic wh w hich yyou caan st still tilllll see see ee ttoda odaay, y, on on th the wal wa wall alllls lls ooff pyr pyy amid am mid ds.. They hey rep he repr epr p esen ese sen nted ted ed d ob obje bje jeect ctss ideeas,, emot cts, emo motions mot ions onss, an a d sounds sounds und nd nds ds.. Aro Arou rou ound nd 2500 5 BC, C papy C, p rus pap ru us was us was made mad ade d from rom m a plant aantt and an nd it it was wa writ wr te wri ten en n on on byy tthe he Egypt he g p pttians ian n . Later, Late La ter,r thee Rom o ans ns also lsoo u uss d pa use p py pyru us.

(280 (2 8000 to t 1190 1990 9 0 BC BC )

MES M MESO EES ESO SSO OP POTA POT PO OTA O TA T A AM MIA IA

Stone objject Sto SSton ec eects weere ffoun found oun und in the he In he Ind duss Val ey Vall Val ey. Th ey. They heyy wer w e pos poss p oss ssibly ibly use ib us d fo for or peop eop ple’s le’s identit le le’s ide deen ntitty oor as as the hee sym symb sy ymb mbols olss of a tri t b tr be. e. e

INDU IIND NDU DUS VA DUS VALL LLE LLLEY LLEY EY Y

MA MAY M MAYA AYA YA AN EM EMPI PIRE PIR PIRE REE LEV LLEVA LE EEVA VA VANT NT

CHI CHIN C HIN H IN NA EG EGYP EEGY GY GYP YP Y P PT T

Chinnes Ch e e lo logo ggoogr g am ms ( 20 (1 (12 2 0 BC BC to to pres resent) ent)) ent) The earl Th ear arliest estt C Chiinese eesee wri wrriting tiiing tting n ng g waaass d w doone done don ne on on bone bon n .

108

4 Read the information and examples in the grammar box with students. Ask students to complete the sentences in Exercise 4 individually, then compare their answers with a partner. Elicit the answers as complete sentences.

5 Ask students to read the article again and, with a partner, decide if the sentences from Exercise 4 are true or false. Then check the answers with the whole class. Ask students to correct the false sentences.

Grammar

ANSWERS

ANSWERS

3 Ask students to read the sentences and answer these questions.

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8

ANSWERS

1 passive 2 a 5 past, b 5 present 3 past tense of to be 1 past participle

1000

Inndu Indu duss Va V lllley eyy

2 Ask students to read the article individually and find the words and phrases, then check with a partner.

108

3 Look at the sentences (a–b) and answer the

Example Writing needs extra objects; speaking doesn’t.

Ask the class to say what sort of things they write, at home and at work. What do they write by hand and what do they write with a computer? What about by text? Give them the following types of writing/ messages/notes to discuss: ● tell a friend you will be ten minutes late ● ask a hiring manager to consider you for a job ● say thank you to a family member for a gift ● give a phone number to a classmate ● record the date of an important test

1 hieroglyphs, logograms, alphabets 2 papyrus, bone, printing press, typewriter 3 identity, symbols of tribe, representing objects, ideas, emotions, sounds, dates and times

Grammar past passive voice

1 Work in pairs. Think of two or three differences between speaking and writing. Then compare your ideas with the class.

Warm-up

ANSWERS

Reading

was made were used was done was not created weren’t used were published was invented weren’t sold

False True True False False True False False

4 Look at the grammar box on page 108,

6 Write quiz questions about the article using the past passive

then complete the sentences with the past passive form of the verbs. (Note that some of the sentences contain false information.)

voice. 1 How / cuneiform symbols / make? (Answer: On clay) How were cuneiform symbols made? 2 What / papyrus / use for / by the Egyptians and the Romans? (Answer: For writing on) 3 In the Indus Valley, V why / stone objects / possibly / use? (Answer: For people’s identity or as symbols of a tribe) 4 Where / the earliest Chinese writing / do? (Answer: On bone) 5 How / dates and time / represent / by the Maya? (Answer: With pictures) 6 By the end of fifteenth century, what / books / publish / with? (Answer: Gutenberg’s printing press)

(make) from a 1 Papyrus type of tree. 2 Objects from the Indus Valley (use) as identity cards. 3 Early Chinese writing (do) on bone. 4 The first alphabet (not / create) by the Phoenicians. 5 Pictures (not / use) by the Maya to represent dates and times. 6 Lots of books (publish) because of Gutenberg’s invention. 7 The typewriter (invent) in 1873. 8 eBooks (not / sell) before 2010.

6 Ask students to write the quiz questions individually, then compare answers with a partner. Elicit the answers as complete questions. ANSWERS

2 What was papyrus used for by the Egyptians and the Romans? 3 In the Indus Valley, why were stone objects possibly used? 4 Where was the earliest Chinese writing done? 5 How were dates and times represented by the Maya? 6 By the end of the fifteenth century, what were books published with?

Writing and speaking 7 Work in groups. Prepare a history general-knowledge quiz for another group. Using the past passive voice, write five questions about historic or famous people, inventions, places, objects, and important dates.

8 As a class, take each other’s quizzes and find out which group

5 Working in pairs, decide which

has the best general knowledge.

sentences in Exercise 4 are false. TIMELINE

AD 1000

LLeeva vant n in ine ne aallph phabbet ets ets ((105 10050 BC BC to pres preseent) pre ent nt) t) One nee off thee firrst rsstt aalph ph hab abe abet be s waas be crea eated ea teed ted d byy th hee Phoen oenicia i ns ici icia ns. Even v tu ven tual ual u aallly, lyy itt b beccaam beca mee moder odern Arab A ab bic. icc The Thee Gree Th G k al Gr Gre a phabet phabett alls pha phab lso ssoo cam came mee fro frrom rom this th hiss eearly arly rly llyy for f m off wri fo writting writing wr ing and d ev even eventual eve ven ntual tuaallyy it beecame came the ca hee h modeern rn Latin tin in n alp pha habet.t habe

2000

Maayan M yan hi ya hierrog oogly gly lyph lyph yph phs phs

The tyyppeew The Th wrritterr

(A ((AD AD D 250 25 tto o 9900) 00) 00 0)

(187 ((18 187 874) 4)

Pict ctures ure ures res ees wer we e us used e byy the b he M Maya, ay , lik aaya, ike ik ke thee Egyp Egyp Egy yptian yptian t s, tto repre epr ep pre p rese sent ent da dat attes and nd time tim meess..

The Th he ttype typ ype pewrit writter’s wr e key k boar b d is bo is sti tiilll usse sed eed d on ccom on ompu om oomp mpu pu uter tteer er keyb yyb boar oard ooa ard arrrd ds ds to toda oday day. day. ayy

Thhe p (14550s (14 0s) By the By he en nd of th the fif fi teen teenth th cen nttur uryyy,, bo ury books boo ks iin ks n Eu Europe rop o ope wer w we eree pu pu ub ublish blis lilish isshed d with itth h a ne n w in in inve nvveen nti t on, ti n, Guten een nberg berg’ss be p nting prin tin tin ng gp pre re ress. esss. sss Ass a res result, ult,, ult m re mo re an nd d mo mor oorre p peeople p s rted star teed d ttoo learn earn arr how how w too read read rea d aan nd n d writ wri wr r e. e

Writing and speaking 7 Ask students to work in groups of four to prepare their quiz questions using the past passive form. You may want to brainstorm some ideas for question types (e.g., When / Where was ... discovered / invented / made?). Remind them to keep their questions and answers secret from the other groups! 8 Teams take turns reading aloud their questions while the other teams write the answers. Ask the teams to swap answer sheets to mark the answers. Teams should not award points for their own five questions.

eBoo eB ooks oo ooks ks (20 (201 (2010) 201 0100)) Fo the For the firs th first rst tim me, e, more eB more mor eBo Boooks B oks oks tha than han a ttra ra r diti dit iti it t onal o on ona p erbac pa pape rrbac back b boookss were we ere sol sold by by tthee on n onl onli on ne books ook ookksselle okselle el er Ama Amaz A maz azon. on. on on. n.

Teaching note Unit 9 Lan La L angua an gua gua uage ge an and a nd n d lle ea arrn niiin nin ng

109

Depending on the class, you might want to supply a selection of facts for students to write questions for.

Unit 9 Language and learning

109

9c

9c Saving languages Reading

Saving languages

1 Does your country have different languages and cultures? What are they?

2 Read the article on page 111. Answer the questions. 1 What culture is it about? 2 What has happened to their languages? Why? 3 What is the purpose of the Enduring Voices V Project and the Salish school?

Warm-up Personal response

3 Complete the summary with words from the article.

Ask the class to say why they think some languages might need saving. What happens to them when this is the case?

Five hundred years ago, Europeans arrived on the continent of 1 America . Eventually, they became more powerful than the Native 2 Americans and moved them to reservations. Their 3 languages and 4 cultures began to disappear. Nowadays, many Native Americans speak 5 English and live in 6 cities . But on some of the reservations, the tribes are recording the language of the older generation. They are also setting up 7 schools for children to learn the language so they might save it for the future.

Reading 1 Ask the class to discuss the languages and cultures of their countries.

Vocabulary phrasal verbs

2 Ask students to read the questions carefully to focus their reading, then read the article and answer the questions. Elicit answers from the whole class. Check that students understand the key words in the text.

WORDBUILDING phrasal verbs A phrasal verb is a verb + particle: pick + up = pick up, get + together = get together. When you join these two words, it creates a new meaning.

4 Find the phrasal verbs (1–8) in the article and match them to their meanings (a–h). 1 2 3 4 5 6 7 8

ANSWERS

1 Native American tribes 2 They have disappeared, people are moving to cities and losing cultures. 3 To teach younger learners languages and prevent their disappearance.

take away c give up d get together a die out e write down g pass on h pick up b set up f

meet and discuss something learn informally remove from someone stop doing something become less common and disappear start something new (like a company or an organization) g rrecord, often on paper h give to someone (often children)

phrasal verbs in Exercise 4. from 1 How much English do you listening to music or watching films? 2 How often do you and your friends practice speaking English?

a tribe 5 a group of people who live together and have the same language, culture, and traditions (adj: tribal) an elder 5 a leader of a tribe

6 Work in pairs. Ask and answer the questions in Exercise 5 and give your opinion. I get together with friends to practice English once a week.

Critical thinking fact or opinion 7 An article can provide facts but also give opinions. Look at these sentences from the article and decide which three include the author’s opinion. 1 Five hundred years ago, Europeans arrived on a new continent. 2 So a terrible part of history began. Opinion 3 The good news is that some of these “last speakers” are keeping their culture and language alive. Opinion 4 Many tribes now offer f courses. 5 The Salish tribe is an excellent example. Opinion 6 It has 30 students aged two to twelve during the day. y

8 Look at the three opinion sentences in

a b c d e f

5 Complete the sentences with the correct form of the

Vocabulary note

3 Do you think traditional classrooms will in this century? 4 When you hear a new word, do you have to it or can you remember it? 5 Is it important for older people to their knowledge to younger people or is it quicker to use the Internet?

Exercise 7. Underline the words which show the sentence is an opinion. What kinds of words are they? Adjectives describing quality

Speaking 9 Work in groups. Discuss these questions. 1 Overall, how much does the author support the Native Americans and their plans to save their language and culture? 2 How strong is his opinion in the article? 3 Do you agree with him?

to

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a linguist 5 someone who studies language

3 Ask students to complete the summary individually, then check with a partner. Elicit the answers from the class as complete sentences.

Vocabulary 4 Ask students to match the phrasal verbs from the article to the meanings, then compare answers with a partner. Elicit answers from the whole class. Read the information in the Wordbuilding box with the class.

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Vocabulary note Make sure students understand that phrasal verbs can sometimes have a literal meaning and sometimes a figurative meaning: We looked into the cave from outside. The police looked into the disappearance of 20 bicycles. In the first sentence, the meaning is literal, the people literally look from outside into the cave. In the second sentence, the meaning is figurative, and it means investigated. Emphasize that phrasal verbs have to be learned and that the best way to learn them is through extensive reading.

They brought new cultures and languages to this place which they called America. However, there were already people living here who had their own cultures and languages, so a terrible part of history began.

5 Ask students to complete the sentences with the phrasal verbs from Exercise 4. They should do this alone, then compare answers with a partner. Elicit the answers as complete sentences.

As more Europeans arrived, there was a fight with the Native Americans for the land and by the end of the nineteenth century, the native tribes were moved to reservations. A lot of their children were taken away to boarding schools and taught to speak English. By the end of the twentieth century, more than half of Native Americans were living in cities. They gave up speaking their old tribal language and only used English. As a result, many Native American languages disappeared, and with them, their culture.

ANSWERS

Some Native American languages are still used today, but they are usually spoken by the older members of the tribes who still live on the reservations. In North America, there are 150–170 languages that have at least one “last speaker,” and many of these languages have under a hundred speakers.

1 2 3 4 5

One ancient language, which is spoken by the Northern Paiute tribe, has more than two hundred speakers. When the elders of the tribe get together, they still speak it. But for most of the younger members of the tribe, the everyday language is English.

6 Ask students to think about their own answers to the questions in Exercise 5. Then ask them to tell a partner what they think. Finally, elicit some comments from the class.

The good news is that some of these “last speakers” are keeping their culture and language alive. They are also receiving help from the National Geographic Society’s Enduring Voices Project, which aims to keep languages around the world from dying out. Linguists and experts meet with these “last speakers,” interview them, and record video, pictures, and audio of them. The “last speakers” tell old stories which are written down in English so people can learn more about the culture.

SAVING LANGUAGES Five hundred years ago, Europeans arrived on a new continent.

Critical thinking 7 Ask students what the difference is between a fact (5 a truth which is proven, e.g., The Earth is a sphere.) and an opinion (5 what an individual believes to be the truth, e.g., I think the Earth is flat.). Then ask them to decide which of the sentences from the text include the author’s opinion. They should do this individually, then check with a partner. Elicit answers from the whole class.

Recording the language and culture is only part of the project. The next stage is to pass on the language to the next generation. Some children pick it up from their parents or grandparents, but many tribes now offer courses. The Salish tribe is an excellent example. They live on Montana’s Flathead Reservation and their language is spoken by about 50 people over the age of 75 and no one under 50. So the tribe has set up a school. It has 30 students aged two to twelve during the day and offers courses for adults in the evening. Schools and projects like these hopefully will save languages for the future.

reservation (n) /ˌrezərˈveɪʃən/ an area of land where Native Americans live boarding school (n) /ˈbɔrdɪŋˌ skul/ a school where you live away from home

Unit 9 Language and learning

pick up get together die out write, down pass on

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8 Ask students to underline the opinion words individually, then discuss their ideas with a partner. Elicit suggestions from the whole class.

Speaking Pronunciation note You could also point out and practice sound links across the two parts of the phrasal verbs. In pairs where there is one consonant at the end of the first word, followed by a vowel at the start of the second, the sounds are smoothly linked and there is no break between the words: take away, pass on, pick up, give up, set up. This sometimes sounds as if there is a break before the consonant, e.g., take away – tay kaway. When the first word ends with a vowel sound and the next word starts in a vowel, we add a /w/ or /j/ sound (see Unit 7) depending on the vowels, e.g., die out – die /j/ out. Where the first word ends in a consonant and the second word starts in a consonant, they are elided to sound like one consonant sound, e.g., write down (wridown), get together (getogether). Say the words in each of the three groups for students to listen and repeat.

9 Ask students to work in groups of four and discuss the three questions fully, with reference to the text and examples to back up their ideas. They should then share their ideas with the other groups. ANSWERS

1 He supports them completely. 2 His opinion is tempered by fact, but it is quite strong. 3 Students’ own answers

Unit 9 Language and learning

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9d

9d Enrolling in a course Reading and speaking

Enrolling in a course

1 Work in pairs. Read the web page and answer the questions. 1 What kind of people might be interested in each course? 2 Are the courses for people with no knowledge or experience of the subject? 3 Which course would you choose? Why?

Warm-up Personal response Contact Us

|

Sitemap

|

First, you need to… The first thing you’re asked to do is… Next, the form is sent… When you’ve completed the online enrollment form… Then send us payment. After we’ve received payment… Once you’ve enrolled… Having done that, you need to... At the end, click “enroll now.”

Accessibility

✓

✓

Enroll NOW!

1 Ask students to read the web page and work with a partner to answer the questions, and then compare answers with another pair. Elicit answers from the class.

New evening classes for the winter term Calligraphy A course for anyone interested in this beautiful and ancient writing art. For beginners or those with experience. Wednesday evenings 6:30–9:00 p.m. (10 weeks)

Preparing more effective PowerPoint presentations

SAMPLE ANSWERS

1 Calligraphy: artistic people Powerpoint: business people Spanish: people going on vacation or businesspeople 2 Calligraphy and Spanish are for beginners 3 Students’ own answers

Ideal for people who already give presentations for their work. The course is for people with some experience but introduces new techniques and helps participants create better, more professional-looking slides. Mondays and Wednesdays 6:00–7:30 p.m. (5 weeks only)

Spanish for beginners Learn Spanish for your next vacation or business trip. Useful language for restaurants, shopping, hotels, and general conversation. Tuesdays and Thursdays 7:00–9:00 p.m. (10 weeks)

Real life 2

4 Work in pairs. Practice a similar telephone conversation. Student A: You are the caller. Choose one of the other courses in Exercise 1 and ask about the course and how to enroll. Student B: You are the administrator. Answer the call and describe the process for enrolling to the caller. Then change roles and repeat the conversation.

5 Roleplay another conversation between someone in a job recruitment agency and someone looking for a job. Student A: Turn to page 153 and follow the instructions.

43 Listen to a telephone conversation about enrolling in one of the courses and mark the sentences true (T) or false (F). 1 2 3 4

The PowerPoint course is full. F To enroll, you have to fill in a form. T T There is an interview for the course. F You have to pay for the course immediately. F Y

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5 Read through the instructions for the second conversation with the class to set up the exercise. Ask students to do it in pairs. Circulate and monitor their conversations. Both conversations can be repeated with other partners, and using the students’ own ideas.

✓

Student B: Turn to page 154 and follow the instructions.

Real life describing a process

2 Ask students to read the statements first, then listen to the audio and decide if the statements are true or false. Have students correct the ones that are false.

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43 Look at these expressions for describing a process, and mark the ones you hear.

✓

Reading and speaking

4 Introduce students to the exercise. Read through the instructions with the class, then ask them to work in pairs and follow the instructions. Circulate and monitor students’ work.

3

DESCRIBING A PROCESS

http://corfieldcollege.com/courses/winter/evening

Ask the class to talk about their own experience of enrolling in courses—the positive and negative aspects.

3 Read the expressions in the box with the class, and make sure they are familiar with all the expressions. Play the audio and ask them to mark the expressions they hear. Then play it again for them to check.

5 Y You have to put down a deposit immediately to reserve a place. T 6 For this course, you have to buy a lot of books. F

Extra activity In pairs, have students write a list of instructions to someone interested in enrolling in this English course next semester. What are the requirements? What are the steps in the process?

9e

9e Providing information Writing filling out a form

3 Writing skill providing the

1 Work in pairs. Answer the questions.

a Match the questions (1–8) with the

2

correct information

1 What kinds of forms do you have to fill out? 2 What kind of information do you have to provide? 3 Do you ever find them confusing or complicated? Look at the forms. What is each one for? A: Medical B: Visa

A Title

Current occupation

First name Middle initial Last name Address

Do you smoke?

Zip code

Yes

Gender

Current medications

No

DOB

how they use certain conventions and abbreviations. Answer the questions. Then check your answers on page 153.

Country of origin First language Details of past surgery or operations

P L E A S E

1 Are you married, single or Current divorced? marital status medications 2 Do you take any types of medicine? No. of 3 How many children do you have?dependents 4 Where did you receive your current passport? Place of issue 5 Where were you born? Country of origin 6 Why weren’t you allowed into this country two years ago? If yes, give details. 7 Who do we call if you need help (your husband / wife, someone related to you)? Emergency contact details 8 What is the first letter of your middle name? Middle initial

b Look at the forms again and notice

No. of dependents

B

places on the forms in Exercise 2 where you write the information.

U S E

C A P I TA L

PASSPORT NO.

PLACE OF ISSUE

NATIONALITY

MARITAL STATUS

L E T T E R S

EDUCATION (DEGREES, ETC.) Have you visited this country before? (If yes, give details.)

Have you ever been refused entry or a visa on a previous occasion? (If yes, give details.)

For office use only: Issued/Refused on

Ask the class: When was the last time you filled out a form? What was it for? Elicit from the class what different types of forms they have had to fill out (e.g., for a job application, transportation, housing, taxes, and so on).

2 Ask students to read the two forms and say what they think they are for.

enrollment form for a language school. Make a list of all the information you need about the students. Then prepare the form.

Writing skill 3a Ask students to match the questions to the places on the forms. They will need to find the relevant gap and write the words that appear on the form. Elicit answers from the class. Check that students understand the key words and abbreviations from the forms.

5 Exchange your form with another pair. Use these questions to check their form. Afterwards, give them feedback on their form.

●

Contact details of person to call in case of emergency (e.g., spouse, next of kin):

Personal response

1 Ask the students to work in pairs to answer the questions and discuss filling out forms. Elicit responses from the class.

4 Work in pairs. Design a one-page

●

Warm-up

Writing

1 How many abbreviations can you find in the forms? What do you think they mean? 2 What do you think these abbreviations mean? Titles: Mr., Mrs., Ms., Dr., Prof. Degrees: BA, BS, MBA, PhD 3 Which form has a section you do not write in? 4 Which form does not want you to write in lower-case (small) letters?

●

Providing information

Is the form easy to follow? Do you know what to write in each part? Is all the information they want useful and relevant?

Vocabulary note

by

Unit 9 Language and learning

113

DOB 5 date of birth No. 5 number

3b Check that students understand what an abbreviation is first. Then ask students to answer the questions. They should do this individually, then check with a partner. ANSWERS

1 DOB: date of birth; No.: number 2 Titles: Mister, Misses, Doctor, Professor Degrees: Bachelor of Arts, Bachelor of Science, Master of Business Administration, Doctor of Philosophy 3 B 4 B

Extra activity Ask students to complete both forms with their own details. They should then share them with a partner, and check the accuracy. They can imagine the second form is for entry into the US.

4 Ask students to work together to write their form. 5 Ask them to swap with another pair and check the contents and design using the questions.

dependents 5 people whom you support (e.g., husband/wife, children, parents) issue 5 the giving of the document to you marital status 5 are you married, single, divorced a visa 5 a special stamp in your passport that allows you to enter a country a spouse 5 your husband or wife next of kin 5 your close family

Unit 9 Language and learning

113

9f

9f

Video

Video

Disappearing voices Videoscript Part 1 Narrator: David Harrison and Greg Anderson work for the Living Tongues Institute. Chris Rainier is a photographer for the National Geographic Society. The three men were traveling in northern Australia where they interviewed a man. He may be the last speaker of a language that most people thought was extinct. Speaker: ...that’s like my father… Narrator: There are seven thousand known languages in the world, but more than half of them are expected to disappear in the next fifty years. And when a language disappears, we lose the information about the world that its speakers had. That’s why the three men helped create National Geographic’s Enduring Voices project. Chris Rainier: Every two weeks around the planet, a language disappears, completely disappears forever and ever. So what we’re doing with the Enduring Voices project is really, kind of, trying to bring awareness to this whole issue of language loss around the planet. Narrator: After Australia, the team travels on. This time they travel to the extreme northeast of India, a remote area near Bhutan, Myanmar, and China. It’s a region where there are many different languages. Many of them are in danger of becoming extinct. For the team, there are other problems. For example, the equipment isn’t working. David: Say something. Greg: Something. Something that I’m really getting annoyed at is this equipment making my life a hassle. David: Go really loud. Greg: HEY! 114

When a language disappears, we lose information about the world. Aka speakers watch playback of an Aka story told by Biga Nimasow. (left to right: Kumshi Parasow, Shigi Nimasow, Biga Nimasow) Palizi, East Kameng District, Arunachal Pradesh, India. Photo: Jeremy Fahringer

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David: OK, that’ll work. Good enough. Narrator: Most of these local languages are not written anywhere so the researchers want to record as much of the languages as possible. Part 2 Narrator: The team arrives in a large village called Hong. Many of the older people speak the local language, called Apatani. But the language cannot survive if the younger people don’t speak it. David: It’s very easy in these communities to find young people who are speaking English and Hindi and not speaking the traditional languages. They

are neglecting them. They’re perhaps even abandoning them. Narrator: The team spends time trying to find some younger people who speak the language. Greg: We definitely want to find younger speakers because they’re the ones that will be showing the shift. The older speakers of course will have the language. So it will be interesting to see if people who’ve been schooled in the modern times, if they’ve still kept it. Narrator: The team meets a young man named Vijay, who speaks English and Apatani. Vijay invites them into his home.

Before you watch

6 Complete what the people say with these words. Then watch the whole video to check.

1 Work in groups. Look at the photo and the caption

awareness loss

and discuss the questions. 1 What are the people in the photo doing? 2 What do you think the caption means? What kind of information do you think we lose? are going to see in this video. a classroom headphones pen and paper

a computer a map

4 Watch the first part of the video (to 02:17). Are the sentences true (T) or false (F)?

Each member of the family says some more words. (members of the family speaking) As well as doing their own research, the team trains local people to use special languagetechnology kits. These technology kits have a laptop computer, video cameras, and basic audio equipment so the local community can record the last speakers of old languages using modern technology.

7 Roleplay saying what you think and giving reasons Work in pairs. Student A: You are a young person from Hong. You speak a little Apatani with older people but you and your friends prefer to speak English and Hindi. You think Apatani is old-fashioned and you do not care if it disappears. Student B: You are a researcher from the Enduring Voices project. Find out what languages the young person speaks, and why. Then try to persuade him/her that it is important to preserve Apatani. Give reasons.

5 Answer these questions from the second part of the video (02:17 to the end).

(members of the family speaking) Not only are these languages very small, with just a few thousand speakers in some cases, but their numbers may be decreasing as people shift over to global languages.

Act out the conversation. Then change roles and repeat the conversation.

1 What language do most of the older people in Hong speak: Apatani, English, or Hindi?

8 Work in pairs. Discuss these questions. 1 Has your native language changed in your lifetime? In what ways? 2 Do you think it is in danger from global languages? Why? 3 Do you think the fact that English is the dominant global language is a good thing or not?

3 What does a language technology kit contain and what is it for? 4 What do the researchers hope the language technology kits will do?

abandon (v) /əˈbændən/ stop using awareness (n) /əˈweərnɪs/ knowledge or understanding of a subject or situation disappear (v) /ˌdɪsəˈpɪər/ stop existing enduring (adj) /enˈdʊrɪŋ/ lasting for a long time equipment (n) /ɪˈkwɪpmənt/ instruments or tools needed for a job extinct (adj) /ekˈstɪŋkt/ not existing any more

(members of the family speaking)

After you watch

1 Chris Rainier is a member of the Living Tongues Institute. F 2 Seven thousand languages are expected to disappear in the next fifty years. F 3 The three men helped to create the Enduring Voices project. T 4 After Australia, the team went to northeast India. T 5 The team never have any problems with their equipment. F 6 There is no written record of many of the local languages. T

2 Why do the team want to meet younger people?

A local Indian called Ganesh Murmu helps the researchers while they record basic words of the local language.

speakers “We definitely want to find 4 because they’re the ones that will be showing the 5 shift. The older of course will have the language. So it will be 6 to see if people who’ve been schooled in the modern times, if they’ve still kept it.”

While you watch 3 Watch the video and check your answers from Exercise 2. We see all of the items.

language younger

“Every two weeks around the planet a 1 disappears. Completely disappears forever and ever. So what we’re doing with the Enduring Voices project is really, kind of, trying to bring 2 to this whole issue of language 3 around the planet.”

2 Working in pairs, mark the things you think you a camera a digital recorder a microphone

interesting speakers

The Enduring Voices team must leave, but with the technology kits, they hope that the local community can record this important part of their local culture. They hope that the people will listen to the words of their elders and want to keep the language alive and speak it themselves.

loss (n) /lɔs/ the state of no longer having something neglect (v) /nɪˈglekt/ forget about remote (adj) /rɪˈmoʊt/ distant and difficult to get to researcher (n) /rɪˈsɜrʧər/ somebody who does research (makes a detailed study of something to find out information) school (v) /skul/ educate a child shift (n) /ʃɪft/ a change in something

Before you watch Unit 9 Language and learning

5 Give students time to read the questions. Then play the second part of the video for them to write the answers. ANSWERS

1 Apatani 2 They want to meet people who speak many languages (to show shift) and can keep Apatani alive. 3 Laptop, video cameras, recording equipment so they can record last speakers of old languages 4 The community can record this important part of their local culture.

6 Ask students to complete the excerpts from the video with words from the box.

115

ANSWERS

1 2 3 4 5 6

language awareness loss younger speakers interesting

After you watch 7 Students work in pairs to role-play, saying what they think and giving reasons, according to the instructions. 8 Students work in groups to discuss the questions.

1 Students work in groups. Ask them to look at the photo, title, and caption and discuss the questions. Elicit feedback from the class. 2 Ask students to predict what things from the list they think they will see.

While you watch 3 Play the video for students to check their answers to Exercise 2. 4 Give students time to read the sentences. Then play the first part of the video (to 02:17) and ask students to decide if the statements are true or false. Unit 9 Language and learning

115

UNIT 9 REVIEW

UNIT 9 REVIEW

Grammar

Grammar

1 Choose the correct options to complete the article.

1 Ask students to choose the correct options to complete the text. 2 Ask students to work in pairs to write the sentences, using the passive.

Vocabulary 4 Choose the correct option (a–c) to complete the sentences. ? 1 What time is your history a lesson b subject c discipline 2 I’m to college but I don’t know if they’ll accept me. a studying b applying c enrolling 3 What will you get when you graduate? a rules b degree c education 4 Mr. Smith is great at us math. a learning b instructing c teaching

5 Complete the sentences with these particles. away

The language of Koro 1 speaks / is spoken by about a thousand people in northeastern India. It 2 discovered / was discovered by accident when a team of linguists 3 began / was begun working in the Indian state of Arunachal Pradesh. They were studying two other languages when they realized a third language 4 used / was used in conversations between local people. The team quickly 5 started / was started studying it. Koro 6 doesn’t write / isn’t written down anywhere so local people 7 recorded / were recorded so that the team could study their words. Not many people under the age of 20 know Koro so it’s important that the language 8 saves / is saved before it dies out.

3 Ask students to work in pairs, not just to answer the questions, but also to check the correctness of each other’s questions.

Vocabulary 4 Ask students to choose the correct option (a–c) to complete the sentences.

2 Work in pairs. Make questions about the

5 Ask students to complete the sentences using the particles in the box.

article in Exercise 1 using these prompts. 1 2 3 4

Real life

116

how many people / Koro / speak / by? who / Koro / discover / by? Koro / write down / or / speak? Koro / know / by many young people?

3 Change your partner and take turns asking and answering your questions. Do you think your partner’s questions are all correct?

6 Students choose a phrase from the box that can replace the words in bold in each sentence.

8 Ask students to think about the different areas of their school experience listed in the instructions. Then ask them to get into pairs to ask and answer questions about them.

out

up (x2)

1 2 3 4 5

1 How many people is Koro spoken by? 2 Who was Koro discovered by? 3 Is Koro written down or spoken? 4 Is Koro known by many young people?

Speaking

on

I gave up studying French after I left school. My friend finds it easy to pick up languages. Writing letters is a skill that is dying out . It was right here! Did someone take it away ? My mother was from Bulgaria and tried to pass on her language to me. 6 I’m going to read this message out loud and I want you to write down every word you hear.

ANSWERS

7 Ask students to do the first part individually, taking notes on the stages of a process (e.g., making coffee, using the photocopier). Using language from Exercise 6, have students take turns describing the steps of the process to each other.

down

I CAN use the active or passive form of the simple present and simple past tense ask questions using the passive form of the simple present and simple past tense

116

I CAN talk about language and learning

Real life 6 Replace the words in bold with these phrases. After that

The first thing you do is

When

1 First, you need to type in the word you need and press enter.The first thing you do is 2 Then read the definition of the word. After that 3 Once you’ve finished, remember to turn it off. When

7 Work in pairs. Think of a process in your life (e.g., at work). Write down the four or five stages of a process you use (at work, for example). Then explain the process to your partner using phrases from Exercise 6. I CAN describe a process

Speaking 8 Working in pairs, talk about who your favorite teacher was in school, or what your favorite subject, time of day, or classroom was.

Unit 10 T Travel and vacations

Unit

10

Travel and vacations Warm-up Personal response Ask the class to work in pairs and tell each other about a memorable vacation or trip of theirs—it can be memorable for either good or bad reasons.

1 Students can continue working in their pairs to discuss the questions and express their opinions.

A cruise in Antarctica

F E AT U R E S 118 V Vacation stories Everyone has a vacation story. What’s yours?

120 Adventure vacations Have the vacation of a lifetime with National Geographic Adventures

122 A tour under Paris What’s beneath the City of Light?

126 Living in Venice A video about daily life in this famous city

1 This photo shows a cruise in Antarctica. Would you like to

2 Ask students to read the statements carefully and decide which are true for them. Students can share their answers with a partner before you elicit answers from the class.

go on a cruise? Would you take a vacation someplace cold? Explain your opinion.

2 Which of these statements are true for you? 1 2 3 4 5

You go on vacation often. Y You always take certain items when you travel. Y You usually travel on your own. Y You always plan where you are going to stay. Y You think travel and vacations are about exploration and Y discovery.

3 Ask students to match the words to the categories individually, then compare answers with a partner. Tell them that some things can fit into more than one category. Elicit answers from the class and write them on the board. Elicit additional ideas for each category and add them to the list.

3 Match these words to the categories (a–d). Then add one more word to each category. Compare your ideas with the class. camera c camping a/d cruise a five-star hotel b package tour a self-guided a sightseeing d sunbathing d sleeping bag c suntan lotion c tent b adventure sports d

a type of vacation b accommodation

c travel items d vacation activities

4 What kind of vacations do you prefer? What kind of vacations don’t you take? Why not?

4 Ask students to discuss the questions with a partner, then elicit some answers from the class. Unit 10 T Travel and vacations

117

HOMEWORK Ask students to write a paragraph (100–150 words) about their preferred vacations, with some examples and reasons for their preferences.

Unit 10 Travel and vacations

117

10a

10a Vacation stories Reading

Vacation stories

1 Do you tip in restaurants or hotels? How much? Is there a difference between tipping in your country and other countries?

Warm-up

2 Read the vacation story and answer

Personal response

the questions.

Ask students to work in pairs to tell one another stories about interesting, amusing, unusual, or exciting things that have happened to them on past vacations. Elicit stories from the class.

1 What was the description of the vacation in the brochure? 2 What was the problem? 3 How did she solve the problem?

1 What did the writer learn in this story? 2 Should we do things differently f in other countries? 3 Have you ever learned any cultural differences f by being in other countries or meeting people from them?

I

was was wa as so so eexxxci citteed ci cit d afte aft aft fteer I ha had foun ound ou tthe he va he vacat caattio ca ion ion on in in tth he bro roc occh o hur hu ure. ur e. It It saai ssai aid: d: “En “E “E En njo jo joy oyy a wee w k of sigh we ightse ig tsseein eiing eein in on in one ne of of E Eu uro rop opes o e’’s mo e’s most ostt b beeauti bea auti utifful ul cciiitties cit iiees es wh while iille le st sttayi ayyiing ayi ay ng at at o on one nee of of its its it mos m mo o osst luxu uxxu ux uri urio rrio iou io uss h ho hot ottels o tel eels lss.” N No Now ow wIw waa n was n’t’tt so ssu so sur urree.. I had u ad wai waaite w ted ted d fi fift fteeen een nm miin nu nut ut u es es at at rreec rec ecept cept ep ep pttio io ion on nw wh hen hen en I arri rrriivved ed an ed and n now ow tthe h sho ssh h ho ower weeer in w n my my ro roo om m was was wa asn n’t’t w n’ wo ork rrki king ng. g I call alled al lllleed d re recep rec eept ptiion pt on on. n. “H “He Heello H elllo lllo lo. Th This is iiss rroo is oom 308. oo 08. 08 8 The Th ree isn isn’t’t any any waatteerr in wat wa in my my bat baat b athr hrro hro oo om. om m” “Are “A “Ar Are yo Ar ou u sur ssu u urree?” e???” “Of “Of Of co cours urrsse I’m ur m ssur su u uree!” e!!”” “I’ “I’ I llll sen end ssome en ome o om meeone m on ne im mmed mediat me diat iaate a eely lyy.” An h An ho hou our late ou our aatte ter, er, r, a main main intte in ten een naanc an n em man an n caam ccam ame to look lo ook okk aatt th he sh how ho ow o er er. er. r He He hi h t the he piip p pip ipes es a few ew ttim im mess aand nd d lo looke okked ked worr or ie orried ied ed d. “Sorry “S “So Sorry So rry rr ry, but ut I cann an nnot nn ot fix fix iitt tod t day. ay Ma ay Mayybe Maybe b , tom to tom mo orrrrro orr ow. ow w” Th Then en h en hee h heel hel eld outt h his hi is i h haand. nd d I ccoul ou oul o ul uld dn dn’ n t beeli ellliieve eve ve it! it! H it Hee wan aant nteed d a tip ip for fo for or do doing ing in ng n no othi th hing! ng! ng g Iw waas was a fu f rio riious. ri u .B us Bu ut su ssud udden ud deeen d nly, lyy,, I had ly haad ha dab bet be etttter teer iid dea ea Qu ea. Quick Quick ickkly, ly,, ly ly, I gav aave vvee h hiim a fe few ew coin co oin in ns. s. H Hee had ha n n’t’t fixxxeed fixe fi ed my sho how how ower er b bu but ut ut h hee h haad taug augght au htt m mee som om o meeth etth hiin ing ng ng ab about bo out ou ut ut st stayi aayyyiingg in in h his is co ount untry un ry. y y. Two Two Tw o mi min nu nut utes ut es lla lat at ater er I waass aatt the hee re h rece cep cep eptio tiion n dees des d eskk.. I exp xp xpl pllaain aiin need d tthe th he he p prro ob obl blem m tto o th tthe he he rrec ecep ec eept p pttiion io on o niis ist st st an and he apol and ap po pol ol olo ogi og gi g ze zed: “This zed: zed Th is a terr is teerr errr rrib ibl ibl ble siit itu ttuati tu uati ati t on tion, on bu on, but wha ha ccaan w hat wee do do? d o?” o? ?” I kn knew knew ew ex exxaacctl exa tl tly tly wh haaatt tto hat o do do. I ggaave ave ve tth the hee h h ho o ote teell m tel te maan naagger nag geerr a very erry llaarge er arg rrge gge ti tip p.. Fift F ift ftee eeen een n mi minu nut n u utteess la laatter lat later er I move ovveed into o nt ro r o om m 400055. It waass ttw 4405 twi wiccee th wi tthe hee siizzee of h of rroo oo oom oom 3008 08, 8, it h it haad a won had wo w on o de deerrrffu der fful ul ul vviiew ew o off the th h ci he c ty, tyy a com com omfor mffo for or ortab table ta ab bllee bed beed b d and, and, an d, mo mos mos o t impo mporta r ntl rt ntly, nt y, waatter wat wa er in in th th the hee b baatthr hrroom h oo oo om m.

Reading 1 Ask the class whether they often eat in restaurants, and what kind of restaurants they prefer. Then ask them to answer the questions about tipping. 2 Ask students to read the three questions so that they can focus their reading, then read the story and answer the questions. They can compare their answers with a partner before you elicit them from the class. Clarify the meaning of any new vocabulary in the text. ANSWERS

1 Enjoy sightseeing in a beautiful city and stay at a luxurious hotel. 2 The shower was broken. 3 She gave the manager a large tip, and he gave her a better room.

Vocabulary note a brochure ⫽ a descriptive booklet about something

3 Number the events (a–i) in the correct order 1–9. a gave the manager a tip 4 f turned on the shower b arrived at the hotel 5 g called reception c the maintenance man didn’t fix 9 h moved to room 405 3 i waited at reception the shower 7 d gave the maintenance man a tip 1 e read the vacation brochure 4 Discuss the questions.

8 2 6

Vacation STORIES

118

to fix ⫽ to repair furious ⫽ very angry a pipe ⫽ a metal or plastic tube carrying water or other liquids

3 Ask students to number the events individually, then compare answers with a partner. Elicit answers from the whole class, having them read the phrases in the correct order. 4 Elicit answers to the three questions from the class and discuss the issues. ANSWERS

1 She learned that she could get problems solved by giving people tips. 2/3 Students’ own answers 118

Grammar 5 Read the example sentence with the class and ask them to give answers to the three questions. Then read the examples in the grammar box with the class. Grammar note Point out the contracted form of had (’d). Note that this can only be used in writing after a pronoun, not a noun (e.g., the man had fixed my shower, not the man’d fixed my shower) and warn of the potential confusion with the similar contracted form of would, for example: I’d liked ice cream when I was a child. (⫽ had liked) I’d like an ice cream, please. (⫽ would like)

6 Ask students to complete the sentences individually, then check with a partner. Elicit the answers from the class as complete sentences, and have them be sure to use the unstressed pronunciation of had. ANSWERS

1 2 3 4 5 6

had, left hadn’t arrived went hadn’t eaten had lost had had

Grammar past perfect

1 Which question asks about the subject (subject question)? a 2 Which question asks about the object (object question)? b 3 Does the subject question or the object question need the auxiliary verb did? Subject: no, Object: yes

5 Look at the sentence from the story and answer the questions. I was so excited after I had found the vacation in the brochure.

Subject questions

PAST PERFECT

Listening

in the audioscript on page 173. Which are subject and which are object questions?

7 Ask students to read the three questions to focus their listening, then listen and answer the questions. Play the audio twice if necessary. Elicit the answers from the whole class.

10 Work in pairs. Write subject or object questions about the vacation story in Exercise 2. 1 Where / find the vacation? (In a brochure.) Where did she find the vacation? 2 Who / call? (The person at reception.) 3 Who / look at the shower? (The maintenance man.) 4 What / the maintenance man do? (Nothing.) 5 What / happen / next? (She went to reception.) 6 What / give the hotel manager? (A large tip.) 7 Where / move to? (Room 405.)

ANSWERS

1 Boat’s engine stopped working; bag stolen, no electricity 2 Yes. 3 Spent an extra day; receptionist got the bag back; guests sat together with candles.

Speaking 11 Make notes about a vacation or trip of yours under these headings: ●

44 Listen to two conversations about vacations. Answer the questions. 1 What problems were there with each vacation? 2 Were the problems solved? 3 What happened in the end?

Note that the usual pronunciation of the full form (had) is unstressed: /h d/ and this is particularly noticeable with the past perfect of the verb to have, which is I had had, pronounced /h d hæd/.

9 Look at the grammar box. Then underline all the questions

Listening 7

the vacation? the vacation.

e

1 When we landed in London, our connecting flight to Dubai already (leave). 2 When she reached Agra, her luggage (not arrive). 3 They (go) to lunch while their room was prepared. (not eat) for hours before 4 We we finally found a restaurant. 5 I realized I (lose) my passport as soon as I put my hand in my pocket. 6 By the end of the week, they (have) a wonderful time in Istanbul.

object

booked booked

For more information and practice, see page 165.

6 Complete the sentences with the simple past or past perfect form of the verbs.

verb

Who My friend

Object questions How much did she pay? She paid one hundred dollars.

I had waited fifteen minutes at reception when I arrived. He hadn’t fixed my shower but he had taught me something about staying in his country.

For more information and practice, see page 165.

subject

e

simple past of have + past participle

Note: In spoken English we often use ‘d (= had)

Pronunciation note

SUBJECT and OBJECT QUESTIONS

had found the vacation

1 Which action happened first? 2 Which verb is in the past tense? was 3 How do we form the past perfect?

●

●

the type of accommodation and/or transportation you used other people who went with you and local people you met one day or thing you remember in particular (What happened? Did anything go wrong?)

Grammar 8 Read through the instructions and two examples with the whole class. Ask students to read the excerpts and then answer questions 1–3. Elicit answers from the class. Read the information in the grammar box with the class and make sure they understand the difference between the two types of questions.

12 Work in pairs. Take turns asking questions about each other’s vacation or trip.

Grammar subject and object questions

Where did you …?

Who …?

What happened next?

8 Look at the question and answer pairs (a–b), then answer the questions (1–3). a Who took your bag? A man outside the hotel took it. b When did it happen? It happened after we’d arrived. arrived

Grammar note Unit 10 Travel and vacations

ANSWERS

Subject questions: What happened next? Who took it? Object questions: Where did you go exactly? How long did it take? Where did you stay? When did it happen? What did you all do?

10 Elicit the questions from the whole class. ANSWERS

2 3 4 5 6 7

119

Speaking 11 Ask students to make notes about one of their vacations as indicated. 12 Ask students to work in pairs to ask and answer different kinds of questions about each other’s vacations. HOMEWORK Students can write a paragraph (100–150 words) about the vacation they made notes about (or another one if they prefer).

Note that it is possible to ask both subject and object questions using the question words who, what, which, whose, how much, and how many. However, you cannot make subject questions with where, when, why, and how.

9 Ask students to underline all the questions in the audioscript and decide which are object and which are subject questions, then compare answers with a partner. Elicit answers from the whole class.

Who did she call? Who looked at the shower? What did the maintenance man do? What happened next? What did she give the hotel manager? Where did she move to? Unit 10 Travel and vacations

119

10b

10b Adventure vacations

Adventure vacations

NATIONAL GEOGRAPHIC

ADVENTURES

Warm-up Personal response Ask the class to discuss what they think of when they hear the phrase adventure vacation. Ask: Where would it be? What would people do? Why would they do it?

Unique trips for the Active Traveler

Vocabulary 1 Ask the class to read the website and make suggestions about the type of person that would enjoy this kind of vacation. You might want to clarify the meaning of unfamiliar vocabulary in the text.

Get ready for the trip of a lifetime with National Geographic! Walk through some of the world’s most stunning mountain ranges. Kayak down legendary rivers like the Amazon. Let our expert guides take you to the birthplaces of ancient i t civilizations and introduce you to the fascinating people who live there now: from the Hadza tribesmen of Tanzania to Bhutanese villagers. This is your opportunity for a unique adventure with active itineraries that combine spectacular places, cultural interaction, and physical challenge: the perfect mix for an unforgettable adventure.

Vocabulary vacation adjectives

SAMPLE ANSWERS The person would have to be fit, not be easily scared, be prepared to travel and sleep in difficult conditions (and have experience doing that), be ready to face outdoor problems, have the right equipment, be ready to try new things.

2 Ask students to match the highlighted words to the synonyms individually, then compare answers with a partner. Tell them that there are two adjectives for the synonyms in 4. Elicit the answers from the whole class.

120

4

1 Look at the website. What sort of person do

with these synonyms and definitions. 1 2 3 4

important or memorable unforgettable very old ancient very interesting fascinating impressive or dramatic stunning,

spectacular

5 very famous legendary 6 one of a kind unique

3 Work in pairs. Imagine your partner wants to go on an adventure vacation. Try to convince him/her to visit your country or a country you know. Talk about the country’s: ● ● ●

geographic regions and wildlife important cities and famous places history and culture

45 Listen to part of a radio interview and answer the questions. 1 What kind of new job does Madelaine have? 2 What are some of her responsibilities?

you think would choose this kind of vacation?

2 Match the highlighted adjectives in the website

Vocabulary note a mountain range ⫽ a chain of connected mountains (e.g., the Andes, the Alps) to kayak ⫽ to travel in a small one-man type of canoe expert ⫽ very knowledgeable and experienced guide ⫽ a person who leads people a civilization ⫽ a culture from a particular area tribesmen ⫽ people who live in a tribe (a particular ethnic group) Tanzania ⫽ an African country Bhutan ⫽ an Asian country an itinerary ⫽ a route for a trip to combine ⫽ to put together interaction ⫽ meeting other people

Listening

5

45 Listen again and mark the sentences true (T) or false (F). 1 Madelaine’s job is sometimes boring. F 2 National Geographic vacations are quite traditional. F 3 Madelaine is going to the Galápagos Archipelago for the first time. T 4 Some people on the tour come on their own. T 5 Everyone has to do the same activities as a group. F 6 Y You have to be in good shape to take this kind of trip. T

6 Does Madelaine’s job sound exciting to you? Which parts of the world would you like to work in?

120

3 Ask students to work in pairs to discuss where to go for an adventure vacation, using some of the adjectives from Exercise 2. Vocabulary note You might want to point out that if students are using strong adjectives, e.g., amazing, fascinating, they should not use very with them, but they can use absolutely or really, e.g., absolutely fascinating, really amazing.

Listening Extra activity As a warm-up to the topic, ask students to work in pairs and come up with two lists: what a tour guide’s duties are, and what personal characteristics a good tour guide needs. Ask pairs to share their ideas with others and discuss them.

4 Ask students to read the two questions to focus their listening, then listen to the audio and answer the questions. Elicit the answers from the class.

Grammar -ed /-ing adjectives 7 Look at the adjectives in the two sentences and answer the questions. You’re very excited about this job. This tour is very exciting because it’s unique.

9 Pronunciation number of syllables 46 Listen to the sixteen adjectives in Exercise 8 and write the number of syllables you hear in each word. Then listen again and repeat. Answers in Ex. 8 Example: 1 amazed (2), amazing (3)

ANSWERS

1 Which adjective describes a feeling? excited 10 Work in pairs. Talk about these topics using the -ing or 2 Which adjective describes a place, person, -ed form of these adjectives. or thing? exciting amaze fascinate

-ED / -ING ADJECTIVES We use -ed adjectives to describe feelings: He feels bored / excited / worried / annoyed, etc. We use -ing adjectives to describe: ● places: Venice is fascinating. ● people: Her brother is so boring. ● things: This movie is exciting. For more information and practice, see page 166.

1 2 3 4 5

annoy interest

bore tire

1 She’s a tour guide for adventure vacations. 2 Lead a group, give talks about photography, cook dinner with travelers

excite worry

a place you visited recently the last book you read a person you met recently for the first time a TV show you saw last week a present you received recently

5 Ask students to read the sentences to focus their listening. Then have them listen to the audio again and decide if the sentences are true or false. Elicit answers from the class, having them read the sentence, then say true or false. Ask them to correct the false sentences.

I recently visited Hong Kong. I was excited because…

8 Look at the grammar box. Then choose the correct adjectives to complete the conversation. A: So, how was your vacation? B: I had an 1 amazed / amazing time. I’m so 2, 3 2 bored / boring being back at work. 1,2 A: I’m sure. Where did you go exactly? B: We went hiking in Patagonia! It’s a 3 fascinated / fascinating place. 4,4 A: Yes, I watched an 4 interested / interesting 4,4 TV show about it once. The mountains there looked 5 frightened / frightening! 2, 3 B: Well, we had a fantastic guide so I wasn’t 6 worried / worrying. 2, 3 A: What were the rest of the people in the group like? B: Really nice except for one man who was really 7 annoyed / annoying. He kept 2, 3 complaining about all the walking. He said he was 8 tired / tiring all the time. 1,2 A: Sounds like he booked the wrong trip!

WORDBUILDING dependent prepositions We often use a preposition with -ed adjectives: fascinated by, worried about.

Speaking

6 Ask the class to discuss these two questions together.

11 Work in groups of three or four. Imagine you have each won $1,000 from a travel magazine to spend on “the vacation of a lifetime.” You can choose any vacation lasting seven days but you must all travel as a group. Follow these steps:

Background note The Galápagos Islands are in the Pacific Ocean, west of South America. They are famous because of Charles Darwin’s work there which led to his theory of evolution. They contain a number of animals and birds which are unique (they live nowhere else in the world) and which show special adaptations to life on the island (e.g., the tool-using finches). There are also giant tortoises. People who are interested in wildlife and unusual places would like to go there.

1 Think about the kind of vacation you are interested in and make notes about it. 2 Take turns telling each other about the kind of vacation you want. 3 As a group, try to agree and plan a vacation which everyone will enjoy. You will need to discuss: ● the destination ● the type of accommodation ● the type of activities (daytime and evening) ● the type of itinerary (flexible or fixed?) 4 Present your vacation to the rest of the class.

Grammar Unit 10 Travel and vacations

students to listen and repeat the words chorally and individually. 10 Ask students to work in pairs and discuss the topics listed using the adjectives given. Read the example and the information in the Wordbuilding box with the class before they start. Circulate and monitor their pronunciation and use of the adjectives.

Speaking 11 Read through the instructions with the class. Ask them to get into groups of three or four to discuss what to do, then organize the presentation session. Ask that each member of the group has a speaking turn in the presentation.

121

Vocabulary note In preparation for the speaking activity, practice some expressions for agreeing and discussing, and write them on the board: That’s a good idea. I’m sorry, but I don’t agree / I don’t like that idea. I think that sounds interesting / fascinating / exciting. It sounds a bit tiring / boring / too traditional / too frightening for me. What about… / We could… / Why don’t we…

7 Ask the class to read the example sentences and answer the questions. Elicit answers. Read through the grammar box with the class and make sure they understand the distinction between the two forms of the adjectives. 8 Ask students to complete the conversation alone, and then compare answers with a partner. Elicit the answers as complete sentences.

Pronunciation 9 Ask students to listen to the adjectives and decide how many syllables they have. Ask them to compare answers with a partner, then elicit the answers from the class. Play the audio again for Unit 10 Travel and vacations

121

10c

10c A tour under Paris Reading

A tour under Paris

1 What is Paris famous for? Why do millions of tourists visit it every year?

2 Look at the photo and the title on page 123 and predict the answers to these questions. 1 Where is this man? tunnels under Paris 2 Why do you think he is there? 3 What do you think he might find there?

Warm-up Personal response

3 Read the article. Check your predictions

Ask the class: What do you know about Paris? Encourage them to say anything they know, either from personal experience or from general knowledge.

in Exercise 2 and underline any words or sentences which explain: 1 what is under Paris. 2 why people go there.

4 Read the article again and choose the correct answers (a–c). There is more than one answer for some questions. 1 What does the author describe? a what he sees b what he hears c what he smells 2 In paragraph 1, what time of day is it? a early in the morning b noon c late at night 3 Why were the tunnels built? a no one knows b for many different reasons c He doesn’t say. 4 Are tourists allowed to go underground? a Yes, nowadays they can go everywhere. b It depends where they want to go. c No, never. 5 Why does the writer say it’s dangerous in the tunnels? a There are criminals down there. b The tunnels might fall down on you. c You might get lost. 6 Why is Dominique and Yopie’s room difficult to find? a It isn’t on a map. b It’s at the end of a two-hour walk through many tunnels. c They never show people where it is.

Reading 1 Elicit suggestions from the class in response to the questions. SAMPLE ANSWERS the Eiffel Tower, the Louvre (Mona Lisa, Venus de Milo), the Musée D’Orsay (impressionists, Van Gogh), the Seine, River Montmartre, the Champs Elysées, the Arc de Triomphe, Notre Dame, the Pompidou Center, Bois de Boulogne

2 Ask students to work in pairs to look at the photo and title to make predictions. They will check their answers in the next activity. 3 Students continue working in pairs to check their predictions and underline the key information. ANSWERS

1 hundreds of miles of tunnels; there are sewers and old subways, canals and catacombs, wine cellars; there is an underground pond here with fish; you can see bones and skeletons 2 It’s a place for parties, theater performances, art galleries… ; Many people come down here to party, some people to paint…

4 Ask students to read the article again and choose the correct answers, and then check with a partner. Elicit the answers, having some students ask the questions and others give the answer(s).

122

122

Critical thinking 5 Ask students to decide which statements are true and identify the key information in the text. Then have them check their answers with a partner. Elicit answers from the whole class.

Critical thinking reading between the lines 5 Which of the statements (1–5) do you think are probably true? What parts of the article make you think this? 1 The author travels a lot and often visits Paris. 2 The tunnels below Paris have a long history. 3 Many young people go underground because they don’t enjoy life above ground. 4 The author broke the law to write the article. 5 Dominique and Yopie are employed by a tour company.

Vocabulary places in a city 6 Find these places in the article. Do you think the places are above ground, underground, or both? avenue cemetery

canal district

catacombs tunnel

cellar

7 Match the places in Exercise 6 with the definitions (1–7). 1 long underground passage 2 official area of a town 3 wide straight road through a city, often with trees on both sides 4 man-made river 5 area of land where dead people are buried 6 underground rooms where dead people are buried 7 underground room for storing food or wine

8 Think of a famous city in your country. Which parts are popular with tourists? Has it got many of the places in Exercise 6?

Speaking and writing 9 Imagine Paris decides to open more of the tunnels to tourists. You are a tour company and want to offer a new tour called “Paris Underground.” Working in pairs, use the information from the article to discuss the type of tourist you will attract and which parts of the tunnels they will be interested in.

10 Write a short paragraph about the tour for your company’s website.

Vocabulary 6 Ask students to find the words in the article and try to infer the meaning from the context, or at least guess if they are above or below ground. Ask the class to call out answers. Note that the canals mentioned in the text are below ground, but more usually they are aboveground. ANSWERS

Above ground: avenue, district, cemetery, canal Underground: canal, catacombs, cellar, tunnel

A TOUR

under Paris

The streets are quiet, the stores are closed. There’s the smell of fresh bread from a bakery somewhere. It would be hard to say which time of the day in Paris I prefer, but this is probably it. Soon the streets will be full of people and traffic, and the real Paris will appear as the city wakes up.

There is, however, another part of Paris which is silent and free from people 24 hours a day. Under the city are hundreds of miles of tunnels. There are sewers and old subways, but there are also canals and catacombs, and wine cellars that have been made into nightclubs and galleries. During the 19th century, Parisians needed stone to build the city, so they dug tunnels beneath it. After that, farmers grew mushrooms in them. During World War II, the French Resistance fighters also used them. Since the 1970s, groups of young people have spent days and nights in these tunnels. Parties, theater performances, art galleries—anything goes here!

myth (n) /mɪθ/ a fictional story illegal (adj) /ɪˈligəl/ against the law collapse (v) /kəˈlæps/ fall down

7 Ask students to match the places to the definitions individually, then check with a partner. Elicit the answers, having some students give the definitions and others the answers.

Everywhere you go under Paris, there is history and legend. Historians and novelists often refer to the tunnels in their books. Victor Hugo mentions them in his famous novel Les Miserables, and the story and musical The Phantom of the Opera features a pond beneath the old opera house. Most people think it’s a myth, but in fact there is an underground pond there—with fish! Tourists can visit parts of the Paris underground like the catacombs beneath the Montparnasse district. Here you can see the bones and skeletons of about six million Parisians. The bodies came from cemeteries above the ground two centuries ago, when the city needed more space.

ANSWERS

1 2 3 4 5 6 7

However, it’s illegal to enter other parts of the underground, and police often search the area. It’s also very dangerous because some of the tunnels might collapse. Nevertheless, there are people who will take you to visit them. I have found two unofficial tour guides—Dominique and Yopie (not their real names). They take me through many tunnels, and after a couple of hours we arrive at a room which isn’t on any map. Yopie and some of his friends built it. It’s comfortable and clean, with a table, chairs, and a bed. Yopie tells me there are many other places like this. “Many people come down here to party, some people to paint… We do what we want here.”

Unit 10 Travel and vacations

123

tunnel district avenue canal cemetery catacombs cellar

8 Ask students to do this individually and then present their ideas to the group. If several students, or all of them, are from the same country, they should compare ideas.

Speaking and writing Extra activity Ask students to get together with another pair and exchange paragraphs. They should check the content and the appeal—does it sound like something people would want to do? Suggest language which might improve the website’s appeal.

9 Ask students to do this in pairs. Read the information with the class. Point out that they will be writing up their ideas in the next activity, so they should take notes as they discuss their project. 10 Ask students to write the paragraph for the website together.

Unit 10 Travel and vacations

123

10d

10d At tourist information Reading and listening

At tourist information

1 Work in pairs. Look at the ad on the right and answer the questions. 1 W Would you go on this tour? Why? 2 What kind of information is missing? 3 What questions would you ask at a tourist information office f to get it?

Warm-up

Example: When is it open? / Is it open today?

Personal information Ask the class to give a few examples of towns where they have been to the tourist office, and to say what information they wanted, what the staff were like, and how helpful they were.

Real life direct and indirect questions 2

3

Reading and listening

124

Can you tell me if

Subway station: Denfert-Rocherau Bus: 38, 68 Opening times: Open every day except 1Monday from 10 a.m. to 2 5 p.m. (Last admission at 4 p.m.) Tickets: Buy tickets in advance or buy at the entrance. Each tour is limited to 200 visitors. Length of tour: 3

?

Do you know what time it opens? I’d like to know

4

I was wondering if there’s much walking.

much walking?

3

45

minutes

Distance: 4 1.25 miles

How long does it last?

How many steps are there?

NOTICE TO VISITORS: There are 5 130 steps down into the catacombs and 83 steps up. There are no toilets during the tour. Basic fitness is required, and anyone who is afraid of enclosed dark spaces should not take this tour.

.

Do you have any idea 5

?

6 Make these direct questions into indirect questions using the words in italics.

4 Look at the direct and indirect questions in Exercise 3. Answer the questions (1–3). 1 Which questions are more polite? Indirect 2 Which questions use the same word order as an affirmative sentence? Indirect 3 Do you use iff in indirect questions with wh-/how questions or yes/no questions? wh-: no, y/n:

yes

2 Ask students to listen to the audio and complete the ad. Elicit the answers as complete sentences or phrases from the tourist information.

4 Ask students to read the questions in the box in Exercise 3 again and answer the questions about them. Elicit answers from the class.

Is it open today?

open?

Real life

it’s open today What time does it how long it lasts Is there how many steps there are

Indirect questions

2

1 Students’ own answers 2 dates, times, duration 3 When do the catacombs close? How long does the tour take? How many steps down are there?

1 2 3 4 5

Direct questions

Paris

Information for visitors

47 The man asks five questions using direct and indirect questions. Listen again and complete the questions (1–5).

1

ANSWERS

ANSWERS

of

DIRECT and INDIRECT QUESTIONS

1 Ask students to read the ad and then work with a partner to answer the questions. Read the example. Elicit answers from the whole class.

3 Ask students to listen again and complete the questions. Elicit answers from the class.

The Catacombs

47 Listen to a conversation at a tourist information office f about visiting the Catacombs of Paris. Complete the ad in Exercise 1 with the missing information.

5 Pronunciation /dʒə/ 48 Listen to these two indirect questions. How does the speaker pronounce the first two words? Listen again and repeat.

1 Which bus do I take? Can you tell me…? 2 Is there a post office near here? Do you know if…? 3 What time does the gallery open? I’d like to know… 4 Are there any good restaurants nearby? I was wondering if… 5 How much does it cost? Do you have any idea…?

7 Work in pairs. Practice two conversations between a tourist and a person at tourist information.

1 Do you know if there’s a taxi stand near here? 2 Do you have any idea how much it costs?

Student A: Turn to page 154. Student B: Turn to page 155.

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Pronunciation 5 Ask students to look at the two sentences and think about how they are said. Play the audio for them to listen and comment. Play the audio again and pause it for students to repeat chorally and individually. 6 Ask students to write the indirect questions individually and then compare answers with a partner. Elicit the answers as complete questions.

ANSWERS

1 2 3 4 5

which bus I take? there’s a post office near here? what time the gallery opens. there are any good restaurants nearby. how much it costs?

7 Ask students to role play using the information on pages 154 and 155 and the questions in the box in Exercise 3. Circulate and monitor their conversations.

10e

10e Requesting information Writing a formal letter

Requesting information

1 When you want to go on vacation, how do you get information: online, from a travel agent, by mail?

2 Read the letter and answer the questions. 1 What is the writer’s purpose? 2 What information does the writer want from the travel company?

3 Writing skill formal expressions The phrases (1–10) are less formal. Find similar, but more formal, phrases in the letter in Exercise 2. Starting 1 Hi… 2 I’m writing about… Asking for more information 3 Can you send me more information about…? 4 What level of fitness do I need? 5 Can you tell me what “average” means? 6 Please tell me when you will know the tour dates. 7 W Will this also happen when we stay in hotels…? Ending 8 Thanks for any help or information. 9 Hope to hear from you soon. 10 All the best,...

Dear Sir or Madam, I am writing with regard to the “Explorer’s Vacations” on your website. I would like to request further details about your next expedition to Alaska.

Warm-up

First of all, I was wondering what level of fitness is required for this trip. The website says participants should have an average level of fitness. I’d be grateful if you could define “average” for me.

Personal information Ask students to think about the last vacation they went on and how they organized it. Ask: Did you travel with a travel company? Or did you organize everything yourself (i.e., accommodations and transportation)? What sort of place did you visit: a tourist resort, friends or family, or somewhere more remote?

Second, the website says that you will confirm the exact dates for next year “in the near future.” I’d like to know when the tour dates will be available. My last question is about accommodation. I understand that for the parts of the journey when we’ll be camping, we will share a tent with someone else in the group. Can you tell me whether this is also the case for staying in the hotels and cabins, or will we have our own private rooms? Thank you in advance for providing any further details about the tour. I look forward to hearing from you. Best regards, Dr. Luis Mejia

Writing

Cruise of a lifetime to the Antarctic

1 Elicit ideas from the class about how they find information for vacations. Discuss the advantages and disadvantages of the different methods for the different types of vacations mentioned in the warm-up.

4 Look at the vacation ad for a cruise. Write to the tour company and request: ●

●

●

●

details about the exact length of the cruise (in weeks) the exact starting location in South America the cost of meals (or whether they’re included) the prices of cabins with ocean views

BOOK NOW!

5 Work in pairs. Exchange letters and check whether they use: ● ●

a formal style of writing indirect phrases and expressions

2 Ask students to read the questions to focus their reading, then read the letter to find the answers.

Summer cruise starting in South America to the Antarctic coast

ANSWERS

FIVE-STAR meals. Evening meal with the Captain available.

1 Get more details. 2 required fitness, exact dates, accommodations

Price ranges from $3,000 to $5,700. Price depends on size and choice of cabins (with or without ocean views). Unit 10 T Travel and vacations

ANSWERS

1 2 3 4 5 6 7 8 9 10

Dear Sir or Madam, with regard to I would like to request further details... I was wondering what level of fitness is required. I’d be grateful if you could define “average”... I’d like to know when tour dates... Can you tell me whether this is also the case... Thank you in advance... I look forward to hearing... Best regards...

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4 Read through the details with the class to ensure they understand what to do. Ask students to write their letter individually.

Writing skills 3 Ask students to find the more formal expressions in the letter, then compare their answers with a partner. Elicit the answers, asking for both the informal and the corresponding formal expression.

5 Ask students to exchange their letters with a partner and check them using the questions.

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10f

10f

Video

Video

Living in Venice Videoscript Narrator: It’s early morning in Venice. Before the light of the sun fills the famous Piazza San Marco, the traders of Venice are preparing for the crowds of tourists. In a few hours, thousands of people will come to this square. But for now, the people of Venice have the city to themselves. Market traders welcome the first visitors. Early morning is the best time for shopping in the outdoor markets. Gino Penzo: We have many, many kinds of fish. Narrator: This is the part of Venice that most people never see. This is the Venice that some people call home. Resident Fabrizio Copano says that he lives in the most beautiful city in the world. It’s a city that’s clean and easy to live in, with a high quality of life. But for some people, Venice has disadvantages, too. Gino Penzo: My son, he doesn’t love, uh, live in Venice. I am very sorry. Narrator: The population of Venice is getting older. Why? Fabrizio says living in Venice is not cheap. Property is particularly expensive, and housing prices have increased a lot in recent years. It’s especially difficult for young people who want their own place to live. Many of them must move away, which leaves Venice to the tourists. It seems like the whole world has come to the Piazza San Marco. The tourists come to experience a city that feels like it’s still in the fifteenth century. And some local people say that’s the problem. Giovanni dal Missier: Venice did change a lot since I was born. Narrator: Giovanni dal Missier is one of the younger people who is trying to stay in his home town. 126

This is th he e par partt of Veni pa Ven enice eni ce tha thatt most ost vi visit sitors sit or ne ors ever se see e.

126

During the day, the huge crowds of visitors can make just coming home from work very difficult. Giovanni dal Missier: I get bored with the people, with the tourists. Because there are too much, too many. Narrator: Jobs are another problem. Do you want to be a gondolier or work with tourists? If you don’t, it can be difficult to earn a living here. But some say that the young people who are leaving Venice will soon find that other cities are not so different. Gino Penzo: Florence is very expensive, Rome is very expensive, London, Paris, Vienna.

Narrator: People say that anyone who comes to Venice will fall in love… even if it’s only with Venice itself. Giovanni dal Missier knows the feeling. He says that despite all the challenges here, it’s difficult to think of living anywhere else. Giovanni dal Missier: I know that it’s a very special gift that, for me, it’s a gift to live in a city as Venice. Narrator: Only a few people get to enjoy living in Venice. These days even fewer people are ready to face the challenges of living here. But, for those who stay, it can be a wonderful experience. Every day they can experience the joy of falling in love with Venice all over again.

Before you watch 1 The photo shows people living and working in Venice. Read the sentences and choose the option you think is correct. 1 Late afternoon / Early morning is the best time for shopping in the outdoor markets. 2 Residents say it’s a very clean / dirty city to live in. 3 The population of Venice is getting younger / older. 4 Property is / isn’t very expensive. 5 Getting home from work is often very easy / difficult. 6 Venice is less expensive than / as expensive as many other cities.

While you watch 2 Watch the video and check your answers from Exercise 1.

3 Number the things in the order you first see them.

4 1 7 6 5 3 2 4

a b c d e f g

a trader peeling vegetables early morning in the Piazza San Marco sunset in Venice musicians playing violins a gondolier a fish market a man jogging

Make notes about the advantages and disadvantages of living in Venice, then compare them with a partner. Advantages

5 Match the people (1–3) with what they say (a–g). 1 Giovanni dal Missier f 2 the narrator a, d, e, g 3 Gino Penzo b, c

Before you watch

a In a few hours, thousands of people will come to this square. b We have many, many kinds of fish. c My son, he doesn’t… live in Venice. I am very sorry. d The tourists come to experience a city that feels like it’s still in the fifteenth century. e Anyone who comes to Venice will fall in love. f I know that it’s a… gift to live in a city (like) Venice. g For those who stay, it can be a wonderful experience.

1 Ask students to read the sentences about life in Venice and predict which options they think are correct.

While you watch 2 Play the video for students to check their answers to Exercise 1.

After you watch

3 Give students time to read the list. Then play the video again and ask students to put the things in the order they see them on the video. Check the answers and if necessary play parts of the video again.

6 Roleplay a conversation between a tourist and a tour guide Work in pairs. Student A: You are a tour guide showing a visitor your town or city. Use the information below to make notes. Student B: You are a tourist visiting the town or city. Find out what it’s like to live there by asking the tour guide about: ● ● ●

4 Ask students to make notes about the advantages and disadvantages of living in Venice. Then have them compare their answers with a partner.

the best places to see the advantages of living there the disadvantages of living there

Act out the conversation, then change roles and act it out again.

7 Giovanni dal Missier says: “I get bored with the Disadvantages

ANSWERS

people, with the tourists.” Do you sympathize with him? Why?

Advantages: it’s beautiful, clean, easy to live in, with a high quality of life Disadvantages: expensive, lots of tourists, not many jobs outside of tourism

8 Working in pairs, discuss these questions. 1 Which is the most visited tourist city in your country? Why do visitors go there? 2 Would you like to live in a city with lots of tourists? Why? 3 What benefits does tourism bring? What are the disadvantages?

earn a living (v) /ˈɜrn ə ˈlɪvɪŋ/ make enough money to live gift (n) /gɪft/ a present

5 Ask students to match the people with what they say.

property (n) /ˈprɑpərti/ houses trader (n) /ˈtreɪdər/ a person who buys and sells things

After you watch

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127

6 Students work in pairs to roleplay a conversation between a tourist and a tour guide, according to the instructions. 7 Elicit ideas from the class about why Giovanni says this, and whether they sympathize with him. 8 Students work in pairs to discuss the questions.

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UNIT 10 REVIEW

UNIT 10 REVIEW Grammar

4 Delete the incorrect word in each group and

Grammar

say why.

1 Complete the conversation with the simple past or past

1 old, historical, unforgettable, ancient the others are synonyms of “old” 2 suntan lotion, camping, package tour, cruise 3 stunning, huge, beautiful, spectacular 4 sleeping bag, tent, camera, adventure sports 5 camping, sunbathing, self-guided, cruise 6 cellars, tunnels, bridges, catacombs

perfect form of the verbs.

1 Ask students to complete the conversation with the simple past or past perfect form of the verbs.

A: B: A: B:

ANSWERS

1 2 3 4 5 6 7 8 9 10 11 12

Vocabulary

A: B:

happened hadn’t received didn’t have Had; booked called had did; do had happened paid saw was had booked

A: B:

How was your vacation? It was fine, in the end. (happen)? Why? What 1 Well, we arrived at the hotel but they 2 (not / receive) our reservation. So we 3 (not / have) a room and they were full. Oh no! 4 you (book) the hotel? (call) another Yes, I had. Anyway, they 5 hotel and fortunately it 6 (have) rooms. Unfortunately, it was in another town. So what 7 you (do)? Well, I was really angry after everything that 8 (happen), but the manager 9 (pay) for a taxi to the other hotel, and it was funny because we 10 (see) our new hotel in the brochure months ago but it 11 (be) more (book) the other one! expensive so we 12

I CAN

5 What’s your dream vacation? Make notes about the location, accommodation, and activities.

6 Work in pairs. Tell your partner about your dream vacations. I CAN talk about tourist locations and vacations

Real life 7 Imagine you are a tourist in your town or

tell stories and describe what happened to me

city. Complete these indirect questions to ask for information.

ask questions about the past

2 Complete the adjectives with -ing or -ed. ? 1 Do you feel bored 2 This book is very interest ing . 3 We had an amaz ing time in Peru. 4 Stop being annoy ing and leave me alone! 5 This is so excit ing ! 6 I’m really frighten ed ! 3 Work in pairs. Look at the photo. How do they feel?

2 Ask students to complete the adjectives with the endings -ed or -ing. 3 Ask students to work in pairs to answer the questions about the photo using appropriate adjectives.

1 2 3 4

Can you tell me I’d like to know Do you know I was wondering

8 Rewrite your questions in Exercise 7 as direct questions. I CAN ask for tourist information using direct and indirect questions

How would you describe the activity they are doing?

Speaking 9 Work in pairs. Comment on these different aspects of vacations and travel using the phrases and your own words.

Vocabulary 4 Ask students to decide which word doesn’t belong in each group and say why.

adventure vacations waiting at airports hot beaches visiting new countries looking at other people’s vacation photos waiting in line to visit tourist sites new exotic food flying

ANSWERS

2 3 4 5 6

the others are types of vacations the others describe quality the others are travel items the others are types of vacations the others are below the ground

I CAN describe how people feel

We both like / dislike… are interested in… get bored with… get excited / worried / angry about…

describe places, people, and things

128

5 Ask students to make notes on their dream vacation. 6 Students discuss their dream vacation in pairs.

Real life 7 Ask students to complete the indirect questions to ask for information. They can use any ideas of their own.

128

SAMPLE ANSWERS

ANSWERS

1 Can you tell me where the bank is? 2 I’d like to know when the museum opens. 3 Do you know if there is a good restaurant here? 4 I was wondering if there are any good museums here.

1 2 3 4

8 Students rewrite their questions from Exercise 7 as direct questions.

? . ? .

Where is the bank? When does the museum open? Is there a good restaurant near here? Are there any good museums here?

Speaking 9 Ask students to work in pairs to talk about these aspects of travel.

Unit 11 History y

Unit

Cap aptai tain n Scot Scot c t’s hu hut

11

History Warm-up Personal response Ask the class to say whether they have any interest in history in general, or particular parts of history. Have they ever watched any documentaries, read books, or seen movie and TV dramatizations that have interested them especially? If so, why?

F E AT U R E S 130 An ancient civilization Discovering the Aztecs in Mexico City

132 Modern history The Space Age at 50

134 Jane Goodall A lifetime of working with chimpanzees

138 The lost city of Machu Picchu A video about the history of this ancient city in Peru

1 Ask students to read the questions to focus their reading. Then have them read the text and answer the questions with a partner. Elicit answers to both exercises from the class.

1 Captain Scott was a famous polar explorer. Read the text and answer the questions. Just over one hundred years ago, the British explorer Captain Robert Falcon Scott died with his team of men in the snow and ice of Antarctica. This hut was the base for his expedition. Because of the freezing temperatures in this part of the world, the hut has become a time capsule—a place where nothing has changed. So for example, inside the hut there is butter and other items of food which are one hundred years old. The ice has preserved them all. When you go inside, it’s almost as if Scott has only just left the hut.

ANSWERS 1 food, personal possessions,

equipment 2 A “time capsule” is a container that people fill with things from the present, with the purpose of people opening it in the future. The hut is like a capsule, and inside it nothing has changed. It is as if time has stood still.

1 What objects would you expect to see inside the hut? 2 Historians call the hut “a time capsule.” What do you think that means?

2 Sometimes we put objects in a time capsule and bury it so that future generations can learn more about us. Working in groups, imagine you are going to make a time capsule with only five items. Discuss which five objects you will include. Use these examples or your own ideas. a clock money (coins and bills) a popular novel a restaurant menu drawings and diaries a can of food a CD of popular music a DVD showing a movie about daily life a copy of today’s newspaper

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129

2 Read through the instructions with the class and ask them to work in groups of four to discuss what they would put into the time capsule. They should discuss all the objects in the box, but can also add their own suggestions.

Background notes Robert Falcon Scott (1868–1912) was a British navy officer who led two expeditions to the Antarctic and became a national hero. The first was the Discovery Expedition (1901–04), in which Scott and his team explored one area of Antarctica. The second, more famous one was the Terra Nova Expedition (1910–13). In this expedition, Scott and four other men reached the South Pole only to find that Roald Amundsen’s Norwegian expedition had beaten them there. Scott and his colleagues all died of exhaustion, starvation, and extreme cold on the return journey. Despite this, his bravery in the face of adverse conditions led him to become a British hero, although some recent biographies have questioned his abilities as a leader and blamed him for his own death and those of the others.

Unit 11 History

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11a

11a An ancient civilization Speaking

An ancient civilization

1 Do you live in or near a town or city with historical places? Which of these does it have? What do you know about the history of each place? ancient roads and bridges castles city walls museums pyramids old religious buildings a palace statues of historical people

Warm-up Introducing the theme: ancient civilizations

2 Which of these are the reasons why

Ask the class to name as many different ancient civilizations as they can, e.g., Egyptian, Greek, Roman, Aztec, Inca, Maya. Elicit any information students can give you about any of these.

your town or city looks after some of the places you described in Exercise 1? 1 2 3 4

The place is unique. Someone famous lived there. The architecture is important. There are important objects inside.

Vocabulary archaeology 3 Read the text and match the highlighted

Speaking

words with the definitions (1–6).

1 Check that students are familiar with the words in the box. Read the questions and the words in the box with the class and ask students to work in pairs to talk about these historical features and answer the questions. They could think about historical places near where they are now, or near where they come from originally if they know those places better. Elicit any interesting information about the different places people come from, and about the place where you are now.

1 to dig out an area of land to reveal buildings and objects from the past 2 the action of finding something you didn’t know was there 3 people who study societies from the past by looking at their buildings, tools, and other objects 4 to kill an animal (or human) for your god(s) 5 a human society from the past 6 metal or stone images of someone or something WORDBUILDING word roots Parts of many English words come from the ancient languages of Greek and Latin. For example, the first part of the word archaeology comes from a Greek word meaning ancient, old, from the beginning. The ex- in the word excavation is a Latin prefix meaning out of. Sometimes you can guess the meaning of a new word if you know some of these word roots.

Vocabulary note castle 5 a strong building with thick walls and towers, built for protection

a pyramid 5 a construction with a square base and four triangular sides which meet at a single point a statue 5 a physical representation of someone famous, usually in stone or metal

2 Ask students to continue working in their pairs and discuss the reasons for conserving historic places. Elicit ideas from the class. Ask students if there are any other reasons why places or things are important (e.g., places of religious or spiritual significance, places that are beautiful or make a town more attractive, places that improve people’s quality of life, such as parks, and so on). 130

Listening 4

49 Listen to an interview with an archaeologist and list what she has found in the pyramid. Why is it important?

5

49 Listen again and match the objects (1–5) from the excavation with their purpose (a–e). 1 2 3 4 5

city walls 5 the wall around the outside of an old city to protect it a palace 5 the large home of an important person like a king or lord

In 1978, archaeologists made an important discovery right in the middle of modern Mexico City. It was a fourteenth-century pyramid from an ancient civilization: the Aztecs. They started to excavate different rooms inside. In some rooms they found objects like plates and cooking pots. In others, there were small religious statues or knives which the people used to make a sacrifice to their gods.

pots and plates gold and jade statues knives (the skeleton of) a dog

a b c d e

doing business cooking sacrificing hunting religious importance

130

Vocabulary Extra activity Ask the class what they think the term archaeology means. You could point out that the person in the photo is probably an archaeologist.

3 Ask students to read the article and match the words to the definitions individually, then check with a partner. Elicit the answers from the class. Read through the Wordbuilding box with the class and elicit additional examples of words with the ex- prefix or other prefixes from Latin and Greek.

ANSWERS 1 excavate 2 discovery 3 archaeologists

4 make a sacrifice 5 ancient civilization 6 statues

Listening 4 ANSWERS

She found pots, plates, gold, jade, statues, knives, a dog. Stones were important for business, statues and knives were important for religion, the dog was important maybe because it was used for hunting.

Grammar used to

8 Pronunciation /s/ or /z/ 50 Listen to the change in pronunciation of the words use or used and practice saying the sentences. What is the rule for the /s/ or the /z/?

6 Look at the sentences (a–d) and answer the questions (1–4). a Archaeologists discovered this pyramid in 1978. b The Aztecs used to sacrifice animals. c Did the Aztecs use to keep dogs as pets? d No, they didn’t use to have pets.

5 Ask students to read the two lists and see if they can match some items from memory, or predict what they think the purpose of the objects might be. Play the audio again for them to check and complete their answers. Elicit answers from the class.

The Nok used to live in Africa but they didn’t use to live in Europe. They used iron but they didn’t use any stone. use(d) to = /s/, use = /z/

9 Working in pairs, test each other’s knowledge of other ancient civilizations. Use the prompts to ask 1 Which sentence, a or b, describes a single action questions with used to. In some cases, both answers at a specific time in the past? a are correct, only one is correct, or neither is correct. 2 Which sentence, a or b, describes a past situation Check your answers with your teacher. or habit which doesn’t happen now? b 3 What form of the verb follows used to? stripped infinitive 1 Ancient Egyptians: build pyramids / castles 4 How does the negative and question form of 2 Ancient Greeks: watch theater / sports used to change? needs the auxiliary do 3 The Celts: live in South America / in Asia 4 Native Americans: grow corn / potatoes USED TO I/you/he/she/it/we/they used to live in this house. I/you/he/she/it/we/they didn’t use to live in this house. Did I/you/he/she/it/we/they use to live in this house? Yes, I did. / No, I didn’t.

7 Look at the grammar box. Then complete the text

6 Ask the class to read the four sentences and answer the questions. Check their answers and read the information and examples in the grammar box with the class.

They used to build pyramids but they didn’t use to build castles.

For a particular time in the past, we use the simple past: I used to live in this house in 1989. I lived in this house in 1989. For more information and practice, see page 166.

Grammar

Did the ancient Egyptians use to build pyramids and castles?

Speaking

Grammar note

10 Working in pairs, discuss what people used to do

with the correct form of used to. Use the simple past where used to is not possible.

in recent history and what they do now for each topic. ● ●

In 1928, some miners in Nigeria 1 discovered (discover) a small clay statue in the ground. It was from an ancient civilization called the Nok who 2 used to live (live) in Central Nigeria. Archaeologists 3 ((not know)) anything y g about the Nok but now theyy do. (live) The Nok 4 in the fourth century B.C.E. They were different from other civilizations in this period because they 5 (not / work) witth h stone. Instead, they 6 (produce) iron and other meetals. As a result, they 7 (make) strong tools. They could dig the land and they 8 (grow) their ow wn food. This is one of the earlieest examples of farming in histoory.

● ● ●

fashion information (like news) communication music and entertainment transportation How did people use to listen to music?

ANSWERS 1 Did the ancient Egyptians use to build

pyramids and castles? They used to build pyramids but they didn’t use to build castles. 2 Did the ancient Greeks use to watch theater and sports? Yes, they did. 3 Did the Celts use to live in South America and Asia? No, they didn’t. They used to live in parts of western Europe. 4 Did the Native Americans use to grow corn and potatoes? Yes, they did.

Also emphasize the lack of a “d” in the negative and interrogative forms (I didn’t use to, Did you use to …?) as students frequently forget this.

What kind of clothes did people use to wear? Did people use to travel by…? Do people still…today?

We only use used to to talk about the past; there is no present form. To talk about present routines and habits we use the simple present. e.g., I used to walk to work every day, but now I always take the bus.

Unit 11 History

9 Elicit questions and answers from the class.

Emphasize that we only use used to to talk about things we regularly did in the past which we don’t do now, or things we didn’t do in the past which we do now (e.g., habits, routines, everyday activities, preferences).

131

Speaking 10 Read through the instructions and examples with the class and ask students to work in pairs to talk about what people used to do and what they do now for each topic. Circulate and check that they are using used to correctly.

7 Ask students to complete the text individually, then compare answers with a partner. Elicit the answers from the whole class as complete sentences. ANSWERS 3 didn’t use to know 4 lived 5 didn’t use to work 6 used to produce 7 used to make 8 used to grow

Pronunciation 8 Play the audio pausing for students to repeat chorally and individually. Then play it again for them to decide if the words are pronounced with /s/ or /z/. Ask them to read the sentences correctly.

Unit 11 History

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11b

11b Modern history

Modern history

Speaking

Reading

1 What is the most important

4 Read the article and number the paragraphs (A–E) in the correct

moment of world history in your lifetime? Why?

Warm-up

world politics famous individuals space exploration culture and the arts countries and cities technology

1 2 3 4 5

Exercise 2 with the rest of the class. Then choose the three most important moments in history.

1 Ask students to work in pairs to discuss what they think is the most important moment of world history in their lifetime.

What is an important date in your country’s history? Which is your favorite decade in history? Which century in your country’s history is the most interesting? What were you doing at the turn of the last century? How do you think life will change in the next half century?

S PAC E M

2 Ask students to join with another pair and work in groups of four to discuss these topics and decide on a historical moment for each one. Remind them that it should be from recent history, e.g., the last hundred years or so.

O

M

E

N

T

S

I

N

history

3 Elicit answers from the groups and compare what they each chose. Make a list on the board of what the class thinks are most important, and decide or vote on the three most important moments.

A2 Eight years later, an American an fin finall allyy walk lked ed on the moon, and d duri uring the early rly 70 70ss, the US le led d the the Soviet Sov iet Un Union ion in th thee spac p e race. Howeverr, spac spac pacee travel tra vel wa wass expe expe pensi nsive nsi vee and a th they ey needed d to co coope ope p rat ra e more. mor e. As a resu resu esult, lt, in 1975 1975 ast astron ronaut ron autss from aut m bo both th countr cou ntries ntr ies fle flew w two two spa spacec cecraf cec r t and raf and met m in sp space ace.. ace Afterw Aft erward erw ards, ard s one as astro trr nau a t said th that at the h mi missi ssion ssi on sho hoowed th h t at a the t So Sovie viett U vie Unio nion nio n and a Ame Am m ric icca coul ou d w k toge wor togethe the her.r B4 At the beegin ginnin ning of the twentyy-first nin fi centur fir urry, y busine bus in ssm ine ssman an Den De nis Tito paid twenty millio lion lio n doll doll ollars ars and to told ld thee wo world he loved space as he spent ent eig ght day dayss on on the the h ISSS. Since then n, spac pace tour pac o ism m ha hass develo dev eloped elo ped wi with it planss for regular tou o rs and nd flo floati ati t ng n ho els hot ell .

Reading 4 Ask students to read the paragraphs and say what the correct order should be.

C 1 On Oct ctobe oberr 4, obe 4, 1957 957,, the Sov Soviet i Un iet U ion n se sent nt Spu Sputni tnikk 1 in i to spa space ce and d a new new age ag in i hi histo story ry beg began: a th an: thee Spac Spac p e Age. Age. Th Thee Sovi Sovi o ets la launc unched hed moree Sput mor Sput putnik nik saatellit lites es in n the 50 50s, s, and by 19 1 61 6 the theyy had had put p th thee firstt man firs man intto spac a e. D5 And wh hat abo b ut the ne next xt hal ha f a century?? In n 20 2009, 09 a Rus R sia i n spac spac pacee chief chi ef sai said d Russ Russ ussia ia wa was pl plann anning ann ing a nuc nuclea lee r spac lea pacesh eship esh ip p for fo trave v l to Mars. In 201 2010, 0, US pre presid sident sid ent Baarac rackk Obam Obam bamaa ttold o an audience th hat byy the t mi mid-2 d- 030 d-2 030s, s, th the US wo would uld seend hum humans ans to Ma Mars. s.. Th Thee race for Marss has Mar has alr alread eadyy star ead star ta ted ted.. E 3 Nearly Nea rly twoo deca deca ecades des la later ter, lead eaders ead ers r from m bot both h countries sai said d they they ha h d agr g eed on pl p ans for a neew Inte Inte nterna rn tio t onal Sp pace c St Stati a on (IS ( S), and (I d by the turn turn of the ce centu nt ry, y thee ISS S had ad st start art rted ed orb o iting g the Earth. Nowada Now a ys, th ada thee ISS is used d by b scienti i ists from alll ov over er the th wo world.

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6 Ask students to work in pairs to answer these questions about their own country. (If you have students of different nationalities, pair people from the same country where possible, and allow other students to work alone.) Elicit answers; with a single nationality class, you can ask them to discuss the choices made by other groups; with a multinational class, they could listen to the other groups and comment on which country has an interesting history.

Grammar 7 Ask the class to read the sentences and answer the question.

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On what date did the Space Age begin? How many years later did an American walk on the moon? When did the US lead the space race? How many years later did they agree on plans for the ISS? When did the ISS start orbiting the Earth? When did space tourism begin? What period of history does the speaker talk about at the end?

6 Work in pairs. Discuss the questions.

3 Compare your ideas from

Speaking

century 7 the next 50 years

1 2 3 4 5 6 7

historic moment for each of these topics.

Ask the class to say what they think are some of the most important events that happened in the 20th and 21st centuries.

ANSWERS 1 October 4, 1957 2 8 years later 3 the early 70s 4 nearly 20 years later 5 by the turn of the century 6 the beginning of the twenty-first

5 Answer the questions with the correct times and dates.

2 Work in groups. Think of one

Personal response

5 Ask students to read the questions and find the information about dates and times in the article. They can then compare answers with a partner. Elicit the answers from the class, having some students read the questions and others answer.

order.

8 Ask students to look at the direct speech and compare it with the reported speech in the article, then answer the question. They can check their answers to items 1–8 with a partner. Elicit answers from the class. Read the information in the grammar box with the class, and check that they understand how the tenses change from direct to reported speech.

Grammar reported speech 7 Look at the example of reported speech and its direct speech equivalent. Which words change in reported speech? Reported speech: One astronaut said that the mission showed that the Soviet Union and America could work together. Direct speech: One astronaut said, “The mission shows that the Soviet Union and America can work together.”

8 Look at the examples of direct speech. Then look back at the article in Exercise 4 and find their equivalents in reported speech. How do the pronouns and tenses change? 1 T Tito said, “I love space.” 2 The leaders of both countries said, “We W have agreed on plans for a new International Space Station.” 3 A Russian space chief said, “Russia is planning a nuclear spaceship for travel to Mars.” 4 Barack Obama told an audience that, “By the mid-2030s the US will send humans to Mars.” REPORTED SPEECH Direct speech Simple present Present continuous Simple past Present perfect will

Reported speech Simple past Past continuous Past perfect Past perfect would

For more information and practice, see page 167.

9 Look at the grammar box. Then complete the direct and reported speeches. 1 The boy said, “One day I want to be an astronaut.” to be an astronaut. The boy said that one day he wanted 2 Last year the president said he had plans for a new mission to the moon. Last year the president said, “ I have plans for a new mission to the moon.” 3 In 2010, astronomers said, “The Hubble Telescope has found a new planet.” In 2010, astronomers said that the Hubble Telescope had found a new planet. 4 Scientists said a robot had discovered water on Mars. Scientists said, “A A robot has discovered water on Mars.” 5 The radio announcer said, “The rocket is landing.” The radio announcer said the rocket was landing. 6 The government said they were discussing the problem. The government said, “We W are discussing the problem.” 7 China said, “We W will visit the moon in the next few years.” China said it would visit the moon in the next few years. 8 They said they couldn’t afford f the ticket into space. They said, “We W can’t afford the ticket into space.”

Vocabulary say y or tell 10 Look back at the article in Exercise 4 and underline examples of say (said) or tell (told). Then complete this rule with say or tell.

ANSWERS

1 Tell always needs an object such as me, him, her, you, us, them, everyone. Do not follow 2 say with an object.

Pronouns change to 3rd person, verbs change to past tenses. 1 “...told the world he loved space.” 2 “...said they had agreed on...” 3 “...was planning a nuclear spaceship...” 4 “...the US would send humans to Mars.”

11 Choose the correct options to complete the conversation. A: Did I 1 say / tell you there was a great TV show on last night about space travel in the next century? They 2 said / told humans would soon land on Mars. B: Really? When did they 3 say / tell it would happen? A: The presenter didn’t 4 say / tell us exactly, but I think before the year 2050. B: I read another article and it 5 said / told there would be a hotel on the moon soon. A: Y Yes, but someone 6 said / told me a few years ago that space hotels would be orbiting the Earth soon, but nothing’s happened yet.

Grammar note Point out that other elements, such as time expressions, often need to change, too (e.g., today – yesterday, this week – that week, tomorrow – the day after / the next day) How time expressions change will depend on the context and when they are reported:

Speaking

Ann: “Can you come to dinner tonight?”

12 Work in pairs. Interview each other with these questions and write down your partner’s answers.

Could be reported as:

1 What’s one thing you want to do in your lifetime (like jump out of an airplane or travel into space)? 2 Which was your favorite subject in school (history, y geography)? 3 What famous historical places have you visited (Machu Picchu or the Great Wall of China)? 4 Do you think you will travel to space in your lifetime? Where will you go (Mars, the moon)?

I saw Ann earlier and she asked if we could come to dinner tonight. (The speech is reported on the same day, so tonight is still correct.) I saw Ann last week and she asked if we could come to dinner that evening.

13 Work with a new partner and report

(The speech is reported a week later, so tonight has to change.)

your original partner’s answers. Use say or tell and reported speech.

Pronouns often need to change:

He said he wanted…

John: “I will see you later” becomes:

She told me it had been…

John said that he would see us later. Mary: “We are going to the movies” becomes: Unit 11 History

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Mary said they were going to the movies.

11 Ask students to choose the options to complete the conversations individually, then compare answers with a partner. Elicit the answers from the class as complete sentences.

eight things members of their families said recently, for example: My wife said she would go shopping on Saturday morning.

9 Ask students to complete the sentences individually, then check their answers with a partner. Elicit the answers from the class as complete sentences.

Speaking

My daughter said she didn’t like doing math homework.

Vocabulary

12 Ask students to interview each other as indicated, taking brief notes on their partner’s answers.

HOMEWORK Ask students to report

10 Ask the class to find the examples in the article and then complete the rules.

13 Ask students to change partners and report what their previous partner said.

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11c

11c Jane Goodall Reading

Jane Goodall

1 Do you ever read biographies? What kind of people do you like to read about (people from history, celebrities)?

Warm-up

2 Read the biography about the life of Jane Goodall on page 135. Which paragraphs are about her life during these different times?

Predicting Ask students to look at the photo of Jane Goodall. Do they know who she is? Ask them to predict what she might be famous for. Elicit suggestions from the class.

1 2 3 4

6

3 Read the biography again and answer the questions. Underline the information in the article that gives you the answer. Then compare your answers and the information you underlined with your partner.

Reading

1 Who was Jane traveling with when she first arrived in Gombe? 2 How soon after Jane arrived in Gombe did she try to find her first chimpanzee? 3 How qualified was she for this kind of work? 4 What did she discover about chimpanzees? 5 When did scientists and academics start reading her work? 6 Why did Gombe become a dangerous place? 7 Did all the foreigners, including Jane, leave the region? 8 Why were there only about a hundred chimpanzees living in Gombe by the end of the eighties? 9 Has Jane retired? 10 What does Jane do now?

1 Elicit answers to the questions from the class. You could also ask students to tell you what biographies they have read, whether they enjoyed them, and why. 2 Ask students to read the biography and match the times to the paragraphs. Elicit answers from the class. Vocabulary note

Writing and speaking 5 Work in pairs. Imagine you are biographers and you are going to write a biography of Jane Goodall. Prepare seven or eight interview questions for her based on the information in the article. Example: Do you remember your first day in Gombe? What did you have with you? Why did you go to the forest?

6 Work with a new partner and roleplay an interview between the biographer and Jane Goodall. Take turns being the interviewer and Jane.

Critical thinking relevance

Although some new words are glossed at the end of the text, these words may also be unfamiliar:

4 These statements (a–d) could be included as useful background information at the end of four of the paragraphs in the article. Match them with the correct paragraph.

a shore 5 the edge of a lake, river, or the sea

a This was new and surprising scientific information at that time. 2 b Even ordinary people around the world were starting to recognize her name. 3 c This was the start of a lifetime of studying the behavior of the chimps in Africa. 1 d This work continues to the present day. 6

binoculars 5 an optical device for seeing at a distance gear 5 equipment tools 5 anything made by people or animals to help them with a task

the sixties 1-3 the seventies 4 the eighties 5 the nineties up to the present day

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a journal 5 a daily record of what one does a border 5 the line that separates two countries or other areas a military escort 5 an armed guard of soldiers for protection violent 5 attacking and possibly hurting others to reveal 5 to show awful 5 very bad, unpleasant a decade 5 a period of ten years a lecture 5 a public talk about something spare time 5 free time

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3 Ask students to answer the questions individually, then compare answers with a partner. Elicit the answers from the whole class, having some students ask questions and others answer.

ANSWERS 1 her mother 2 less than one day 3 not very qualified 4 ate meat, used and made tools 5 after a while (early to mid 60s) 6 fighting between soldiers and rebels 7 Jane stayed to finish her work 8 increasing human population, deforestation 9 no 10 travels, lectures, raises awareness and

money, visits the chimpanzees

On the morning of July 14, 1960, Jane Goodall arrived on the east shore of Lake Tanganyika in the Gombe National Park. She had brought a tent, a cup without a handle, a pair of binoculars, and her mother. A group of local men met the strange pair of women and helped carry their camping gear. Then, around 5 p.m., somebody reported that they had seen a chimpanzee. Immediately, Jane went into the forest to find her first chimpanzee. As a young woman, Jane Goodall had no scientific qualifications, but this didn’t stop her from following her childhood dream of studying chimpanzees in Africa to find out how they really lived. After many months of difficult work she made three important discoveries: chimpanzees ate meat, they used tools to get food, and they also made tools. Every evening, Jane wrote her findings in a journal. She began to publish articles in magazines like National Geographic. After a while, scientists and academics started reading her studies and Jane was offered admission to a university. In 1966, after more years of research, she got her doctorate degree. Her work was also making her famous. There was a film documentary, Miss Goodall and the Wild Chimpanzees (1963), and then My Friends the Wild Chimpanzees (1969), the first of many books. rebel (n) /ˈrebəl/ soldier who fights against government soldiers fled (to flee) (v) /fled/ left quickly because of a dangerous situation deforestation (n) /diˌfɔrɪˈsteɪʃən/ when trees and forests disappear sanctuary (n) /ˈsæŋkʧuˌeri/ a safe place trade (n) /treɪd/ buying and selling

During the seventies, Gombe became a dangerous place to work. It is on the border of four different countries and there was fighting between soldiers and rebels. Many foreigners fled the region, but Jane stayed—with a military escort—to continue her work. In one of her journals from this period she noted that chimpanzees could also be violent: “I thought the chimps were nicer than we are,” she wrote. “But time has revealed that they... can be just as awful.”

Critical thinking 4 Ask students to match the statements with the paragraphs where they could be added, then compare answers with a partner. Elicit the answers from the whole class.

A different problem developed in Gombe in the 1980s. The increasing human population in the region was causing deforestation. As a result, there were only about a hundred chimpanzees living in Gombe by the end of the decade. Jane realized that something had to be done so chimpanzees and humans could live together, so she organized an initiative with the local community to grow more trees in the region.

Writing and speaking

After 1989, Jane left her career in Gombe and started traveling and giving lectures. She protested about cruelty to chimpanzees in medical research laboratories. She also set up sanctuaries for chimps which had been captured or were orphans because of the trade in chimpanzee meat. Nowadays, she spends about 300 days a year giving interviews, talks, and lectures, meeting with government officials, and raising money for the Jane Goodall Institute, which continues her research. She has very little spare time but still spends part of every year in the forest in Gombe, watching her chimpanzees.

5 Read through the instructions and examples with the class and then ask them to work in pairs to prepare the interview questions. Circulate the class to monitor and help with error correction. 6 Ask students to work with a different partner to role play the interview. They will need to use their imagination to answer their partners’ questions. HOMEWORK Ask students to write a 150-word biography of somebody they know well—their grandfather, for example, or someone well-known that they particularly like and know a lot about already.

The life of Unit 11 History

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Background notes Jane Goodall was born in London in April 1934. In 1957 she visited a friend’s farm in Kenya, and got in touch with the famous anthropologist Louis Leakey. He wanted someone to research primates, and so raised money for Goodall’s research and suggested what she should do. In 1962 he also raised funds for her PhD studies at Cambridge University. After her first marriage ended in divorce (and one son), she married a Tanzanian minister who, until his early death, was able to give her support in her studies. Because of the importance of her work, she has received many international honors, including Dame of the British Empire, and UN Messenger of Peace. Point out to students that monkeys are not to be confused with apes. Both classes of animals are types of primates, but while animals like chimpanzees are often referred to as “monkeys,” this is in fact incorrect. Chimpanzees belong to a classification of primates known as the great apes, a group of tailless species which also includes orangutans, gorillas, bonobos, and humans. In contrast, monkeys are often characterized by their long, prehensile tails, which members of the great ape family lack.

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11d

11d Real life gi givi ving ng a sho hort rt presentation

A journey to Machu Picchu

GIVING A SHORT PRESENTATION Good morning and 1 all for coming. about… Today I would like to 2 Let me 3 by telling you about… So, that’s everything I wanted to 4 about… 5 Now, let’s on to… 6 The part of my presentation is about… I’d like to 7 you some of my photos. That’s the 8 of my talk. In summary,… Are there any 9 ?

1 Do you ever give talks or presentations in your own language (or in English)? What are they y about? Why y would pe p opl pe give talks or presentations in these situations?

Warm-up

●

Introducing the topic: Machu Picchu

● ●

Ask the class what they know about Machu Picchu, e.g., ask: What is Machu Picchu? Where is it? Do you know anything about it? Has anyone been there?

2

51 Listen to parts off a presentation and mark which of the topics (1–6) the presenter talks about. 1 2 3 4 5 6

Real life 1 Ask the class to discuss the questions. Students could first think of some ideas in pairs, then brainstorm ideas as a whole class.

3

at work in class at the meeting of a local club or town council

the people in Per Peru u and their customs the history of Machu Picchu ✓ the history of the Incas ✓ the capital city of Peru his own journey ✓ the food in Peru

51 Listen again and complete these exp these exprress ession ionss for for giv giving ing a sho short rt presentations.

4 Pronunciation pausing a

52 Presenters often pau p se at the end of a sentence,, the end of a phrase, or before and after important words they want to emphasize. Listen to the presentation again and notice the first five pauses (/) and write in the missing pauses ((/)) from the next few comments. p Good morning / and thank you all for coming. / Today / I’d like to talk about / my vacation in Peru / and in particular,/about my journey to Machu Picchu,/also called “The Lost City of the Incas.”/Let me begin/by telling you about the history of Machu Picchu.

b In pairs, practice reading the same part of the presentation. 5 Prepare a short presentation for your partner about a historical place you have visited. Talk about: ● ● ●

SAMPLE ANSWERS

Where it is. Why it’s important. Who lived there in the past.

at work: to sell an idea or a project, to plan a project, to present a new idea, to present plans for the future in class: to present research findings, to present arguments for a debate at the meeting of a local club or town council: to persuade people to do something, to plan and organize an event

2 Ask students to read the list of topics to focus their listening. Then have them listen and decide which topics are discussed. Play the audio twice, if necessary. Elicit the answers from the class. 3 Ask students to complete the presentation expressions individually as you play the audio again. Then have them compare answers with a partner. Elicit the answers from the whole class. ANSWERS 1 thank you 2 talk 3 begin 4 say 5 move 6 next 7 show 8 end 9 questions

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Pronunciation 4a Ask students to read the excerpt from the presentation, notice the first five pauses, and think about where the pauses might fall in the rest of the paragraph. Play the audio and have them listen and mark the pauses. 4b Ask students to practice reading the paragraph with the pauses in pairs and help each other with their pronunciation and intonation.

5 Ask students to prepare the presentation in pairs. They should take notes and decide who will say which parts. They should then give their presentation to the rest of the class. HOMEWORK Students can write up their presentation in more detail as a short report.

11e

11e The greatest mountaineer Writing a biography

The greatest mountaineer

1 Think of three pieces of information you would expect to find in a biography. Compare your ideas with your partner.

2 Read the biography of Reinhold Messner. Does it include your ideas from Exercise 1? Which paragraph (1–4) has information about the topics (a–f)? Two paragraphs contain more than one topic. a b c d e f

Warm-up Previous knowledge

When and where the person was born 2 Childhood and early life 2, 3 Why the person became well-known 1 Something famous the person said 2 What other people think or have said about the person 3 When the person died or what the person is doing now 4

3 Writing skill punctuation in direct speech

Ask the class what they know about mountaineering—what equipment do you need, what makes it difficult, what do you have to do, and so on.

The world’s

a The second paragraph in the biography includes direct speech. Underline another example in the text.

1

Reinhold Messner has been described as the greatest mountaineer in history. He’s famous for being the first man to climb Mount Everest without oxygen in 1980. But he was also the first man to climb all fourteen of the world’s mountains over 26,000 feet.

2

Messner was born in 1944 in a small village in the mountains of northern Italy. When he talks about the area he still says, “it’s the most beautiful place in the world.” His father was a climber and took his son up a mountain when he was only five. As a teenager, Messner climbed with his younger brother Günther.

b Answer these questions about punctuation rules for direct speech. 1 Where do you put the two quotation marks? 2 Do you always put a period at the end of the quotation or only if it ends the sentence? 3 Where do you put the comma? What does it separate?

3

c Write in the missing punctuation. 1 My grandfather always told me you should follow your dreams 2 Yes we can said Barack Obama when he campaigned to become president 3 Education is the most powerful weapon said Nelson Mandela

4

4 Write a short biography (100–120 words) about someone famous or someone you admire. Try to include all the topics in Exercise 2 and remember to use the correct punctuation with quotations or direct speech.

Writing

greatest

mountaineer

1 Ask students to think about what information they would find in a biography. Have pairs compare answers and then elicit ideas from the whole class. 2 Ask students to read the biography and check their ideas, then match the paragraphs to the topics. Elicit answers from the class.

In their twenties, the brothers started climbing in the Himalayas, but Günther died in an accident and Reinhold lost six toes. Nevertheless, Messner continued climbing and became a legend among other mountaineers. The climber Hans Kammerlander believes Reinhold changed climbing. “Reinhold had so many new ideas,” says Kammerlander, “new ways, new techniques.”

Writing skill 3a Ask students to underline the examples of direct speech in the biography.

Nowadays, Messner spends time at home with his family. He has written over sixty books. In 2006, he opened the Messner Mountain Museum where people can find out more about the world he loves.

3b Ask the class to look at the examples of direct speech again and answer the questions about punctuation.

5 Exchange your biography with a partner. Use these questions to check your partner’s biography. ● ●

Which topics in Exercise 2 has he/she included? Is the punctuation correct?

ANSWERS Unit 11 History

4 Ask students to choose somebody famous and write the biography, using the topics in Exercise 2 and including quotations or direct speech. This would be a good task for homework, or students could start it in class and complete it and check it for homework.

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5 Ask students to exchange their biography with a partner and check each other’s writing.

1 around the quoted speech 2 only if it ends the sentence 3 inside the quotation mark; the quotation from the main sentence

3c Ask students to add the missing punctuation individually and then check their answers with a partner. Elicit the answers by having students write the sentences on the board. ANSWERS

1 My grandfather always told me, “you should follow your dreams.” 2 “Yes we can,” said Barack Obama when he campaigned to become president. 3 “Education is the most powerful weapon,” said Nelson Mandela.

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11f

11f

Video

Video

The lost city of Machu Picchu Videoscript Narrator: This beautiful, quiet place is covered in sunshine and has mountains all around it. Its name is Machu Picchu. It’s sometimes called the Lost City of the Inca, and it’s nearly 8,000 feet up in the Andes. Julio: It’s a magic attraction, that you can feel it here. It’s known all over the world that Machu Picchu is one of the magnetic centers of the ancient world. Narrator: Machu Picchu is more than 500 years old. Today, it’s a favorite place for visitors from all over the world. Even in the rain and fog, it’s wonderful to walk through the ruins. When the Inca civilization ended, few people knew Machu Picchu existed. For a long time it was lost to the outside world. Then, in 1911, an explorer named Hiram Bingham found it again. At first, very few people visited Machu Picchu. But now, hundreds of tourists come here every day. They walk up the steps of the ancient city and climb over the ruins. Machu Picchu is no longer quiet. It’s full of the sounds of tourists. Some people in Peru hope that more tourists will come here. They think it will mean more business and money for the country. However, some conservationists worry that more visitors won’t be good for Machu Picchu. They say that tourism may not be good for the environment. José, a local hotel owner, says Machu Picchu and Peru can take a few more visitors. José: Why not be like the rest of the world? Why not expose and show Machu Picchu to the rest of the world? It’s such a wonderful place, why keep it to the few?

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Th T The h he Lo Lost st Cit Ciitty is no lo C ong nge ng err los lo osst. o t. 138

Narrator: The truth is that parts of Peru are very poor, and tourists bring money to these communities. Aguas Calientes is a town that grew suddenly near an area where visitors get on buses to get to the summit of Machu Picchu. The people here live completely on money from tourism. The town is just a group of stalls where local people sell art and things they have made to visitors.

The Lost City is no longer lost. Tourists have found it. The modern world is coming closer to this ancient world every day. Time may be running out for the Lost City of the Inca. More and more people are discovering it. In the end, it may be the modern world that forever changes this ancient city.

Before you watch

After you watch

1 Work in groups. Look at the photo and discuss

7 Roleplay discussing the future of Machu

the questions. 1 2 3 4

Picchu

Who are the people in the photo? Where are they? What are they doing? What do you think the caption means?

Student A: You are a conservationist. Read the information below and make notes, then argue your point of view with your partner.

2 Mark the things you think you are going to see in the video. bicycles buses cameras mountains a river ruins

●

children a train

dogs umbrellas

●

While you watch 4 Choose the correct option to complete the

●

summary.

●

Machu Picchu is an ancient city 1 8,000 / 18,000 feet up in the 2 Andes / Pyrenees. It is over 3 1,000 / 500 years old. It is sometimes called the Lost City of the 4 Inca / Aztec. When their civilization ended, few people knew Machu Picchu existed, but in 5 1911 / 2001 an explorer, Hiram 6 Bingham / Birmingham, found it again.

You want to limit the number of tourists who Y visit the ancient city. Give reasons (for example, too many people are destroying the ruins, people leave a lot of trash).

2 Ask students to predict what things from the list they think they will see.

You want to increase access to Machu Picchu. Y Give reasons (for example, more tourists mean more money for the local economy, hotel owners will benefit).

While you watch 3 Play the video for students to check their answers to Exercise 2.

Act out the discussion, then change roles and repeat the discussion.

ANSWERS

8 According to the narrator, time may be running

5 Are these sentences true (T) or false (F)? Watch the video again to check your answers. It is always sunny at Machu Picchu. F The lost city is not very popular with tourists. You can’t walk around the ruins. F Y Machu Picchu is now a very noisy place. T Local people would like more tourists to visit Machu Picchu. T 6 Conservationists say that tourism is good for the environment. F 7 Many parts of Peru are very poor. T 8 Aguas Calientes is a very large city. F

1 Students work in groups. Ask them to look at the photo and discuss the questions. Elicit answers from the class.

Student B: You work in the tourist industry. Read the information below and make notes, then argue your point of view with your partner.

3 Check your answers from Exercise 2.

1 2 3 4 5

Before you watch

Work in pairs.

F

out for the Lost City of the Inca. What do you think that means?

We see buses, cameras, children, mountains, a river, ruins, and umbrellas.

9 Work in pairs. Discuss these questions. 1 Are there any ancient sites or ruins in your country? Who built them? Are they tourist attractions? 2 Does tourism have a positive or negative impact on these places? Why? 3 How can ancient monuments best be preserved for future generations?

4 Play the video again and ask students to complete the summary with the correct options. 5 Give students time to read the sentences and decide if they are true or false. Then play the video again for them to check and correct the false sentences.

6 Match the people (1–3) with what they say (a–f). 1 Julio (tour guide) a, d 2 José (hotel owner) b, c 3 The narrator e, f a b c d

It is a magic attraction. Why not be like the rest of the world? Why keep it to the few? Machu Picchu is one of the magnetic centers of the ancient world. e This beautiful, quiet place is covered in sunshine. f Even in the rain and fog, it’s wonderful to walk through the ruins.

6 Ask students to match the speakers to the quotes. conservationist (n) /kɑnsərˈveɪʃənɪst/ a person who works to preserve a natural or ancient place fog (n) /fɔg/ low cloud that makes it difficult to see ruins (n) /ˈruɪnz/ destroyed buildings run out (v) /rʌn ˈaʊt/ come to the end, finish stall (n) /stɔl/ a temporary shop without walls step (n) /step/ the place where you put your foot when you go up stairs

Unit 11 History

After you watch 7 Students work in pairs to roleplay discussing the future of Machu Picchu, according to the instructions. 139

8 Elicit ideas from the class about what the quote means. 9 Students work in pairs to discuss the questions.

Unit 11 History

139

UNIT 11 REVIEW

UNIT 11 REVIEW

Vocabulary 6 What does the photo show? What do you think it was for?

Grammar

Grammar

1 Complete the sentences with the correct form of used to.

1 Ask students to complete the sentences with the correct form of used to.

live in Lima but now we 1 We live in Quito. 2 I read but now I watch TV. 3 They like vegetables, but now they love them! 4 There be trees all around my house but now there are other houses. 5 The town have cafés and restaurants, but now it has lots.

ANSWERS

1 2 3 4 5

used to used to didn’t use to used to didn’t use to

2 Work in pairs. Comment on these aspects of your appearance in the past and now. length and/or color of hair height use of glasses colors and style of clothes

● ● ●

2 Ask students to work in pairs to talk about their appearance in the past and now, using similar phrases to those in Exercise 1.

●

I used to have long hair and now I don’t.

3 Rewrite the direct speech as reported speech.

3 Ask students to rewrite the direct speech as reported speech.

1 “I want to fly in space.” . He said he 2 “I’m driving home.” She said she . 3 “We visited the pyramid in Giza.” . They said they 4 “He’s gone to the museum.” You said he . 5 “One day I’ll go on vacation to Rome.” Luis said one day he .

ANSWERS

1 2 3 4 5

wanted to fly in space was driving home had visited the pyramid in Giza had gone to the museum would go on vacation to Rome

4 Complete the sentences with say or tell. 1 Tell him to hurry up! 2 Did she say what time she was

4 Ask students to complete the sentences with say or tell.

coming? 3 Don’t tell me the answer. 4 Did the archeologist say who built this ruin?

5 Ask students to work in pairs to report something from the news or from their English lesson to each other.

5 Work in pairs. Tell your partner something: ●

●

Vocabulary

I CAN

6 Ask students to discuss the photo in pairs.

report what people said or told me

7 Ask students to complete the text with the words from the box and check their ideas from Exercise 6. ANSWERS

1 2 3 4 5

140

a reporter said on the TV or radio this morning. your English teacher told you today.

civilization Archaeologists statue pyramids/excavations sacrifice

talk about past situations and habits

140

Real life 8 Ask students to order the sentences to make a presentation.

Speaking 9 Ask the class to consider their own answers to the questions for a few minutes. Then ask individuals to report back to the class. If someone else likes the same period, ask them to join in and add their ideas.

7 Complete the text with these words and check your ideas in Exercise 6. There is one extra word. archaeologists pyramids

civilization sacrifices

excavations statue

The Inca 1 was the largest in South America in the thirteenth and fourteenth centuries. 2 are still finding objects from their past. For example, the 3 4 in the photo is a llama. It was found in at a site that they used for animal and human 5 . I CAN talk about history and archaeology

Real life 8 Put these sentences from different parts of a presentation in order (1–7).

2

Today I’d like to talk about my visit to Guatemala. 1 Good morning everyone and thank you for coming. 4 So that’s everything about Tikal and its pyramid. 7 But before I finish, are there any questions? 3 Let me begin by telling you a bit about Tikal. 6 In summary, Guatemala is full of wonders. 5 Now let’s move onto my next stop, which was the nearby city of Flores. I CAN give a short presentation

Speaking 9 Discuss as a class. What’s your favorite historical period? Why? What do you like about it (the clothes, the architecture, the art)?

Unit 12 Nature

Unit

12

Nature Warm-up Personal response Ask the class to talk about their feelings about nature. Ask, for example: Do you enjoy spending time in the countryside? Why / Why not? What do you do there? Do you walk / climb / swim? Are you interested in birds / flowers / wildlife?

1 Ask students to look at the photo and say what they can see. Accept their answers without saying if they are right or wrong.

An Ani A nimal ni ma al diisgu sguise sguise sess Pho P ho oto to byy Chr Chrrist stian tian n Zi Ziegler egl gllerr

F E AT U R E S

1 Look at the photo. Describe what you can see.

142 Nature in one cubic foot

2 Match these words to the correct category (1–7) in the

One photographer finds whole ecosystems in small spaces

butterfly

tree 1 2

146 Changing Greenland Warmer summers and global warning are changing Greenland—but is it for the better?

eagle

PLANT

shark

snake

toad

tree

INSECT

butterfly

ANIMAL 3

AMPHIBIAN

toad

4

MAMMAL

5

horse

REPTILE

snake

6

BIRD

7

FISH

eagle shark

Vocabulary note

3 Work in pairs. Complete these sentences with the name of an

Check that students are familiar with the technical categories and animal names:

animal (or animals) and give reasons. I’ve never seen...

150 Cambodia Animal Rescue A video about the work of an organization to save rare animals

horse

NATURE

144 The power of nature How two scientists measure a tornado

2 Ask students to match the words in the box to the categories in the diagram individually, then compare answers with a partner. Elicit answers from the class. Elicit additional examples for each category and check that students understand all the language.

diagram. Then think of one more word for each category.

an insect 5 a six-legged (flying) creature (e.g., bee, ant, wasp)

I’d love to have a(n)... as a pet. I’m really scared of...

an amphibian 5 a four-legged, cold-blooded animal living on land and in water (e.g., frog, newt, salamander) Unit 12 Nature

3 Ask students to work in pairs to complete the sentences in the speech bubbles with the names of animals so the sentences are true for them. They should also give reasons for the second and third questions. Elicit answers from the class.

141

a mammal 5 a warm-blooded, milk-feeding, hairy animal (e.g., lion, dog, cat, hamster) a reptile 5 a cold-blooded, egglaying animal (e.g., snake, turtle, crocodile, lizard) a fish 5 a cold-blooded water animal with fins (e.g., bass, tuna, cod, goldfish) a bird 5 a warm-blooded animal, with feathers; most of them can fly (e.g., eagle, parrot, penguin, sparrow)

Unit 12 Nature

141

12a

12a Nature in one cubic foot A

Nature in one cubic foot

B

Listening 1 Working in pairs, discuss whether you enjoy taking photos of nature, and why.

2 Match the photos (A–D) with the locations (1–4).

Warm-up

1 forest C 2 mountain

Personal response

3

Ask students if they like watching nature documentaries on TV. Ask them what kind they like best (e.g., documentaries about a particular species, about underwater life, about animals in a particular place) and why.

Listening 1 Ask students to discuss the topic in pairs. Then elicit answers from the class.

C

2 Ask the students to match the photos to the locations listed, then elicit answers from the class. 3 Ask students to read the question and then listen to the audio for the answer. ANSWER

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D

53 Listen to the documentary again. Are the sentences true (T) or false (F)? 1 The narrator thinks most people look at the natural world and see everything. F 2 David Liittschwager thinks there is natural beauty everywhere. T 3 He put his green cubic foot in different ecosystems. T 4 He spent three weeks taking photos around the world. F 5 He photographed living things that were smaller than one millimeter in size. T 6 In total, he photographed over a thousand organisms in each cubic foot. T from a window in your house. Use these questions to help you. ●

4 Ask students to read the sentences to focus their listening, then listen to the audio and decide if the statements are true or false. Play the audio twice, if necessary. Elicit answers from the whole class. Ask students to correct the false statements.

6 Ask students to look at the yellow highlighted parts of the words and answer the question, then compare answers with a partner. Elicit the answers from the whole class.

53 Listen to a documentary about David Liittschwager, the photographer. Why does he take photos of the green metal frame?

5 Work in pairs. Describe the view

To record everything that is alive inside the frame, and to show the variety of life in a small area.

Grammar

3 ocean A 4 river D

cube (n) /kjub/ a shape that has six equally square sides (cubic = adj) ecosystem (n) /ˈikoʊˌsɪstəm/ all the plants and animals that live in a particular area

4

5 Ask students to work with a partner to discuss the view from a window in their house, using the questions. Elicit some answers from the whole class.

B

●

Can you see any natural locations such as mountains or rivers, or do you see buildings and roads? How important is it for you to look at nature?

142

ANSWERS

1 2 3 4

person person place, thing place

7 Ask students to look at the examples again, complete the sentences, and then compare answers with a partner. Elicit the answers from the class as complete sentences. Read through the grammar box with the class and make sure they understand how the structures work.

Grammar any-, y every-, y no-, some- and -thing, -where, -one, -body

F O U R D I F F E R E N T E C O S Y S T E M S

6 Look at the highlighted words. Does the yellow part of the word talk about a place, a person or an object? 1 Everyone Everyone looks at nature differently. 2 Maybe you’re someb somebody body who has no interest in nature. 3 If you go anywhere green, you don’t notice anything. anything 4 Nowhere h in the world is without natural beauty.

7 Look at the green part of the highlighted words in Exercise 6. Complete the sentences with any-, every-, some-, or no-. 1

Every one loves taking photos. It’s very

popular. 2 No body likes that photo. We all look terrible in it. Any one can take a photo. It’s easy. 3 4 Some one took my photo. It’s in today’s newspaper. ANY-, EVERY-, NO-, SOME- and -THING, -WHERE, -ONE, -BODY Affirmative (any-, every-, some-) Anybody/Anyone can take a photo. Everybody/Everyone likes nature. Let’s go anywhere/everywhere/somewhere. Negative (any-, no-) People don’t notice anybody/anything there. Nobody/No one uses the park in my city.

F

O

R

E

Central Park 1

S

Grammar note

T

Make sure students know that -body and -one have exactly the same meaning. However, no one is not written as one word but two. All the other words are written as one word.

New York

Any one/body who visits New

York visits Cen ntral Park but it isn’’t 2 some where famous for its natural life. Ho owever, the forest iss full of plants an nd animals.

C O R A L Moorea

Explain the difference between the prefixes, for example with -body:

R E E F

French Polynesia

everybody 5 all the people (refers to all the people in a positive way)

No whhere is as beautiful

3

as a coral reef. There’s always 4 some thinng to look at, from the multicoloreed coral to the orange, green, and yellow sea lifee.

Everybody in my class can come to my party. nobody 5 none of the people (refers to all the people in a negative way; no one has the same meaning)

M O U N T A I N S Table Mountain

South Africa

Possibly, y there isn’t 5 any where else in th he world with an ecosystem as riich as this one. 6 Every where you look, theree are different typ pes of plants.

Nobody from my class came to my party. There wasn’t anybody from my class at my party.

For more information and practice, see page 168.

8 Look at the grammar box and complete the words in the article on the right. Sometimes more than one answer is possible.

Speaking 9 Look at these slogans from different ads.

anybody 5 one out of all the possible people

FRESH WATER Duck River 7

Tennessee

Anybody who wants to can come to my party.

Every boddy in Tennessee

who likes fishin ng knows about thee Duck River. It’ss one of the most biodiverse riveers in the US.

somebody 5 one unknown person out of all the people

What are they advertising?

Somebody told my friends not to go to my party.

10 Work in groups. Imagine you work for a local tourist company which wants to attract more visitors to the region. Write four slogans to use on your advertisements.

11 When you are ready, present your best slogan to the

Everywhere you look, you’ll find nature’s beauty. Enjoy the peace and quiet but

sshh! Don’t tell anyone!

class. Which is the best slogan of all? ural paradise… or a natu king fo ody is look Everyybo Eve w where it is. now We kn

Unit 12 Nature

11 Ask the groups to present their slogans to the class. When all groups have presented tell students to decide which are the best ones and to explain why. HOMEWORK Ask students to write around 150 words about a place in the countryside that they know, explaining what it is like, and saying what kinds of wild animals and plants live there.

143

8 Ask students to read the information in the article about different ecosystems and complete the words, then compare answers with a partner. Elicit answers from the class as complete sentences.

Speaking Extra activity Divide students into pairs and ask them to think about a natural place near where they live. Ask students to answer this question: What do you think the photographer would find in one cubic foot in that area? Have pairs make a list, then invite volunteers to share the location and list with the class.

9 Ask the class to read the slogans and guess what they are advertising. ANSWERS

They are all advertising some countryside areas.

10 Read through the instructions with the class, then ask them to get into groups to write their slogans. They should use ideas from the slogans in Exercise 9, and include words with every-, no-, any-, and some-.

Unit 12 Nature

143

12b

12b The power of nature Vocabulary and reading extreme weather

The power of nature

1 Match these weather words with the pictures (A–F). flood D snowstorm F

C

D

E

F

lightning A tornado C

1 Which parts of the world often have the extreme weather in Exercise 1? 2 Which types of extreme weather do you have in your country? 3 What time of year is typical for this kind of weather?

Personal response Ask the class to give examples of the power nature has, and what experience they have had of that power (e.g., storms, flood damage, wind damage, forest fire, and so on). Discuss what the most common weather problems are in the area in which you live. In a multinational class, elicit what sort of problems your students are most familiar with in the areas of the world they come from.

3 Read the article below. What type of extreme weather is it about? tornado 4 Read the article again. Complete the diagram with the phrases (1–5).

Rex Geyer

All

2

1 sees a tornado 2 drives away from the tornado 3 drives towards the tornado

4 is lucky 5 is very unlucky

5

1

Tim Samaras

3 4

It’s early evening ng an nd Rex R x Gey Geyer e and his family f ly are ea eatin ting g dinner. On TV, the weather man is telling everyo y ne to loo lookk out o t for or to t rnadoe do s. s Iff a torn tornado ad hit Rex’s house, it would 1 b destro des troyy it. it Sudde denly nly,, Rex’ Rex’ss brot bro her ru rushes thro hrough ug th t e front door. “Tornado! We hav have e to to go go now! o ” he shou houts. ts. Th The e whol whole e fami fam lyy runs to o the the car. 2 d As they drive awayy to awa to safe safety, ty, tw two o cars c rs go pa past st in the t op oppos posite it direction, straight h towards the tornado.

Vocabulary and reading 1 Ask the students to work in pairs to match the weather words with the pictures. Elicit answers from the class and explain any words they do not know. Have students practice the pronunciation of the terms, and point out that tornado has the stress on the second syllable.

If any nyone one else se dro drove ve in tha thatt dire directi ction, on, th they’ ey’d be crazy, but the people in the cars are Tim Sa Samar maras as and Pa Patt Port Porter, er, who h are famous for studying tornadoes. This year they are trying try ing to pu putt a pr probe obe in into o the h middle of a tornado. So far they haven’t been successful, but if th t e tornado ado passed over the probe, it would record a lot of useful scientific data, so they are determine ed to o try. 3 a As Tim i an and d Pat Pat dri drive ve clo closer ser,, the the tor t nado gets bigger. They put a probe on the ground and,, at the lastt minu and minute, e they drive ve awa away. 4 c The tornado passes right rig ht ove o r the he pro robe e and d gi gives v them em new and exciting sc ent sci entific ific fi data. a Unfor fortunate a ly for Re Rexx and and his h family, the new e s is is not not so goo g d. The fo ollo llowin wing g day day the theyy retu e rn to their house hou s but it se it’s ’ss gon gone. e. Rex sa says, ys, “T “Ther here e was was not nothin h g left, no trees, tre es no ho house use, noth thing.”

POWER

2 Ask the class to discuss the questions about extreme weather around the world. SAMPLE ANSWERS

144

3 Ask students to read the question, then read the article and find the answer. 4 Ask students to look at the diagram, read the phrases (1–5), and then re-read the article. They should then write the numbers of the statements in the correct part of the diagram. 5 Ask students to read sentences a–d, and then match them to the blanks in the text. Elicit answers from the whole class. 6 Read the comments with the class and check that they understand the language they need (e.g., feel sorry for = sympathize, feel sad for somebody). Ask students to discuss the people in the article in pairs,

144

B

2 Discuss the questions.

Warm-up

1 flood: Bangladesh, Pakistan (can be anywhere in the world) snowstorm: Scandinavia, Arctic, Antarctic, Canada, northern US, Russia tornado: US hurricane: Caribbean, eastern US lightning / thunderstorm: anywhere 2 Students’ own answers 3 flood: can be any time of year hurricane: between June and November in the Atlantic lightning / thunderstorm: often more common in summer and in warm weather snowstorm: winter tornado: spring and early summer

hurricane E thunderstorm B

A

completing the comments with their own ideas. Elicit some responses from the whole class. SAMPLE ANSWERS

1 I feel sorry for Rex because the tornado destroyed his home. He lost everything. 2 I think people like Tim and Pat are a little crazy because tornadoes are very dangerous and they could have been killed. 3 Rex and his family were unlucky but they were also lucky because they got away from the tornado in time, and they weren’t injured or killed.

5 Complete the gaps in the article (1–4) with the sentences (a–d). a Maybe they’ll be lucky this time. b Tornadoes travel at over two hundred miles an hour and the biggest are over half a mile wide. c This time it works! d They leave everything except for a cell phone.

9 Complete the text about the Gulf Stream in the Atlantic Ocean with the correct form of the verbs. Add would/ wouldn’t where necessary.

If the

The Gulf Stream is a current of warm water which begins in Florida and travels across the Atlantic Ocean. As a result, countries on the west coast of Europe have warmer climates. If there 1 (be) no Gulf Stream, life in Europe 2 (change) forever and 3 countries like Great Britain (become) much colder, especially in the winter. If the ocean was colder, spring and summer 4 (not / last) as long. Farmers 5 (not / produce) certain types of food and heating costs 6 7 (go up). If the Gulf Stream never (return), eventually Europe 8 (have) another ice age. As the world’s climate changes, some scientists believe this might actually happen.

your own words. 1 I feel sorry for Rex because... 2 I think people like Tim and Pat are a little crazy because... 3 Rex and his family were unlucky, but they were also lucky because...

Grammar second conditional 7 Look at the sentences (a–b) and answer the questions (1–2).

1 Which sentence describes something real or a fact? a 2 Which describes something imagined? b

7 Ask the class to look at the sentences and answer the questions. Elicit answers and make sure students understand the difference between the two sentences (a is a fact that is always true, b is a situation that might or might not happen).

changed...

6 Work in pairs. Complete the comments with

a Tornadoes travel at over two hundred miles an hour and the biggest are over half a mile wide. b If a tornado hit Rex’s house, it would destroy it.

Grammar

8 Ask the class to match the parts of the grammar explanation. Check their answers and read the additional examples of the second conditional in the grammar box.

10 In pairs, answer these questions.

Grammar note

1 Would you live in another country if you could? Where would you move to? 2 Would you like to meet someone famous? Who? What would you ask him or her? 3 Would you go into space if you had the opportunity? Which planet would you like to visit?

The second conditional is also sometimes called the unreal conditional. Compare two sentences in the first (real) conditional and the second (unreal) conditional, and their implications in the mind of the speaker:

8 Match the two parts of this grammar explanation.

Would you live in another country?

In second conditional sentences: 1 we use if + simple past in the if-clause to 2 we use would/wouldn’t + infinitive in the main clause to a describe the situation. 1 b describe the imagined result of the situation. 2 SECOND CONDITIONAL If a tornado came, I’d leave immediately! I wouldn’t wait to look at a tornado if it came towards me. What would you do if a tornado came towards your house? For more information and practice, see page 168.

No, I wouldn’t. If I moved, I would miss my family too much.

First (real) conditional: If he runs, he will catch the bus (and I think he probably will run and probably will catch the bus).

Speaking 11 Work in groups. Imagine you work for a special

Second (unreal) conditional: If he ran, he would catch the bus (but I don’t think he will run and I don’t think he will catch the bus).

department in the government that must plan for any future possibility. Discuss what action you would take for each of the following situations. Afterwards, present your ideas to the class. What would happen if: ● ● ●

The choice depends on how the speaker feels about the situation and how likely or unlikely it is.

the weather became much colder? sea levels and rivers rose? there wasn’t enough oil? If the weather became much colder, we’d need more heating.

Unit 12 Nature

10 Read the questions and the example with the class. Then ask students to work in pairs to ask and answer the questions, using second conditionals. Circulate and monitor their use of would and second conditionals. Note any common errors for whole-class feedback.

145

Speaking 11 Read through the instructions and the examples with the class. Ask them to get into groups to discuss and plan what they would do in the different situations. Then ask each group to present their plans to the class. Discuss the different ideas with the class. HOMEWORK Ask students to write 150 words about what they would do in the situations in Exercise 11, including the best of the ideas that were discussed as a class. Alternatively they could write about a new topic: What would happen if I won $100,000?

9 Ask students to complete the text with the correct form of the verbs, then compare answers with a partner. Elicit the answers from the whole class as complete sentences. Remind them that the text uses the simple present to talk about things that are always true, and the second conditional to talk about things that are imagined or unlikely. ANSWERS

1 2 3 4 5 6 7 8

was would change would become wouldn’t last wouldn’t produce would go up returned would have

Unit 12 Nature

145

12c

12c Changing Greenland Reading

Changing Greenland

about Greenland? Brainstorm as much information as possible. has four paragraphs. Each student reads one paragraph out loud. Then answer the questions.

weather, farming, economy

Ask the class to work in pairs to brainstorm language related to Greenland and the Arctic region, e.g., ice, ice sheet, snow, snowstorm, cold, iceberg, glacier, mountain, polar bears, igloo.

3

146

1 Oil production will begin in the next few years. more certain 2 Drier summers might create new problems. less certain WILL and MIGHT I/you/he/she/ it/we/they

5 Mark the sentences T, F, or 0. T = The sentence is true based on the text. F = The sentence is false based on the text. 0 = The information isn’t in the text. 1 2 3 4 5 6 7

6 Match these adjectives with their corresponding nouns. 1 2 3 4 5 6 7

Adjective economic social traditional modern strong natural growing

modal

+ main verb

will might

change in the future.

Speaking

Greenland has the smallest population in the world. 0 25 percent of the population live in the cities. T Sea levels around Greenland are rising. 0 There are plans to drill for oil around the coast. T The country has a difficult choice about the oil. T Farmers have longer periods to grow their crops. T The author thinks the winters might be shorter in a hundred years’ time. T

Vocabulary society and economics

2 Ask students to stay in their group, and decide who is reading which paragraph. If there are any groups of fewer than four, assign two paragraphs to one of the stronger students (paragraphs 1 and 2 are slightly shorter). They each read their paragraph and take notes to answer the two questions.

ice is melting. 3 Oil is more easily available because the ocean around the west coast has no ice for 6 months of the year. 4 Summers are longer and drier.

Look at the highlighted verbs in these sentences. Both make predictions about the future, but which verb is more certain? Which verb is less certain?

Critical thinking close reading

1 Ask students to work in groups of four to brainstorm information about Greenland. When they have discussed their ideas, ask them to share their answers with the whole class. It would be a good idea to list their ideas on the board under different categories, e.g., weather, humans, animals, history, and so on, depending on their ideas.

Recent changes: 1 the weather 2 The climate is getting warmer and

Grammar will / might

8 1 What recent changes are there in Greenland? 2 What are the problems and dilemmas for Greenlanders? oil companies want to drill, they need to start growing their own food, ice is disappearing Take turns reporting your answers back to the rest of the group. Write notes about the other paragraphs.

4 Now read the whole article and check all the answers.

Reading

SAMPLE ANSWERS

economic difficulties

2 Work in your groups again. The article on page 147

Using words

4 All the students in each group read the whole article and check their notes. Elicit answers from the class and write suggestions on the board. They should comment on anything they believe is incorrect.

54 Listen to the answers in Exercise 6 and underline the stressed syllable in each word. Then repeat.

1 Work in groups of four. What do you know

Warm-up

3 Each student reports back to the rest of the group, and group members take notes on the information.

7 Pronunciation word stress

9 What do you think will or might change in your country over the next ten years? Make predictions about its: ● ● ● ●

population and cities economic situation and taxes social problems and difficulties technological developments and traditional industries

Talk about any other issues affecting it.

10 Working in groups, compare your predictions. How similar or different are they? There might be less countryside because ...

Noun resources season economy difficulties development problems industry

More people will move to the cities because ... If more people have modern technology, there will / might ...

WORDBUILDING adjective + noun collocations Pairs of words with this combination are common in English. The country has had economic difficulties. Its traditional industry is fishing.

146

Problems and dilemmas: 1 The country has had economic and social

difficulties since the 1960s: it imports much more than it exports. 2 Sea levels may rise. 3 Greenlanders will be most affected by climate change, but they need the strong economy that oil could bring. 4 The farmers don’t produce as much.

Critical thinking 5 Ask students to read the sentences and decide if they are true, false, or if the information is not in the text. They can then check their answers with a partner. Remind students that if there

is no information in the text to support or contradict the statement, the answer must be 0. Elicit the answers from the whole class.

Vocabulary 6 Ask students to find the collocations in the text and match the nouns and adjectives, then compare answers with a partner. Elicit the answers from the whole class and explain that these collocations are words that are often used together in English. Read the information about collocations in the Wordbuilding box with students.

Changing

Greenland

Pronunciation 7 Ask students to listen to the collocations in the audio, and underline the stressed syllables on the paired words.

Grammar

Greenland, the largest island in the world, has a small population of 56,000. Many Greenlanders live close to the coastline because a large part of the country is covered with ice and glaciers. More than a quarter of all the people live in the capital, Nuuk. Since the 1960s, the country has had economic difficulties and social problems. Its traditional industry—and its biggest—is fishing, but the country still imports much more than it exports. Now, however, life is about to change dramatically for many Greenlanders—and all because of the weather. Most scientists agree that the world’s climate is getting warmer, and you can already see the difference in Greenland. Small icebergs the size of city buses float near the coast. They have broken off from much larger areas of ice farther out in the ocean because of warming temperatures, and the huge sheet of ice which covers Greenland is shrinking by about 18 cubic miles a year. If all of Greenland’s ice melted, sea levels across the world would rise 25 feet. One industry that is benefiting from the melting ice is the oil industry. Nowadays, the sea around the west coast of Greenland has no ice for six months of the year. This means oil companies can explore this area and drill for oil in the next few years. Greenlanders have mixed feelings about this modern development. The country’s prime minister, Kuupik Kleist, explains the dilemma: “The Arctic people are the ones most exposed to climate change, but we need a strong economy and we have to use the opportunities that oil could bring us… We don’t have any other natural resources for the time being that hold as much potential as oil.”

8 Ask the class to look at the highlighted verbs in the sentences and answer the questions. Read the additional examples in the grammar box and make sure students understand the difference (in 1 the speaker thinks this will definitely happen; in 2 the speaker thinks this is possible but not certain). Extra activity Ask students to find all the sentences in the article that make a prediction or talk about something that might or might not happen in the future. Ask them to work in pairs to rate the sentences from 1 to 3 (1 = author does not think this is likely, 3 = author is sure this will happen).

Farming will also change. The growing season is longer, with spring arriving earlier and summer ending later. On the one hand, if the country produced more of its own food, it wouldn’t need to import so much. On the other hand, some farmers worry the drier summers might create new problems. Last year it was so dry, farmers produced half the normal amount of food. I spent my last night in the town of Qaqortoq with farming families at their annual celebration before the summer begins. After dinner, everyone started singing a traditional song about the importance of summer in a place where, Summer, summer, in the past, the winters how wonderful were long. As nature and the weather change in How incredibly Greenland, I wondered if good. they would still be singing this song in a hundred years’ The frost is gone, time. They might not.

…life is about to change dramatically for many Greenlanders… (3) If all of Greenland’s ice melted, sea levels across the world would rise 25 feet. (1)

The frost is gone …

They plan to drill for oil in the next few years. (2)

dilemma (n) /dɪˈlemə/ problem or difficult choice iceberg (n) /ˈaɪsˌbɜrg/ large piece of ice in the ocean with a small part of it above the water

Unit 12 Nature

Speaking 9 If your students are all from the same country, divide them into groups of four and ask them to discuss ideas and make predictions for their country. If you are teaching an international class, organize them so they work with other students from the same country, if possible. If not enough of them come from the same countries, ask them to work in pairs and make predictions for a different country. Encourage them to use will, might, the second conditional, and any other expressions from the article to make predictions.

Farming will also change. (3) 147

10 With a homogeneous group, all the groups can share predictions on the same country and discuss whether they agree or not. With a heterogeneous group, have them share their answers and see what similarities there are in the predictions for different countries. HOMEWORK Ask students to write about 150 words about what changes they see in their country and how these might affect people in the future.

On the one hand, if the country produced more of its own food, it wouldn’t need to import so much. (2) On the other hand, some farmers worry the drier summers might create new problems. (2) I wondered if they would still be singing this song in a hundred years’ time. They might not. (2) Students might also include the following sentence which talks about the present but is also looking to the future: Most scientists agree that the world’s climate is getting warmer…

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12d

12d Saving the zoo

Saving the zoo Warm-up Personal response Ask students to say what they see in the picture.

Speaking and reading 1 Ask students to discuss the questions about zoos briefly in pairs, then elicit answers from the class. Find out what their attitudes towards zoos are, e.g., whether they enjoyed visiting zoos as children and whether they think zoos have an important and useful role.

Speaking and reading 1 Do you ever visit zoos? Why?

1 Is it certain that the zoo will close? 2 What problem does the council need to solve? 3 What would happen to the animals if it closed?

C un Co nci c l: Ani nima mals ma l Willl ls Have Ha v Now owhe h re he re to Go o if Zo Z o C os Cl oses e es

T

he cit ity’s y’s zzooo migh migh ghtt clos losee in six siixx mon m ths hss if i the he ci city ty cou c nci co ncill cann an n ot sol s ve v the t prrobl oblem em of low viisitor low siitor num sit number umbers ber ers and lac la k of mone mone n y. y The zoo oo’s’ss oo man nage gerr is also ls wo worri rr ed rri d abo ab utt thee an nima mals ls aatt the h zzoo ooo. “If “If the th zoo zooo clos ossed, th t ey e cou couldn ldn dn n’tt go back bac a k into into the h wi he wild. ld ld. d. We We’d ’d havve to find d the h m a new new hoome ne me..””

1 No 2 low visitor numbers, lack of money 3 they’d need a new home

Real life finding a solution 3

1 2 3 4 5 6 7 8

148

What about I’m sorry, but But if we don’t What if you we can’t why don’t you that’s not You might

55 Listen and mark the sentences true (T) or false (F). 1 If the zoo doesn’t receive more money, it will close. T 2 Lots of people visit the zoo. F 3 The zoo manager thinks the zoo helps to save animals from extinction. T 4 The zoo manager likes the suggestion about advertising. F 5 The zoo manager likes the suggestion about sponsorship. T

Real Life

ANSWERS

But if we don’t What about

Answer the questions.

ANSWERS

4 Ask students to complete the sentences with the phrases, then check with a partner. They then listen to the audio again to check their answers.

55 Complete the sentences with these phrases. Then listen again and check.

2 Look at the photo and read the text below.

2 Ask students to read the three questions and answer them individually after reading the article. They can check with a partner before answering.

3 Ask students to read through the sentences carefully, then listen to the audio and decide if the sentences are true or false. Ask them to correct the false sentences.

4

148

5 Ask students to match the sentences from Exercise 4 with the sections in the box. 6 Ask students to work in groups of four to role play a conversation about saving a zoo, using the prompts on pages 154 and 155. Monitor the conversations and circulate to offer help as needed.

1 2

I’m sorry but What if you

that’s not we can’t why don’t you Y You might

giving us more money? the council doesn’t have any more money for the zoo.

3

find a solution soon, then we’ll have to close it.

advertised the zoo more? 4 5 But if we don’t have any money, y advertise. 6 Well, try sponsorship? 7 Actually, a bad idea. 8 be right!

5 Match the sentences in Exercise 4 with the correct section in the box. FINDING A SOLUTION Stating and explaining the problem 1 The problem is that… Making suggestions We could also… 4, 6

Responding positively That’s a good idea. 7, 8 Responding negatively Yes, but… 2, 3, 5 No, that won’t work.

6 Work in groups of four. Imagine you all work for the zoo and want to save it. Roleplay a conversation and discuss your suggestions. Student A: You are the zoo manager and will lead the meeting. At the end of the discussion, choose the three best suggestions. Turn to page 154. Student B: Turn to page 155. Student C: Turn to page 154. Student D: Turn to page 155.

12e

12e Good news Writing a press release

4 Writing skill using bullet points

1 The manager of a zoo has sent this press release to the

a Look at the bullet points in the press release

local and national newspapers. Read it and answer the questions. 1 Why is the new tiger important? 2 How will the zoo use the new sponsorship money? 3 What special events are they planning?

City

Good news

and mark ( ) the correct information below.

Warm-up

We use bullet points with: ●

the main information we want the reader to know.

●

short, simple phrases or sentences.

●

paragraphs.

●

extra or less important information.

Personal response

✓ ✓

Ask the class to discuss what the good news is about the planet at the moment in the light of current information.

b Rewrite this press release using bullet points. Your local zoo is delighted to announce the arrival of Tibor, a beautiful three-year-old Sumatran tiger. Sumatran tigers are the smallest species of tiger and there are only about 400 of them left in the world. Tibor’s mother was killed in the wild, so the zoo is proud to offer the young tiger a home as part of its excellent animal conservation program. This wonderful news also comes as the zoo is pleased to announce a new sponsorship deal with a local food manufacturing company. The sponsorship agreement means the zoo can: ● advertise nationally. ● give a home to more animals like Tibor. ● have longer opening hours in the summer. During the summer, the zoo is also excited about its special events: ● live music every Thursday evening ● “animal adventure days” for children More events are also planned. We look forward to seeing everyone this summer!

2 Work in pairs. Discuss the questions. 1 What is the purpose of a press release? 2 Does it include general news, a special event, or both?

3 Press releases usually contain a lot of positive words or phrases for giving good news. Read the press release again and underline examples of these kinds of words or phrases.

Writing 1 Ask students to read the three questions to focus their reading. Then have them read the press release and answer the questions. Elicit the answers from the class.

The council is delighted to announce a new sponsorship deal with a sports manufacturer to build a stadium which can be used by the soccer team and local schools. It also plans to use the stadium for a series of free outdoor summer concerts and other cultural events. The stadium will also include restaurant facilities for use at sporting and cultural events, and for private and corporate events.

ANSWERS

1 there are only about 400 left 2 advertising nationally, giving homes to more animals, having longer hours 3 live music, “animal adventure days”

5 Work in pairs. Write another press release using this information and one more item of news about the zoo. The zoo has raised $5,000 from visitors and local companies to open a new area for two baby elephants. It is also opening a new café with a store selling zoo souvenirs (for example, T-shirts and hats).

2 Ask students to answer these questions after discussion with a partner.

6 Exchange your press release with another

ANSWERS

pair. Read their press release and use these questions to check it. ●

●

Does it include words and expressions for giving good news? Does it use bullet points effectively? f

Example: ...is delighted to announce... Unit 12 Nature

149

SAMPLE ANSWER

SAMPLE ANSWER

The council is delighted to announce a new sponsorship deal with a sports manufacturer. The sponsorship agreement means the council can: build a stadium for use by the soccer team and local schools. hold a series of free outdoor summer concerts and other cultural events. The stadium will have restaurant facilities for use at: sporting and cultural events. private and corporate events.

The zoo is delighted to announce that it has raised $5,000 from visitors and local companies. This wonderful news means that the zoo can: open a new area for two baby elephants. open a new café. The zoo is also excited about its plans to sell zoo souvenirs in the café store, including: T-shirts. hats. toys. postcards. A special “animal quiz” day will be held to celebrate the opening of the new café and store.

5 Read the information with the class, then ask students to write the press release in pairs.

6 Ask each pair to work with another pair to exchange their press releases and check them according to the bullet points.

1 to inform the general public about changes that might interest them, e.g., new events 2 It could include both. The example includes the general news about the sponsorship deal, and three pieces of news about special events: the arrival of the tiger, the live music, and the animal adventure days.

3 Ask students to underline the positive words and phrases, then compare with a partner. Elicit phrases from the whole class.

Writing skill 4a Ask the class to look at the press release again and mark the bullet points that are correct. 4b Ask students to rewrite the press release individually, then compare answers with a partner. Elicit answers from the whole class.

Unit 12 Nature

149

12f

12f

Video

Video

Cambodia Animal Rescue Videoscript Part 1 Narrator: Dara the tiger loves lying around and relaxing. She also likes to be touched and talked to. And, like many other animals, she loves to play. Unfortunately, Dara, and the other animals at the Phnom Tamao Rescue Center, are all victims of the illegal poaching of wild animals in Cambodia. Many animals at the center are brought in by a special team called the Wilderness Protection Mobile Unit, or the MU. The MU rescues animals from poachers. With the support of the government of Cambodia, they’re working to stop poaching. In many cases, rescued animals can be returned to the wild. In others, like with these crested eagles, the animals need special care. Matt Young works for Wild Aid, a US group that sponsors the MU and the rescue center. Matt Young: Once we’re sure they’re nice and healthy again, we can get them out to Kirirom and re-release them. Narrator: These wild eagles are hand fed, or given their food by hand, and they don’t always like it! Matt Young: Did you get that? Fantastic! Narrator: The crested eagles will probably be released back into the wild someday. However, many of the animals here will need human help forever. This little gibbon lived in a birdcage at a gas station for two years. She’s now at Phnom Tamao. They’re helping her to become healthy, but they probably won’t be able to release her again. She’ll likely be safer and happier at the center. 150

Un Unf nfort ortuna u tel ely, y, the there re is one thing th ng many of thes these e anim animals als have hav e in common. n .. 150

Mimi was also someone’s pet. A volunteer who works for Free the Bears, which sponsors Mimi, explains... Shiree Harris: A family bought it for their little daughter, but they only kept her for, I think they said four weeks, and then they realized she was too hard to handle, a bit nippy and everything—so they just brought her in. Narrator: Like the little gibbon, if Mimi were in the wild, she probably wouldn’t have the skills to survive. The best place for her, too, is clearly the rescue center.

Part 2 Narrator: Unfortunately, there is one thing many of these animals have in common: poachers want them! If many of these beautiful animals were not at the rescue center, they would be dead. The leader of Wild Aid explains what part of the problem is for tigers. She says that poachers can make a lot of money selling a tiger’s body parts illegally. In some Asian countries, certain parts of the tiger are ground into powder. This powder is processed and sold as an expensive traditional medicine. People think that taking the product

Before you watch

5 Complete the paragraph using words from the box below to help you. Then watch the second part of the video (02:09 to the end) and check your answers.

1 You are going to watch a video about an animal rescue center in Cambodia. Work in pairs. Look at the photos and discuss the questions.

Poachers can make a lot of money by selling a tiger’s body parts 2 illegally . In some Asian countries, certain parts of the tiger are ground into 3 powder and sold as an expensive traditional medicine. People think that taking the product will 4 improve their health. 1

1 What animals are in the photos? 2 What do you think they “have in common”? 3 How do you think the rescue center helps them?

While you watch 2 Watch the video and check your answers from Exercise 1.

6 Roleplay talking about a plan Work in pairs.

the video. a b c d

scorpions a tiger an elephant crested eagles

The Phnom Tamao Rescue Center cares for over 800 animals of 86 different types, or species, including this friendly elephant.

After you watch

3 Put the animals in the order you first see them on

4 1 2 6

will improve their health. No one knows if this is true, but it’s definitely not good for the tigers.

8 5 3 7

e f g h

● ●

4 Watch the first part of the video (to 02:09) and answer the questions.

●

1 What do the letters MU stand for? MU stands for (Wilderness Protection) Mobile Unit. 2 What does the MU do? Rescues animals from poachers, works to stop poaching. 3 Does the government of Cambodia support the work of the MU? Yes, they support the work against poaching. 4 What does the American group Wild Aid do? Sponsors the MU and the Rescue Center. 5 Where did the little gibbon live before the 7 rescue center? In a birdcage at a gas station. 6 Which organization sponsors Mimi? 8 Free the Bears 7 Why did the family take Mimi to the rescue center? They realized they couldn’t take care of her.

grind (past tense: ground) (v) /graɪnd/ break something into smaller and smaller pieces, usually in a machine handle (v) /ˈhænd(ə)l/ look after or control something or somebody illegally (adv) /ɪˈligəli/ in a way not allowed by the law poacher (n) /ˈpoʊʧər/ a person who catches or kills animals illegally poaching (n) /ˈpoʊʧɪŋ/ the activity of catching or killing animals illegally powder (n) /ˈpaʊdər/a very fine, dry substance

Lucky was saved from poachers two years ago.

Student A: You want to go and work at the Animal Rescue Center in Cambodia. Look at the information below and make notes.

a bear crocodiles monkeys a gibbon

●

Little Sima has been at Phnom Tamao for six months.

You plan to go for a year. You want to find out more about poaching in Cambodia. You want to help the animals at the rescue center because you love animals. You have a particular interest in tigers.

It’s hard to think that these animals may never return to their home in the wild. They can’t survive without support and help from humans.

Student B: A friend of yours wants to go and work at the Animal Rescue Center in Cambodia. Ask why and what he/she plans to do there.

The Phnom Tamao Rescue Center is helping poaching victims in Cambodia. Unfortunately, the bigger problem of illegal poaching is still around. It will be, as long as there’s a demand for products that are made from these animals.

Act out the conversation, then change roles. For the second conversation, Student B should choose a different animal and reasons. According to the narrator, what is “the bigger problem”? Why is it still a problem? Working in pairs, discuss these questions. 1 How do you feel when you see the animals in the video? 2 Does animal poaching exist in your country? What animals do poachers catch? Why? 3 What can we do to protect animals from poaching?

For now, we can only hope that the MU can help stop more wild animals from becoming endangered. Thanks to the Phnom Tamao Rescue Center, they’ll have a safe place to go.

release (v) /rɪˈlis/ set free rescue (v) /ˈreskju/ take someone or something out of a dangerous situation sponsor (v) /ˈspɑnsər/ support an organization by giving it money and help (such as training) often in return for publicity support (v) /səˈpɔrt/ help victim (n) /ˈvɪktəm/ a person or thing that has been affected by a dangerous event the wild (n) /ðə ˈwaɪld/ the natural environment

Unit 12 Nature

Before you watch 1 Students work in pairs. Ask them to look at the photos and discuss the questions. Elicit answers from the class. 151

While you watch 3 Give students time to read the list of animals. Then play the video again and ask students to put the animals in the order they see them on the video. Check the answers and if necessary play parts of the video again. 4 Give students time to read the questions, then play the first part of the video (to 02:09) and ask them to write the answers. 5 Give students time to complete the excerpt using words from the glossary, then play the second part of the video (02:09 to the end) for them to check.

After you watch 6 Students work in pairs to role-play talking about a plan, according to the instructions. 7 Elicit ideas from the class about the quote, and ask them to answer the question.

2 Play the video for students to check their answers to Exercise 1. ANSWERS

1 a tiger and an elephant 2 They have both been rescued. 3 It looks after them until they are healthy again, and well enough to be returned to the wild.

ANSWER

illegal poaching; there is a demand for products from these animals

8 Students work in pairs to discuss the questions.

Unit 12 Nature

151

UNIT 12 REVIEW

UNIT 12 REVIEW

5 Work in pairs. Look at the photo. What does it show? How do you think the photographer took it?

Grammar

Grammar

1 Complete the sentences with these pairs of words.

1 Ask students to complete the sentences using a pair of words in each sentence, with one word from the pair in each space.

anyone + anywhere nobody + everybody someone + somewhere

1 2

ANSWERS

1 2 3 4 5 6

3

Nowhere, Everywhere Someone, somewhere anyone, anywhere Everyone, anything nobody, everybody something, nothing

4 5 6

everyone + anything nowhere + everywhere something + nothing

is as beautiful as this part of the country. you look there are trees and plants. told me there’s a snake in the grass so be careful. Has seen Miguel? I can’t find him . is hungry. Is there in the fridge? I left a message but called me back. Is on vacation? I’d like special to eat but on the menu looks very interesting. I CAN

2 Complete the second conditional sentences with

talk about animals and nature

the correct form of the verbs. (go) to the beach. 1 If it was hotter, we 2 The grass would be much greener if it (rain). 3 You would see more hurricanes if you (live) in the south. 4 We (not / need) air conditioning if we moved north to a colder climate. 5 They wouldn’t eat my cooking if they (not / like) it!

2 Ask students to complete the second conditional sentences using the correct form of the verbs. ANSWERS

1 2 3 4 5

would go rained lived wouldn’t need didn’t like

3 Complete these sentences about yourself. Then compare them with a partner. 1 If I had a million dollars, I’d… 2 If I could visit anywhere in the world, I’d go to… 3 If I lived in another country, I’d live in… talk about unreal and imagined situations

Vocabulary 4 Match these words with the correct groups. in the sky mammals types of storms

1 2 3 4 5

plants

reptiles

: tree, grass, flower : cow, horse, human : dust, ice, snow : snake, turtle, crocodile : lightning, rain, sun

152

a b c d e

we don’t advertise. advertising the zoo? advertise the zoo? don’t advertise. won’t get any visitors.

7 Work in pairs. Discuss these problems and make ●

unemployment in your country too much traffic on the roads cities are growing so there is less countryside for animals and nature I CAN discuss problems and suggest solutions

Speaking 8 Imagine you are the leader of your country. Write down three changes you would make. Make a short speech to your class about your plans for change. If I was the leader of my country, I’d…

152

SAMPLE ANSWERS

1 2 3 4 5

The photo shows trees and the sky. It looks as if the photographer took a photo of a reflection on a wet surface, e.g., a reflection on a car windshield in the rain.

5 Ask students to discuss the photo in pairs and answer the questions. They can then share their ideas with the whole class.

What about b Why don’t we c We won’t get any visitors if we d The problem is that a If we don’t advertise, we e

●

ANSWERS

plants mammals types of storms reptiles in the sky

1 2 3 4 5

●

Vocabulary 4 Ask students to match the words with the categories.

6 Match the two halves of the sentences.

suggestions to solve the problems.

I CAN

3 Ask students to complete the sentences individually with information that is true for them, then compare their sentences. You could ask them to make questions for the statements (e.g., If you had a million dollars, what would you do?) and then ask and answer each other in pairs.

Real life

Real life 6 Ask students to match the two parts of the sentences. 7 Ask students to discuss the three topics in pairs and think of some possible solutions for each one.

Speaking 8 Ask students to think of three changes they would make in their country. Then ask students to present their ideas in a speech to the rest of the class. Elicit responses from the rest of the class on the plans. Once all the speeches have been made, ask students to vote on the best speech.

Communication activities UNIT 5a, Exercise 10, page 59

UNIT 9d, Exercise 5, page 112

Student A

Student A

Ask the caller about his/her views on recycling and what we need to do about the problem. It’s your job to ask questions and argue with the caller about his/ her views. Before you begin, prepare some questions for the caller. Use some of the questions and ideas from the audioscript on pages 170–171.

You work for a job recruitment agency which helps people find a new job. Describe the process to someone who is looking for a new job.

UNIT 5d, Exercise 6, page 64 Conversation 1 You ordered some clothes online and received an email from the company saying that the clothes are not in stock. Call the customer service helpline. ● ● ●

●

Say why you are calling. Give your order number: EI3304A. Spell your last name. Find out how long you have to wait for the clothes. Ask for a refund. The price was $149.50.

Conversation 2 You are a customer service representative for a book supplier. Answer the telephone. ●

●

●

● ● ● ● ●

Student A

●

●

Ask for the customer’s order number and the title of the book. Tell the customer that the book isn’t in stock and you don’t know when it will arrive. Offer the caller a used copy of the same book for $3.50.

fill in an application form attend an interview with the recruitment agency match your skills with different jobs choose possible jobs contact employers start new job!

UNIT 9e, Exercise 3b, page 113 1 DOB = date of birth No. = number e.g. = for example etc. = et cetera 2 Mr. = used before the name of any man Mrs. = used before the name of a married woman Ms. = used before the name of a woman when we don’t know if she is married or single Dr. = Doctor Prof. = Professor BA = Bachelor of Arts BS = Bachelor of Science MBA = Master of Business Administration PhD = Doctor of Philosophy (a qualification given when you become a doctor in your subject, not necessarily philosophy) 3 Form B: It says “For office use only” at the bottom. 4 Form B: It says “Please use capital letters” at the top.

UNIT 8a, Exercise 1, page 94

Braille A way for blind people to read by touching a series of dots on paper (invented in 1825 by Louis Braille).

Electric light bulb Invented by Thomas Edison in the nineteenth century to provide bright light for long periods of time using electricity.

Microwave oven An oven which cooks food much faster than traditional ovens by using microwave radiation.

Post-it Note A piece of paper which can be stuck anywhere and reused. It solved the problem of losing your notes!

Telescope It solved the problem of looking at objects a long distance away, for example, objects in space.

Communication activities

153

UNIT 5a, Exercise 10, page 59

3 You are the person at tourist information. Answer the tourist’s questions about this tour.

Student B Before you begin, prepare some comments and opinions. Use some of the expressions and ideas from the audioscript on pages 170–171. Speak to the radio host. Explain your views about recycling and what we need to do about the problem in the future.

The Catacombs of Rome

UNIT 9d, Exercise 5, page 112 Student B You are looking for a job through a recruitment agency. Ask about the process of finding a job.

Information for visitors Subway: Metro A line Bus: 714, 118 Parking is available 1 kilometer from the entrance. Hours: 9 a.m. to 1 p.m. and 2 to 5 p.m. every day except Wednesday Tickets: Adults: 8 euros Children: 5 euros Time: 40 minutes

Examples: How do I start looking for a job? Do I need to fill in a form / attend an interview? Then what happens?

UNIT 10d, Exercise 7, page 124 Student A

Note to visitors

1 You are a tourist. You want to ask about the missing information (1–3) and check some information (4) in this tour. Prepare indirect questions using these words. 1 2 3 4

I’d like to know how old… I was wondering how often… Do you know when… Can you tell me if…

This tour involves a lot of walking. Basic fitness and good shoes are required.

UNIT 12d, Exercise 6, page 148 Student A You are the zoo manager and will lead the meeting. Here are two possible suggestions. You can also make more suggestions. ●

●

When you are ready to begin the meeting, state and explain the problem and then discuss each suggestion. Start your meeting by saying: Hello, everyone and thank you for coming. Today we are going to discuss the zoo. The problem is that...

The Caves of Lascaux History The Caves of Lascaux are in the Dordogne region of France. The paintings on the cave walls are over (1) 17,000 years old.

Tour information Bus: The tour bus leaves your hotel (2) every day. Departure time: (3) 9 a.m. to 5 p.m. Tour price: 100 euros (includes all entrance fees and lunch). Each tour is limited to 30 visitors. On some tours, there is also a visit to a beautiful local town. Check with your tour guide for details (4).Tuesdays

and Fridays

2 Now ask your questions about the tour of the Caves of Lascaux and complete the missing information. 154

Ask companies to sponsor different animals and put their name near the animal. Hold an open day where everyone in the city can visit the zoo for free to learn more about their zoo.

At the end of the discussion, choose the three best suggestions.

UNIT 12d, Exercise 6, page 148 Student C Here are two possible suggestions. You can also make more suggestions. ●

●

Start a souvenir shop which sells zoo T-shirts, posters, hats, etc. Invite newspaper and TV reporters to a special event featuring the zoo’s role in conservation work.

UNIT 5d, Exercise 6, page 64

2 You are the person at tourist information. Answer your partner’s questions about this tour.

Student B Conversation 1 You are a customer service representative for a clothing company supplier. Answer the telephone. ●

●

●

Ask for the customer’s order number and last name. Tell the customer that the clothes aren’t in stock but they will be in two weeks. Offer some different clothes at the same price.

The Caves of Lascaux

Conversation 2 You ordered a book online and received an email from the company saying that the book is not in stock. Call the customer service helpline. ● ● ● ● ●

History The Caves of Lascaux are in the Dordogne region of France. The paintings on the cave walls are over 17,000 years old.

Say why you are calling. Give your order number: AZE880. Find out how long you have to wait for the book. Ask for the price of the used copy. Buy the used book.

Tour information Bus: The tour bus leaves your hotel every day. Departure time: 9 a.m. to 5 p.m. Tour price: 100 euros (includes all entrance fees and lunch). Each tour is limited to 30 visitors. Tuesdays and Fridays there is also a visit to a beautiful local town.

UNIT 10d, Exercise 7, page 124 Student B 1 You are the tourist. You want to ask about the missing information (1–3) and check some information (4) in this tour. Prepare indirect questions using these words. 1 2 3 4

I’d like to know which… I was wondering which day… Do you know how much… Can you tell me if…

3 Now you are the tourist. Ask your questions about the Catacombs of Rome in Exercise 1 and complete the missing information.

UNIT 12d, Exercise 6, page 148 Student B Here are two possible suggestions. You can also make more suggestions. ●

●

The Catacombs of Rome Information for visitors Underground: Metro A line Bus: (1) 714 , 118 Parking is available 1 kilometer from the entrance. Hours: 9 a.m. to 1 p.m. and 2 to 5 p.m. every day except (2) Wednesday Tickets: Adults: (3) 8 euros Children: 5 euros Time: 40 minutes

Offer special tickets with discounts such as a family ticket or a children’s fare. Ask the public to sponsor an animal that lives at the zoo.

UNIT 12d, Exercise 6, page 148 Student D Here are two possible suggestions. You can also make more suggestions. ●

●

Contact other zoos and exchange animals so people will come back to look at new animals. Have a parade with costumes and food and some of the animals.

Note to visitors This tour involves a lot of walking. Basic fitness is required. shoes (4) Check with your tour guide for details. good are required Communication activities

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Grammar summary UNIT 1

Use

Simple present and adverbs of frequency Form

We use the present continuous to talk about: ● things happening now. He’s watching TV right now. ● things happening around now, but not necessarily right now. Vicky’s traveling this year. ● current trends and changing situations. Fewer people are buying cars this year.

Affirmative

Negative

Question

I/you/we/they work

I/you/we/they don’t work

Do I/you/we/they work?

he/she/it works

he/she/it doesn’t work

Does he/she/it work?

Use We use the simple present to talk about: ● habits and routines. I eat an apple every day. ● things that are always true. Lions eat meat. We often use adverbs of frequency (always, usually, often, sometimes, rarely, never) and expressions of frequency (once a week, on Fridays, on the weekend, in the summer, every Saturday) with the simple present to talk about how often we do something.

Notes Notice the spelling rules for the -ing form: ● for most verbs, add -ing (walk → walking, play → playing, read → reading). ● for verbs ending in a consonant + vowel + consonant, double the last letter of the verb and add -ing (sit → sitting, run → running). ● for verbs ending in -e, delete the final e and add -ing (make → making, write → writing).

Practice 2 Complete the sentences. Use the present

Adverbs of frequency usually go before the main verb or after the verb to be. I sometimes watch sports. I’m always happy.

continuous or simple present form of the verbs.

Expressions of frequency usually go at the beginning or end of a sentence. On the weekend, they travel. They travel on the weekend.

1 2 3 4 5

Practice 1 Complete the sentences with the simple present form of the verbs and the adverbs/expressions of frequency. walk (walk) into town every Saturday. 1 I 2 Emily often rides (ride/often) her bike to work. is 3 When he usually (be/usually) at home? 4 I am not often (not be/often) in the office on Mondays. 5 He never does (do/never) exercise on the weekend. work every weekend Does 6 the doctor (work/every weekend)?

Present continuous Form

cook

not bike

do

go

play

prepare

Carl usually cooks on Wednesday. go The boys often hiking. Is David playing tennis right now? She is not biking to work today. It’s raining. Please wait. The pharmacist is preparing the medicine. do 6 We always gardening on the weekend.

UNIT 2 Verb + -ing forms Form We add -ing to the main verb. The spelling rules are the same as for the present continuous. verb

-ing form

walk

walking

swim

swimming

give

giving

Use

We form the present continuous with the simple present of the verb to be plus the -ing form of the verb.

156

We don’t usually use stative verbs (be, have, like, love, hate, want) in the present continuous.

Affirmative

Negative

Question

I am / you are / he is / she is / it is / we are / they are washing

I am not / you are not / he is not / she is not / it is not / we are not / they are not washing

Am I / are you / is he / is she / is it / are we / are they washing?

We use the verb + -ing form: ● as the subject of the sentence. The -ing form is often a noun. Eating a lot of fruit is important. ● after verbs such as like, love, enjoy, prefer, don’t like, hate, can’t stand, (not) mind as an object. I love walking in the mountains. ● after a preposition. I’m very good at playing tennis.

Practice 1 Complete the sentences with the -ing form of these verbs. bike write

eat

go

shop

sit

visit

watch

1 I’m listening to a radio program about biking . 2 Do you enjoy watching sports on TV? Sitting at home all day is boring! 3 4 We don’t like visiting this soccer stadium. 5 Jenny is very good at writing sports reports. 6 Shopping for a new bike is fun. 7 He hates going to games when it rains. Eating a lot before a game is bad for you. 8

like + -ing / ’d like to Form like + -ing Affirmative

Negative

Question

I/you/we/they like watching old movies.

I/you/we/they don’t like watching old movies.

Do I/you/we/they like watching old movies?

He/she/it likes playing in the park.

He/she/it doesn’t like playing in the park.

Does he/she/it like playing in the park?

wouldn’t like competing/don’t like competing

(not like/compete) all day! 4 I Would 5 you like to sit (like/sit) here? 6 Jo (not like/travel) around the world next year. wouldn’t like to travel 7 My father likes cooking (like/cook) lunch for the family every Sunday. 8 She would like to watch (like/watch) the game with us next week.

Modal verbs for rules Form I/you/he/she/it/we/ they must wear goggles.

I/you/he/she/it/ we/they can play here.

I/you/he/she/ it/we/they have to hit the ball.

I/you/he/she/it/ we/they can’t (= cannot) play here.

I/you/he/she/it/we/ they don’t have to hit the ball.

Notes There are two important differences between must and can and regular verbs in the simple present: ● There is no third person -s with modal verbs. She must go. I can stay. ● There is no auxiliary do with modal verbs. I must win. He can’t play. Have to is a regular verb. I have to go. He has to help. I don’t have to play. She doesn’t have to compete.

Use

’d like to (= would like to) Affirmative

Negative

Interrogative

I’d/you’d/he’d/ she’d/it’d/we’d/ they’d like to go there tomorrow.

I/you/he/she/ it/we/they wouldn’t like to go there tomorrow.

Would I/you/he/ she/it/we/they like to go there tomorrow?

Use like + -ing We use like + -ing to talk about a general feeling which is true now. Richard likes skiing a lot. Ella doesn’t like listening to rap music.

We use different modal verbs to talk about rules. ● When something is necessary and an obligation, we use must and have to. You must be home at eleven o’clock. You have to finish your homework tonight. ● When something is allowed according to the rules, we use can. Yes, you can go to the movies on Friday. ● When something is not necessary (but allowed), we use don’t have to. You don’t have to compete. ● When something is not allowed, we use can’t. He can’t play soccer tomorrow.

Practice 3 Put the words in the correct order.

’d like to (= would like to) We use ’d like to to talk about a future ambition. I’d like to visit Kenya next year. She wouldn’t like to compete in the Ironman.

1 get up he must tomorrow early He must get up early tomorrow. 2 competition finish at must ten o’clock the

Practice 2 Complete the sentences with like + -ing or ’d like to

3 send my have today application I to

and the verbs. likes playing (like/play) baseball 1 Andy every Saturday. 2 The boys would like to learn (like/learn) how to swim next year. Does 3 Mike like driving (like/drive) his new car?

The competition must finish at ten o’clock. I have to send my application today.

4 tomorrow to don’t they have to go work They don’t have to go to work tomorrow.

5 argue referee team with the the can’t The team can’t argue with the referee / The referee can’t argue with the team.

Grammar summary

157

6 noon to game have doesn’t finish at the The game doesn’t have to finish at noon.

7 to wear Tim can clothes casual the game Tim can wear casual clothes to the game.

8 sports equipment they forget their can’t They can’t forget their sports equipment.

Comparatives and superlatives Form Comparative

Superlative

1 India / Norway / hot (C) India is hotter than Norway. 2 cars / bikes / dangerous (C) 3 James / friendly / person / in our class (S) James is the friendliest person in our class.

4 Helena / good athlete / in the country (S) Helena is the best athlete in the country.

5 cheetahs / tigers / fast (C) Cheetahs are faster than tigers.

REGULAR new

newer

newest

hot

hotter

hottest

nice

nicer

nicest

easy

easier

easiest

interesting

more interesting

most interesting

good

better

best

bad

worse

worst

IRREGULAR

We add -er to regular short adjectives to form the comparative, and we add -est to regular short adjectives to form the superlative: new → newer → newest We add more and most to form the comparative and superlative forms with longer adjectives: interesting → more interesting → most interesting Notice the spelling rules for comparative and superlative adjectives: ● for regular short adjectives, add -er / -est: long → longer → longest ● for adjectives ending in -e, add -r / -st: large → larger → largest ● for adjectives ending in -y (after a consonant), change the -y to -i: happy → happier → happiest ● for adjectives ending in consonant–vowel– consonant, double the final consonant: big → bigger → biggest; hot → hotter → hottest We use than after a comparative adjective. My bicycle is newer than yours. We usually use the before a superlative adjective. It’s the quickest way to get to the station. We use much to add emphasis to a comparative adjective. Gas cars are much more expensive than electric cars.

Use We use comparative adjectives to compare two things. Cars are faster than buses. We use superlative adjectives to compare three or more things. Blues whales are the biggest animals in the world. 158

superlative (S) forms.

Cars are more dangerous than bikes.

UNIT 3

Adjective

Practice 1 Write sentences. Use the comparative (C) and

6 Naomi / happy / person / in the office (S) Naomi is the happiest person in the office.

7 skiing / exciting sport / in the world (S) Skiing is the most exciting sport in the world.

8 sports cars / family cars / difficult to drive (C) Sports cars are more difficult to drive than family cars.

as…as Form Affirmative

Negative

Question

An elephant is as heavy as a car.

A bus isn’t (is not) as comfortable as a car.

Is a horse as strong as an elephant?

Use We use as + adjective + as to compare two things and say they are the same or equal. Ying is as tall as his brother. We use not as + adjective + as to compare two things and say they are different or not equal. Gustavo is not as clever as Anna.

Practice 2 Write comparative sentences and questions using as … as (+) and (not) as … as (–). 1 Rosa / old / Maria (+) Rosa is as old as Maria. 2 Alaska / cold / Canada (+) Alaska is as cold as Canada.

3 cars / cheap / bicycles (–) Cars aren’t as cheap as bicycles.

4 horseback riding / healthy / running (?) Is horseback riding as healthy as running?

5 buses / quiet / trams (–) Buses aren’t as quiet as trams.

6 books / exciting / movies (?) Are books as exciting as movies?

7 our car / clean / an electric car (+) Our car is as clean as an electric car.

8 China / hot / Brazil (?) Is China as hot as Brazil?

UNIT 4

4 When / you / find / it? find / it / today When did you find it? I found it today.

Simple past Form Affirmative

5 How / Ana / do ? do / well How did Ana do? She did well.

Negative

Question

I/you/he/ she/it/we/ they didn’t walk all day.

Did I/you/he/she/it/we/ they walk all day?

REGULAR I/you/he/she/ it/we/they walked all day. IRREGULAR I/you/he/she/it/ we/they said

I/you/he/she/it/ we/they didn’t say

Did I/you/he/she/it/we/ they say?

Short answers Yes, I/you/he/she/it/ we/they did. No, I/you/he/she/it/we/ they didn’t.

We add -ed to regular verbs to form the simple past: work → worked, walk → walked, play → played. Notice the spelling rules for other regular verbs: ● for verbs ending in -e, we add -d: die → died ● for verbs ending in -y, we change the -y to i and add -ed: try → tried, cry → cried, study → studied ● for verbs ending in vowel + consonant (not -w, -x or -y), we double the consonant: stop → stopped Some verbs have irregular past forms: be → was / were, do → did, go → went, drive → drove, know → knew, take → took We use the auxiliary verb did / didn’t to form negatives and questions. Kirsten didn’t go on the adventure. Did you live in Peru? We also use did / didn’t to form short answers. Did you live in Peru? Yes, I did. Did Kirsten go on the adventure? No, she didn’t.

Use We use the simple past to talk about completed actions and events in the past. We often use a time phrase (yesterday, last week, ten years ago) with the simple past. I visited Paris in January. They didn’t see his new movie last night.

Practice 1 Write questions and answers using the simple past. 1 Where / he / go? go / Mexico Where did he go? He went to Mexico. 2 Where / she / live? live / Beijing

Past continuous Form We form the past continuous with the simple past of the verb to be plus the -ing form of the verb. Affirmative

Negative

Question

I/he/she/it/ was working last week.

I/he/she/it/wasn’t working last week.

Was I/he/she/ it/working last week?

You/we/they were working last week.

You/we/they weren’t working last week.

Were you/we/ they working last week?

Use We use the past continuous to: ● describe actions and situations in progress at a particular time in the past. Gaby was watching TV. ● talk about the background to a story. The sun was shining and the birds were singing. We often use the past continuous with the simple past to talk about two actions that happened at the same time in the past. We can join the tenses with the words when or while. Tania was waiting at the station when the rest of the climbing team arrived. While the team was getting off the the train, she ran to meet them. Remember, we don’t usually use stative verbs (be, like, believe, understand) in the continuous form.

Practice 2 Complete the sentences with the simple past or the past continuous form of the verbs. was driving (drive) and Katya was reading (read) the map. 2 She was sleeping (sleep) when a noise woke (wake) her up. 3 The team leader was shouting (shout) and the wind was blowing (blow). 4 While the boys were making (make) a fire, it started (start) to rain. 5 Liz (cook) supper and the others talked / were talking (talk) about the expedition. 6 As they were walking (walk) in the mountains, got the weather (get) worse. arrived 7 The rescue team (arrive) while we were deciding (decide) where to go. saw 8 While I was swimming (swim), I (see) a group of dolphins. 1 Jo

2 5 cooked / was cooking

Where did she live? She lived in Beijing.

3 What / they / do? drive / Panama What did they do? They drove to Panama.

Grammar summary

159

UNIT 5 Count and noncount nouns Form and use Some nouns are count nouns that you can count and that have both a singular and a plural form. We use them with an indefinite article (a/an) and numbers. There is a bag on the table. There are two bags on the table. Some nouns are noncount nouns that you cannot count and that have no plural form. We use them with the definite article or no article. You cannot use them with a/an or numbers: water (two waters), trash (two trash). We drink water every day. The water is in the jug.

Quantifiers Form Affirmative

Negative

Question

COUNT NOUNS I’ve got some books.

I haven’t got any books.

Are there any books?

There are a lot of / many books.

There aren’t many books.

How many books have you got?

She’s got a few books.

NONCOUNT NOUNS I’ve got some water.

I haven’t got any water.

Have you got any water?

There is a lot of water.

There isn’t much water.

How much water have you got?

They’ve got a little water.

Use We use quantifiers with count and noncount nouns to talk about quantity.

Count nouns We use some, a lot of, many, and a few in affirmative sentences. I have some newspapers. He has many friends. We have got a lot of bottles. There are a few cans. We use any or many in negative sentences or questions. I don’t have any books. Do you have any bags? There aren’t many boxes. How many photos did you take?

160

Noncount nouns We use some, a lot of, and a little in affirmative sentences. I have some water. There is a little milk. They have a lot of food. We use any or much in negative sentences or questions. I don’t have any information. Do you have any trash? There isn’t much bread. How much water is there? Note: a lot of = lots of (there is no difference in meaning or use)

Practice 1 Choose the correct option. 1 2 3 4 5

There’s any / some pollution in the river. There isn’t much / many food on the table. Are there much / any plastic bags in the park? I have a lot of / a few drinking water. How any / many recycling containers are there here? 6 Do you throw away many / much plastic? 7 He recycles much / a little trash. 8 How much / many air pollution is there?

Definite article (the) or no article Form and use We use the definite article (the): ● with something or someone you mentioned before. Have they done a survey? Yes, They finished the survey last week. ● when it is part of the name of something. The US introduced “car pool” lanes. ● with superlative phrases. Consumers spend the most money on electronic equipment. We use no article: ● with most countries. He lives in Canada and I live in Spain. ● to talk about people and things in a general way. People are trying to recycle more trash. ● with certain expressions. I don’t work at night.

Practice 2 Choose the correct option. Choose Ø for no article. 1 There’s a black dog in my yard. It’s the / Ø dog from next door! 2 He’s visited recycling plants in the / Ø Peru? 3 He’s the / Ø greenest person I know. 4 There was the / Ø trash everywhere. 5 What time do you go to the / Ø work? 6 I’m going to a meeting about the environment in the / Ø Netherlands. 7 He is staying in Taipei on the / Ø business. 8 How much did the / Ø computer cost?

UNIT 6 Verb patterns with to + infinitive Form We use to + infinitive after several structures. The form of the verb is always the same. They intend/plan

to go to South America.

It’s difficult

to learn Chinese.

She worked hard

to buy a new car.

Use 1 verb + to + infinitive After certain verbs we use the to + infinitive form of another verb. This is often to talk about hopes, intentions, and decisions. He decided to stop work. She agreed to travel with him. Common verbs that are followed by the to + infinitive form are: intend, plan, want, hope, ’d like, decide, agree, refuse, promise. We don’t use to + infinitive after modal verbs. She can’t play tennis. We will stay here. 2 adjective + to + infinitive We use to + infinitive after certain adjectives, often to express a feeling about something. It’s fun to play a musical instrument. It’s difficult to live on $50 a day. 3 infinitive of purpose We can use to + infinitive to explain the purpose of the main verb or an action (= in order to do something). Marco moved to New York to go to college. They visited Greece to learn about ancient Greece.

Practice 1 Put the words in the correct order. 1 planning summer go diving to this we’re We’re planning to go diving this summer. 2 would like Argentina Alma and Leo visit to Alma and Leo would like to visit Argentina.

3 medicine get job she to studied good a She studied medicine to get a good job.

4 have savings account to it’s important a It’s important to have a savings account.

5 wants his my brother leave job to My brother wants to leave his job.

6 isn’t to your save it easy money It isn’t easy to save your money.

7 promised email Brenda every to week Brenda promised to email every week.

8 fun vacation a it’s plan to It’s fun to plan a vacation.

Future forms: going to, will, and present continuous Form 1 going to Affirmative

Negative

Question

I’m/you’re/he’s/ she’s/it’s/we’re/ they’re going to come to the party.

I’m not / you aren’t / he isn’t / she isn’t / it isn’t / we aren’t / they aren’t going to come to the party.

Am I / are you / is he / is she / is it / are we / are they going to come to the party?

Negative

Question

2 will Affirmative

I/you/he/she/it/ I/you/he/she/it/we/ Will I/you/he/she/ we/they ’ll (will) they won’t (will not) it/we/they go go home later. go home later. home later?

3 Present continuous For the present continuous form see page 156.

Use 1 going to We use going to + infinitive to talk about a plan or a future intention. I’m going to make a costume. She isn’t going to eat. 2 will (’ll) We use will to talk about a decision which is made during the conversation. Vikram: Oh no! There isn’t any sugar left. Sue: Don’t worry. I’ll buy some when I go to the store. 3 Present continuous for future We use the present continuous to talk about an arrangement with other people at a certain time in the future. I’m leaving for the party at five o’clock. We’re moving next month. We usually use the present continuous, not going to, with the verbs go and come. I’m going to the parade later. He’s coming to the party.

Practice 2 Choose the correct option (a–c). to Costa Rica on vacation next year. 1 We a are going b are going to go c will go 2 I’ve decided to take an evening class. I Italian. a am studying b am going to study c will study 3 Alex: I left my money at home. Thomas: Never mind. I the tickets. a am buying b am going to buy c ’ll buy 4 What next weekend? a are you doing b are you going to do c will you do 5 I’m so excited! We for Athens in a week! a are leaving b are going to leave c will leave Grammar summary

161

in Beijing next year. 6 Sam a ’s working b ’s going to work c ’ll work 7 I don’t know when it starts. I out now. a am finding b am going to find c ’ll find 8 to stay with you? a Is he coming b Is he going to come c Will he come

UNIT 7 Prepositions of place and movement Form Prepositions of place The printer is on the desk. The office is next to the bank. The meeting is at the conference center.

on / on top of

opposite

next to

at

under

between

down at across from

in front through

next up

on

at the office, go When you arrive 1 2 through the front door. Reception will be in 3 front of you. All the meeting rooms are 4 on the second floor. There’s no elevator, up so go 5 the stairs. Your meeting is 6 in room 306. Coffee will be on the next table 7 to the window. If you need the bathroom, walk 8 down the hallway—it’s 9 across from the photocopier.

Present perfect Form We form the present perfect with the simple present of the verb to have plus a past participle.

Common prepositions of place are:

in / inside

Practice 1 Complete the text with these prepositions.

in front of

behind

outside in / on the corner (of)

Affirmative

Negative

Question

I/you/we/they have found the report.

I/you/we/ they haven’t found the report.

Have I/you/we/they found the report?

He/she/it has found the report.

He/she/it hasn’t found the report.

Has he/she/it found the report?

Short answers Yes, I/you/we/they have. Yes, he/she/it has. No, I/you/we/they haven’t. No, he/she/it hasn’t.

in the middle (of)

on the left (of)

on the at the top at the right (of) bottom (of) (of)

Prepositions of movement He walked up the stairs. Claire went through the door. The man got into the taxi.

The spelling rules for other regular verbs are the same as for the simple past tense (see page 159). Many verbs have irregular past participles: buy → bought, do → done, find → found, see → seen, take → taken, teach → taught

Common prepositions of movement are: up, down, to, in, into, on, onto, over, under, across, along, around, through.

The verb go has two past participles: been and gone I’ve been to Santo Domingo. (And now I’m back.) He’s gone to Santo Domingo today. (He isn’t back yet.)

Use

We use the auxiliary verb have/has and haven’t/hasn’t to form negatives and questions. I haven’t bought a farm. Has she seen her colleague this week?

We use prepositions of place to describe where people and things are. The pen is in my hand. Alex is at the door. We use prepositions of movement to talk about the direction in which someone or something moves. Prepositions of movement follow a verb of movement. Jack drove down the road. We flew around the storm. Common verbs of movement are: go, climb, come, run, and walk.

162

We add -ed to regular verbs to form the past participle: work → worked, walk → walked, play → played.

We also use have/has and haven’t/hasn’t to form short answers. Have you lived in Canada? Yes, I have.

Use

bears lived. Some bears 12 approached (approach) took me without fear. I 13 (take) hundreds of photos. It was incredible and exciting, but I 14 have never been (never / be) so scared!

We use the present perfect to talk about: ● an action that happened sometime in the past but we don’t know the exact time. I’ve worked for several banks in London. ● an action that started in the past and is still true today. Amy has lived in Paris since Christmas. (She still lives in Paris.) Mark hasn’t found the watch he lost. (The watch is still lost.)

UNIT 8

When we use the present perfect we often do not say when the action happened: I’ve been to Rome.

He is the man who (that) invented the World Wide Web. This is the system which (that) I told you about. That is the place where we buy our computers.

But because we use the simple past to describe a finished action at a definite time in the past, we often do say when the action happened. I went to Rome last year.

Use

We often use the present perfect with for and since. We use for to talk about the duration of a present situation, for example, for 30 minutes, for two months. My sister has lived in Shengzen for six months. We use since to show the starting point of a present situation, for example, since 2:00 p.m., since Friday, since 2011. My sister has lived in Shengzen since September.

Practice 2 Complete the sentences with the present perfect

Defining relative clauses Form

We use who (for people), which (for things), and where (for places) to introduce defining relative clauses. These clauses give us essential information about the person, place, or thing we are talking about. The person who discovered the solution was from China. The factory which makes the machine employs 200 people. The organization where he works is called Novotech. We can use that for people or things instead of who or which. This is less formal. The person that discovered the solution was from China. The factory that makes the machine employs 200 people.

Practice 1 Join the two sentences with the correct relative

form of the verbs.

pronoun (who, which, where).

has known (know) his boss for about 1 John four months. 2 My sister has worked (work) for lots of different businesses. 3 We have seen (see) this training movie three times before. Has visited 4 your father (visit) the factory in Mumbai yet? 5 She hasn’t eaten (not eat) Indian food before. 6 They haven’t been (not be) in the office since eight o’clock. Have copied 7 you (copy) the report? 8 Bob and Louise have bought (buy) a new car.

1 He’s the man. He invented a new bike. He’s the man who invented a new bike. 2 That’s the farm. They are experimenting with new crops at the farm.

3 Complete the text with the present perfect or the simple past form of the verbs. have been (be) a photographer for over 20 I1 years. I 2 have changed (change) jobs ten times and I 3 have worked (work) in about fifteen different countries, so I 4 have often lived (often / live) abroad. was My first job 5 (be) as an assistant took photographer for a magazine. I 6 (take) pictures and 7 developed (develop) started them. Then I 8 (start) working on a spent project about polar bears. The team 9 (spend) many months on the Arctic sea ice, and searched we 10 (search) for the bears’ homes. found Eventually we 11 (find) where the

That’s the farm where they are experimenting with new crops.

3 There is the woman. She works for my father. There is the woman who works for my father.

4 These are the machines. They use less energy. These are the machines which use less energy.

5 That is the nuclear power station. They had problems at the power station last year. That is the nuclear power station where they had problems last year.

6 This is the documentary. I saw it last week. This is the documentary which I saw last week.

7 She’s the doctor. She saved my father’s life. She’s the doctor who saved my father’s life.

8 That’s the factory. They developed the new lamps at the factory. That’s the factory where they developed the new lamps.

Zero and first conditional Form Zero conditional If-clause (If / When + simple present), main clause (simple present) If / When you drive too fast, it is more difficult to stop.

Grammar summary

163

First conditional If-clause (If / When + simple present), main clause (will /won’t) If you drive too fast, it will be more difficult to stop.

Affirmative and negative

We can use if in two positions: ● If-clause first: If you study, you learn faster. ● Main clause first: You learn faster if you study. When the if-clause is at the beginning of the sentence, we use a comma to separate it from the main clause.

Question

Use Zero conditional We use the zero conditional to talk about facts or things that are generally true. If you want to travel in the US, you need a visa. When you cool water below 32 degrees, it freezes. When you talk about things that are generally true, you can use if or when. There’s no difference.

First conditional We use the first conditional to talk about a possible future situation. If it rains tomorrow, we won’t go to the mountains. When you talk about situations in the future, there is a difference between if and when. We use when + simple present to talk about a certain future action. When Jack arrives, I’ll ask him to help us.

Practice 2 Complete the sentences with the correct form of the verbs. 1 When a mosquito lands on your skin, it tries (try) to suck your blood. 2 If a dog wags its tail, it means (mean) that it is happy. 3 If the weather is good, we will explore (explore) the forest on Saturday. 4 If they find a cure for cancer, many people will live (live) much longer. 5 When he comes home from an expedition, he is (be) usually very tired. 6 When Oliver gets here tomorrow, I won’t tell (not tell) him about my problems. 7 That fish will die (die) if you don’t feed it. 8 People become (become) dehydrated when they don’t drink enough water.

UNIT 9 Present passive voice: by + agent Form We form the present passive with the simple present of the verb to be (am/is/are) + past participle.

Chinese

is/isn’t

offered at the school.

Students

are/aren’t

taught in big classes.

Is

Chinese

offered at the school?

Are

students

taught in big classes?

Use We use the present passive voice to focus on an action or the object of the action, rather than on the person who is doing the action. The object of the active sentence becomes the subject of the passive sentence. subject object Active: Students take the exam in the summer. subject object Passive: The exam is taken by students in the summer.

by + agent In an active sentence, you know who does the action. Teachers teach Kung Fu in many countries. In a passive sentence, we can say who does the action (the agent) using by. Kung Fu is taught by teachers in many countries. We use by + agent when it is important to know who does the action. Kung Fu is taught in many countries by specially trained teachers. It isn’t always necessary to use by + agent. We don’t usually use the agent when it is obvious who has done the action, when we don’t know the name of the agent, or when it isn’t important or relevant. Lunch is served by someone every day at 1:00.

Practice 1 Rewrite the sentences in the present passive voice using by + agent where appropriate. 1 They teach French at that school. French is taught at that school. 2 She does her homework on a computer. Her homework is done on a computer.

3 Tutors usually provide lecture notes on the Internet. Lecture notes are usually provided by tutors on the Internet.

4 They keep old books in that part of the library. Old books are kept in that part of the library.

5 Do you use laptops at your school? Are laptops used at your school?

6 The students print out class material during the course. Class material is printed out by the students during the course.

7 My employers don’t pay for English classes. English classes aren’t paid for by my employers.

8 Students often complete coursework online. Coursework is often completed online. 164

Past passive voice Form We form the past passive with the simple past of the verb to be (was / were) + past participle.

Affirmative

Negative

Question

I/you/he/she/ it/we/they had worked hard.

I/you/he/she/it/ we/they hadn’t (had not) worked hard.

Had I/you/he/she/it/we/ they worked hard?

Affirmative and negative

Short answers

Black ink

was/wasn’t

invented by the Egyptians.

Spices

were/weren’t

discovered in Asia.

Yes, I/you/he/she/it/we/ they had. No, I/you/he/she/it/we/ they hadn’t.

Question Was

black ink

invented by the Egyptians?

Were

spices

discovered in Asia?

Note: In spoken English we often use ’d (= had). Don’t confuse the contracted forms of had and would. I’d worked in the hotel for five years. (= I had worked) I’d like to work in that hotel. (= I would like to work)

Use We use the past passive voice to focus on a past action or the object of the past action, rather than on the person who did the action. The object of the active sentence becomes the subject of the passive sentence. subject object Active: Scribes wrote letters for the Pharoahs. subject object Passive: Letters were written by scribes for the Pharoahs.

Practice 2 Complete the text with the past passive form of the verbs. carve discover find record use worship

leave

make

paint

Use We use the past perfect to talk about an action in the past that happened before another action or before a certain time in the past. I had visited Rome twice before I went to Venice. We often use the past perfect and the simple past together. I had learned Mandarin before I went to Beijing. We often use the following time expressions with the past perfect simple: already, just, before, previously, recently, and earlier. I had just bought my ticket when the train arrived.

Practice 1 Complete the sentences with the simple past or past perfect form of the verbs.

There are cave paintings and cave art all over were found Europe. Famous examples 1 in Lascaux, France, and Altamira, Spain, many years ago. In 2003, new paintings 2 were discovered by researchers in Nottinghamshire, northern were England. The question is, why 3 they painted ? There are many theories, but many experts agree that early hunters and priests or shamen gathered before a hunt to pray for good luck. Animal gods or spirits 4 were worshipped in the hope that the hunt would be successful. After the hunt, the events 5 were recorded in drawings or paintings. Natural dyes and colors 6 were used and paints 7 were made from substances such as blood, plants, and earth. Often, animals 8 were carved from wood or stone and sometimes were left these objects 9 next to the paintings.

UNIT 10 Past perfect Form We form the past perfect with the simple past of the verb have (had) + past participle.

went (go) to Laos after she 1 Mei had visited (visit) Vietnam. 2 We had been (be) in Mexico for two weeks arrived before Mark (arrive). canceled 3 They (cancel) the flights two days after they had booked (book) them! 4 I didn’t meet (not meet) any other travelers until I had gotten (get) to the mountains. traveled Had 5 they (travel) abroad visited before they (visit) Cambodia? arrived 6 When I (arrive) at the hostel, I realized I had forgotten (forget) my sleeping bag. 7 I hadn’t explored (not explore) the jungle before I got (get) to Costa Rica. checked 8 They (check) into the same hotel that they had stayed (stay) in previously.

Subject and object questions Form SUBJECT QUESTIONS subject

verb

object

Who

canceled

the flight?

What

happened

to Tim?

We do not use an auxiliary verb (do, does, did) with subject questions. Grammar summary

165

Use

OBJECT QUESTIONS question word

auxiliary

subject

main verb

What

does

he

like?

Who

did

she

visit?

Object questions use an auxiliary verb (do, does, did).

Use In subject questions, the question word (who, what, which, whose, how much/many) is the subject. The word order is the same as in the affirmative sentence. Who canceled the flight? Ming canceled the flight. In object questions, the question word is not the subject and the word order is not the same as in the affirmative sentence. Who did she visit? She visited her parents. We cannot form subject questions with the following question words: where, when, why, how. Where did they go? (not Where they went?) How does she travel? (not How she travels?)

Practice 2 Write subject questions (S) and object questions (O). 1 Who / work / here (S) Who works here? 2 What / be / that (S) What is that?

3 Where / you / live (O) Where do you live?

4 How much / the vacation / cost (O) How much does the vacation cost?

5 Which / resort / be / this (S) Which resort is this?

6 Where / they / go / last year (O) Where did they go last year?

7 When / you / want / to catch / the train (O) When do you want to catch the train?

8 What / country / be / this (S) What country is this?

-ed/-ing adjectives and dependent prepositions Form -ed adjectives I’m bored. He’s interested in rock climbing. -ing adjectives This book is very boring. He’s an interesting person.

166

We use -ed adjectives to describe feelings. They were amazed by it. He was excited to see her. We use -ing adjectives to describe a place, person, or thing. L.A. is an exciting city. Digital cameras are amazing. Dependent prepositions often follow adjectives— amazed by, annoyed with, bored with, excited about, fascinated by, interested in, tired of, worried about. Dependent prepositions are followed by nouns or gerunds. They were worried about the flight/flying.

Practice 3 Complete the sentences with the -ed or -ing form of the adjectives. annoy please

bore tire

excite worry

fascinate

interest

1 The new movie was really boring . 2 The flight was very tiring so we went to bed when we arrived. 3 India is a fascinating country to travel in. There are so many amazing things to see. 4 We weren’t very pleased with the hotel. It was dirty and rundown. 5 They weren’t interested in going to the museum because the lines were too long. 6 Emily was annoyed with the tour guide because he didn’t know anything! 7 There’s an exciting trip to the coast this weekend. I’ve never been diving before! 8 We were worried about the big storms.

UNIT 11 used to Form Affirmative

Negative

Question

I/you/he/she/ it/we/they used to play hockey in college.

I/you/he/she/ it/we/they didn’t use to play hockey in college.

Did I/you/he/she/it/we/ they use to play hockey in college?

Short answers Yes, I/you/he/she/it/we/they did. No, I/you/he/she/it/we/they didn’t.

We use an infinitive without to after used to. The gallery used to open at 9:00 a.m.

Note that the negative and interrogative forms do not have a final -d in use to. Ana didn’t use to like him. Did Ana use to like him?

Use We use used to to talk about a situation, a state, or a habit in the past that is no longer true. ●

State: I used to have long hair when I was young. I used to have long hair, but now it’s short.

●

Habit: I used to play tennis three times a week. I used to play tennis three times a week, but now I am too busy.

We don’t use used to with a particular time in the past. We use the simple past instead. I used to go to college in 2005. I went to college in 2005. We can only use used to to talk about the past. We cannot use it to talk about the present. I used to visit museums every week. (past) I usually visit museums every week. (present)

Practice 1 Complete the sentences with used to and the verbs. used to play (play) with 1 Victorian children lots of dolls. 2 In ancient Rome, captured warriors used to work (work) as slaves. Did 3 the Vikings used to wear (wear) make-up? 4 Before the electric light, people used to go (go) to bed early. 5 The Celts didn’t used to sleep (not sleep) in beds. 6 In 1914, 48 percent of people used to drive (drive) a Ford car.

will

would

Jack: I will meet you at the café.

Jack said that he would meet me at the café.

We often need to make other changes when we report what someone said: ● Pronouns: I → he / she; we → they; my → his / her; our → their; you (object) → me ● Time expressions: now → then; today → that day; tomorrow → the next day; yesterday → the previous day; last night → the night before

Use We use reported speech to say what someone said to us or to report someone’s words from the past. Direct speech: “I am getting married tomorrow.” Reported speech: She said that she was getting married the next day. The use of the conjunction that is not required. Direct speech: “I think they will win.” Reported speech: Paul said that he thought they would win. = Paul said he thought they would win. We often use the verb say to report someone’s words, but we don’t follow it with an object. “I think they will win.”→ Paul said (that) he thought they would win. We can use tell to report someone’s words and to say who someone is talking to. Tell always needs an object such as me, him, her, you, us, them, everyone. “I think they will win.”→ Paul told me (that) he thought they would win.

Practice 2 Change the direct speech into reported speech.

Reported speech Form

1 The famous model: I like diamonds. The famous model said that she liked diamonds. 2 The politician: I don’t want to talk to them.

When we report what someone said, we often move the tense “backwards.”

3 The writer: I don’t have any new ideas.

DIRECT SPEECH

REPORTED SPEECH

Simple present

Simple past

Vikram: I live in Delhi.

Vikram said that he lived in Delhi.

Present continuous

Past continuous

Li: I am working very hard.

Li said that she was working very hard.

Simple past

Past perfect

Paco: I wanted to be an astronaut.

Paco said that he had wanted to be an astronaut.

Present perfect

Past perfect

Devi: I have read the travel guide.

Devi said that she had read the travel guide.

The politician said that he didn’t want to talk to them. That writer said that he didn’t have any new ideas.

4 The businessman: I’m going to Russia on Friday. The businessman said that he was going to Russia on Friday.

5 The organizer: We won’t be able to build the Olympic stadium on time. 6 The government: We’ve cut taxes for the poor. The government said that they had cut taxes for the poor.

7 The scientist: Did you understand the experiment? The scientist asked if I / we had understood the experiment.

8 The famous actor: I didn’t see the first James Bond movie. The famous actor said that he hadn’t seen the first James Bond movie.

2 5 The organizer said that they wouldn’t be able to build the Olympic stadium on time.

Grammar summary

167

UNIT 12 any-, every-, no-, some- and -thing, -where, -one, -body Form -thing (object / action)

-where (place)

-one (person)

-body (person)

any-

anything

anywhere

anyone

anybody

every-

everything

everywhere

everyone

everybody

no-

nothing

nowhere

no one

nobody

some-

something

somewhere

someone

somebody

When we use these pronouns as subjects, the verb is in the singular form. Everyone likes taking photos. There isn’t anyone here.

Use We use indefinite pronouns to talk in general about things, people, or places. We use every-, any-, and some- in the affirmative. Everything is fascinating on this trip. I’m looking for something to eat. We use no- and any- in negative sentences. There isn’t anywhere to sit. There is nowhere to sit. We use any- in questions. Have you visited anywhere interesting today? There is no difference between no one and nobody. There is no one here = There is nobody here. We can use these pronouns before adjectives to give more detail. Lucy discovered somewhere beautiful on the island.

Practice 1 Complete the sentences with the words. something somewhere

1 2 3 4 5 6 7 8

168

anyone everything anything anywhere somebody everybody

something exciting today. I’m going to see We are driving somewhere beautiful tomorrow. Are you meeting anyone you know there? He didn’t buy me anything for my birthday! I just saw somebody running into our garden. Did you go anywhere interesting? Everybody wanted to hear the latest news. Please leave everything where it is and don’t move a thing.

Second conditional Form If-clause (If / When + simple past), main clause (would / wouldn’t + infinitive) If there was a hurricane, it would destroy the town. Main clause (would / wouldn’t + infinitive) if-clause (if + simple past) People would move out if sea levels rose.

Use We use the second conditional to talk about unreal or imagined situations. We use if + simple past in the if-clause to describe the situation. We use would / wouldn’t + infinitive in the main clause to describe the imagined result of, or reaction to, the situation. If I had a lot of money, I would donate it to charity. What would you say if you met a famous explorer? When we give advice, we often use If I were you rather than If I was you: If I were you, I would go on vacation.

Practice 2 Choose the correct options. 1 If I was / would be rich, I went / would go on safari in Africa. 2 If it rained / would rain more, the crops were / would grow better. 3 If Ali moved / would move to Cairo, he found / would find a good job. 4 What did you do / would you do if there was / would be a snowstorm? 5 If there was / would be a tsunami, it destroyed / would destroy the town. 6 I didn’t tell / wouldn’t tell her if she asked / would ask me. 7 He drove / wouldn’t drive to work if there was / would be ice on the road. 8 Did you take / Would you take me to the mountains if the weather was / would be nice?

Audioscripts Unit 1 1 This quiz is a good way for people to find out how they sleep. It shows them what kind of person they are. People with mostly A answers usually sleep very well. They have regular routines and they are hardly ever tired. People with B answers sleep fairly well. Most adults wake up once or twice a night and that’s normal. But these people probably have busy working lives or families so they always want extra hours in bed. Try to go to bed earlier and sleep for an extra hour on the weekend. People with mostly C answers have the biggest problems. These people don’t relax before bedtime. They regularly work in the evening or do exercise. Don’t misunderstand me. Sports are good for your health, but not late at night.

2 1 2 3 4 5 6

feels needs watches sleeps goes dances

3 P: No one knows exactly why some people live longer than others. Why are they so healthy? Is it their diet? Do they go to the gym more than others? Well, one man is trying to answer these questions and that man is explorer and journalist David McLain. He’s currently traveling to places and regions with large numbers of centenarians and asking the questions: Why are they so healthy? What are they doing that the rest of us aren’t? Right now he’s working on the island of Sardinia in Italy, but he’s speaking to us right now on the phone. David, thank you for joining us today. D: Hi. Thank you for having me. P: So, first of all, tell us why you decided to visit Sardinia. D: Well, Sardinia is an interesting place because men live the same amount of time as women. That isn’t normal for most countries. Men normally die younger. P: And does anyone know the reason why people live longer in Sardinia? D: There are different ideas about this but possibly one explanation is that the family is so important here. Every Sunday the whole family meets and they eat a huge meal together. Research shows that in countries where people live longer, the family is important. But also on Sardinia, the older mother or grandmother often has authority in the family. As men get older, they have less responsibility in Sardinian culture, so perhaps the older men have less stress, which means they’re living longer. P: I see. So, do you think people live longer in traditional societies? D: That’s an interesting question. It’s true that even on Sardinia the younger generation are eating more food like French fries and burgers. Also young people are moving to the city, so they are doing less exercise because of their lifestyle. It’ll be interesting to come back to Sardinia in twenty years and see if people are still living longer…

4 1 2 3 4 5

head throat cough ache ear

8 bed note off wake here

5 Conversation 1 C = Customer, P = Pharmacist C: Hello. I have a sore throat and a runny nose. I feel terrible. P: Do you have a fever, too? C: No, it’s normal. P: Well, you should take this medicine twice a day. It’s good for a sore throat. C: Thanks. P: And try drinking hot water with honey and lemon. That helps. C: OK. I will. P: Oh, and you need a box of tissues. If you still feel sick in a few days, see a doctor. Conversation 2 P = Patient, D = Doctor P: I have an earache in this ear. I couldn’t sleep last night because it was so painful. D: Let me have a look. Ah, yes, it’s very red in there. What about the other one? P: It feels fine. D: Hmm. It’s a bit red too. Do you feel sick at all? P: No, not really. D: Let me check your temperature… Yes, it’s higher than normal. I’ll give you something for it. You need to take one of these pills twice a day for seven days. Drink lots of water and come back if you don’t feel better.

Unit 2 6 1 2 3 4 5 6 7 8 9 10

watching language waiting thinks cycling losing winning English competing thanks

7 M = Maria, P = Paulo, K = Kali M: I love getting up early every morning and going to the pool. It’s really quiet at this time and there are only one or two other people. I’m not very good at swimming but I’ve got problems with my back so it helps with that. P: I prefer watching sports to doing them, especially running. We have to do sports at school on Tuesdays and Fridays with our teacher Mr. Sykes. He tells us to run around the school field. Running is really boring exercise and I’m always last. I hate losing. K: I like playing tennis so much that I’m working with a tennis coach to improve my game. I have my first competition in a month. I’m very excited about competing because one day I’d like to become a professional player, and this is an opportunity to see how good I really am against other players.

Well, here we are in a place called Banner Elk. Yes, I’ve never heard of it either. Anyway, it’s in the mountains of North Carolina in the US, and it is cold! But that doesn’t stop hundreds of competitors from coming here every October for the town’s annual Woolly Worm Race. The rules for the competition are easy. Anyone of any age can enter but you must have a woolly worm. You can bring your own or you can buy one before the race. Each race has twenty people and twenty woolly worms. You have to put your worm on a piece of string at the start. Then they’re off! The only rule is that you can’t touch your worm during the race. During the day, there are lots of races, and if your woolly worm beats the others in the race, you take part in the grand finale in the afternoon. And the prize money is one thousand dollars! Well worth it, I’d say!

9 1 2 3 4 5 6

people should friends evenings something what

Unit 3 10 A: One day I’d like to buy an electric car. They’re much cleaner than gas cars, but I’m not sure if I’ll see many on the road in the near future. B: But you can already buy them. A: Really? B: Sure, and they have the most efficient type of engine. Unfortunately, they’re much more expensive than gas cars. When they’re cheaper, more people will buy them. A: I’m not sure if that’s better or worse! With more people on the road, we’ll have more traffic jams. B: Especially at eight in the morning. It’s the worst time of the day. A: Yes. I try to avoid rush hour now. I leave home before seven. B: Well, I’d like to leave the car at home but every other type of transportation is slower. This town needs better public transportation. The buses don’t go to the right places and they’re always late. Last week I waited for a number twenty-nine for over an hour!

Audioscripts

169

11 Electric cars are much cleaner than gas cars. Electric cars are much more expensive than gas cars.

12 Documentary 1 On a beautiful summer morning in Thailand, guests are arriving for a wedding. Some are arriving in cars but the most special guests are riding, in traditional style, on the backs of elephants. Elephants are as heavy as cars but they aren’t as fast, and most people also think elephants aren’t as comfortable as cars. However, in Thailand these animals are very important. The Asian elephant became a domestic animal 5,000 years ago. In the past, they transported soldiers to wars and worked in the forests pulling up trees and carrying wood. Nowadays, it’s more common to see them transporting tourists and people on special occasions, but they are as important as ever in Thai society. Documentary 2 Lester Courtney and his wife spend a lot of time with their horses, not for leisure but for work. They are tree loggers who cut trees in traditional ways. They also transport the trees traditionally: with horses. Once the trees are down, Dan and Maddy pull them away. They’re Lester’s two horses. Lester has always used horses. They aren’t the fastest form of transportation but Lester doesn’t believe modern machines are as good. It’s true that horses aren’t as strong as trucks, or as fast, but Lester prefers working with animals. For one thing, a horse isn’t as heavy as modern machinery so it doesn’t damage the old forests. Lester also prefers horses because they aren’t as noisy.

13 1 2 3 4

Trucks are heavier than horses. Elephants are as heavy as trucks. They aren’t as fast as cars. Horses are the fastest.

14 1 J = Javier, D = Driver J: Hello? Are you the next taxi? D: Yes, that’s right. J: I’d like to go to the station, please. D: Bus or train? J: Oh, sorry. The train station. D: OK. Get in. 2 D = Driver, J = Javier D: There’s road work up by the entrance. J: You can drop me off here. It’s fine. How much is it? D: Sixteen dollars and thirty cents. J: Sorry, I only have a fifty-dollar bill. Do you have change? D: Sure. That’s thirty-three dollars and seventy cents. Do you want a receipt? J: No thanks. Bye. 3 S = Suri, D = Driver S: Hi. Do you stop at the airport? D: Yeah, I do. Which terminal, north or south? S: Umm, I need to get to the … north terminal. D: OK. One-way or round-trip? S: One-way, please. D: That’s two dollars. 4 J = Javier, T = Ticket seller J: A round-trip ticket to the airport, please.

170

T: J: T: J: T: J: T: J:

OK. The next train leaves in five minutes. Good. That one, please. First or second class? Second. OK. That’s thirty dollars and fifty cents. Wow! Can I pay by check? Sorry. Cash or credit card. Oh no… Oh, wait a minute! Maybe I have enough left. T: OK. Here you are. J: Which platform is it? T: Umm, platform six. 5 A = Attendant, S = Suri, J = Javier A: Hello. May I see your passport? S: Here you are. I don’t have a ticket because I booked online. A: That’s OK. How many bags are you checking? S: None. I only have this carry-on. A: OK. Window or aisle? S: Umm, I don’t mind but can I have a seat next to my friend? A: Has he already checked in? S: No, I’m waiting for him. A: Well, I can’t… J: Suri! S: Where have you been? J: It’s a long story.

15 1 2 3 4 5 6

One-way or round-trip? Window or aisle? Cash or credit? Bus or train? North or south? First or second?

Unit 4

16 1 2 3 4 5 6 7 8

lived finished wanted studied waited looked decided climbed

17 I = Interviewer, W = Sandy Weisz I: Normally we only hear bad news so it’s good to have some good news from time to time. For example, did you hear in the news about Maria Garza? She was sitting on an airplane in Denver airport with her one-year-old child when she saw a fire from the window. It was coming from one of the engines. Did you read that? No? It was amazing. While the other passengers were running to the exits, Maria climbed out of the window and onto the wing of the plane. She saved her daughter’s life and she was pregnant at the time! So, in fact she saved three lives. In today’s program we’re talking about why some people are survivors. We want to know what makes these people so special. For example, what are their personal qualities? Here to help us answer that question is Doctor Sandy Weisz. Sandy is a doctor of psychology and an expert in survival skills. So Sandy, what kind of person is a survivor? W: Well, the story of Maria Garza is a good one because she showed a personal quality that all survivors have. I: Which is? W: They are always decisive. They always think and move very quickly and so she saved three lives. It’s an important quality in a difficult situation. Another important

quality they need is determination. For example, did you read about thirteenyear-old Bethany Hamilton? She showed real determination. One day when she was surfing a shark attacked her and she lost an arm. It was an incredible story. With one arm, she swam back to the beach. I: Incredible, and there was another recent similar story… Umm, that couple…the Carlsons. W: Sorry, what were they doing? I: They were sailing their boat when a wave hit them. The boat sank and they were at sea for thirty-one days. W: Oh yes, I remember that story. But they were experienced with boats, so skill and knowledge probably saved them more than anything else. I: But what if I don’t have special personal qualities or skills? Is there anything I can do? W: Yes, there is. Most survivors don’t normally take risks. I: What do you mean? W: Well, on an airplane, the survivors usually wear seat belts. At sea, you take extra food and water. On a mountain, a climber always wears warm clothes… I: I see. I suppose we normally think survivors are risk-takers but in fact most of them are quite careful. W: Exactly. We all take risks—even when we walk across the road—but most survivors don’t take unnecessary risks.

18 A: Hi Mark. How was your camping trip? B: It was great in the end but we had a terrible time at the beginning. A: Why? B: First, we left the house early on Saturday morning but after only half an hour the car broke down. A: Oh no! B: Fortunately, there was a garage nearby and the mechanic fixed the problem. But when we arrived at the forest, it was getting dark. After we drove around for about an hour, we finally found the campsite but it was completely dark by then. Unfortunately, it started raining so we found a nice hotel down the road! A: That was lucky! B: Yes, it was a great hotel and in the end we stayed there for the whole weekend. A: Sounds great!

19 Why?

Oh no!

That was lucky!

Unit 5

20 P = Presenter, R = Raul, S = Sandra P: OK. So, this week on Radio Talk, we’re talking about recycling. We want to know: How much do you recycle? And do you think it’s important? The phone lines are open…and our first caller this morning is Raul from San Miguel. Raul, you’re on Radio Talk. Go ahead. Raul? Are you there? R: Hello? Can you hear me? P: Yes, Raul, I can hear you and so can about half a million other people. What did you want to say, Raul? R: Well. A lot of people talk about recycling these days and they say it’s good for the environment, but I’m not so sure. Take where I live, for example. There aren’t any recycling centers in my town.

P: Really, Raul? But what about your local supermarket? Are there any recycling containers there? R: OK, yes, there are some recycling containers, I admit, and a lot of people take their trash there. But listen to this: a truck comes every single week to take it all away. I ask you! How is that good for the environment? Think about all the fuel it uses. No, I’m not convinced. And another thing… P: Actually, Raul, I’m going to stop you there because on line two I have another caller. Line two? Are you there? S: Hello, yes I’m here. P: And what’s your name? S: Sandra. P: OK, Sandra. You’re live on Radio Talk. S: Well, I’m really angry with the man who was just on. P: You mean Raul? S: Yes. He’s just like all the people who live around me. They don’t recycle much stuff either. P: What? None of them? S: Well, not many people on my street recycle. I don’t know about other parts of town. Every week I see them. They throw away a lot of bags. I suppose some people recycle a little trash every week, but most don’t think they have time for recycling. P: And do you ever say anything to them? S: Yes, I do! I tell them you only need a few minutes every day to separate your glass, plastic and paper. And there are a lot of places where you can take recycling. There’s no excuse at all. P: That’s an interesting opinion, Sandra, and so what I want to do is bring back Raul, who’s waiting on line one. Raul? R: Hello? P: Raul, I’d like you to reply to Sandra because she says it’s easy to recycle. What do you say to that? R: Well, she might be right but where I live you can’t…

21 the TV

22 1 2 3 4

the bottle the phone the fuel the apple

the Internet 5 6 7 8

the electricity the gas the insurance the water

23 V = Recorded voice, C = Customer service representative, J = Jane V: Thank you for calling TecoArt.com. Your call is important to us. For information about our latest products, press one. For orders, press two. For problems with your order, press three… All our customer service representatives are currently busy. We apologize for the delay. Your call is important to us. One of our customer service representatives will be with you as soon as possible. C: Good morning. Can I help you? J: Hi, I’m calling about an order for a hard drive clock from your website. I received an email saying I have to wait seven more days. C: One moment… Do you have the order number? J: Yes, it’s 8-0-5-3-1-A. C: Is that A as in alpha? J: That’s right. C: Is this Ms. Jane Powell of 90 North Lane? J: Yes, it is. C: Hmm. Can I put you on hold for a moment?

J: C: J: C:

J: C: J: C: J:

Sure. Hello? Yes, hello. I’m very sorry but this product isn’t in stock at the moment. We’ll have it in seven days. I already know that, but it’s my husband’s birthday tomorrow. I see. Well, would you like to order a similar clock? We have an Apple iPod one for thirty-five dollars. Hmm. I really liked the one I ordered. Oh, I’m sorry about that. Would you like to cancel the order? Yes, I think so. How does it work? Well, we’ll refund the amount of thirtynine dollars to your credit card. OK. Thanks. Would you like confirmation by email? Yes, please. Let me check. Your email is [email protected]. That’s right. Is there anything else I can help you with? No, thanks. That’s all. OK. Goodbye. Bye.

1 2 3 4 5 6

Good morning. Can I help you? Can I put you on hold? Is that A as in alpha? I’m calling about an order. Is there anything else I can help you with? Do you have an order number?

J: C: J: C: J: C: J: C: J: C:

24 & 25

Unit 6

26 Speaker 1 One day I plan to go to college but first I want to take a year off to get some work experience abroad. I’m working at a local supermarket and I’m going to save all my money. Then I’d like to travel to somewhere like Chile if I can afford it. Speaker 2 People seem to think this stage in life means looking after grandchildren and playing golf. Forget about it! I intend to do all the things I wanted to do but never had the time. And as for work? Well, I’ll be happy to leave my job.

Speaker 3 We hope to get a place of our own, but these days it’s really difficult to buy a house. House prices are so high that we’re still living with my husband’s parents. It’s hard not to feel sad about it.

27 1 2 3 4 5 6 7

One day I plan to go to college. I want to take a year off to get some work experience abroad. I’d like to travel to somewhere like Chile. I intend to do all the things I wanted to do. I’ll be happy to leave my job. These days, it’s really difficult to buy a house. It’s hard not to feel sad about it.

28 R = Reporter, L = Lorette R: It’s about six o’clock in the morning here in New Orleans and the streets are very quiet. But in about six hours, the city is going to have the biggest party in the world and thousands of visitors from all over are going to fill the streets. However, Mardi Gras is really about the local communities in the city, so I’ve come to the traditional Tremé neighborhood of New Orleans where some people are already preparing for

L: R: L: R: L: R: L: R: L: R: L: R:

the big day. I’ll try to speak to some of them… Hello? Hello? Hi. Hello. What’s your name? Lorette. Hi, Lorette. You’re wearing a fantastic costume. Are you going to be in the parade this afternoon? That’s right. I’m meeting everyone at the float in a few minutes and then we’re riding through the city. Your dress is really amazing. Did you make it? Yes, we all make our own costumes for Mardi Gras. And do you have a mask? Sure. Here it is. I’ll put it on. Wow! That’s perfect! So tell me, how important is Mardi Gras for the people in Tremé? It’s the most important part of the year. It brings people together. Well, good luck this afternoon. You’re going to have a great time, I’m sure!

29 1 I = Ian, A = Abdullah I: Hi, Abdullah. How’s it going? A: Good. I finished all my classes today so I can relax. I: Great. Maybe you’ll have time for some traveling and sightseeing now. A: Maybe, but I think I’ll take it easy this weekend. I: Oh! Well, why don’t you come to my house? My family is coming over. We’re having a barbecue in the backyard. It’ll be fun. A: Thanks, but I have a few things to do at home and it’s with your family so you probably don’t want other people there… I: No, really. Don’t worry because I’m inviting a few people from our class as well so you’ll know people. I’d really like you to come. A: OK. Thanks, that would be great. Is it a special occasion? I: Well, my oldest sister has a new baby girl so it’s somewhat a celebration for that. A: Oh! I should bring something. I: No, please don’t. It isn’t like that. There’s no need. 2 J = Jasmine, S = Sally J: Hello, Sally. How are you? S: Fine, thanks. It’s been a busy week. J: Yes, I imagine. When do you finish? S: Tomorrow. J: Oh, really? I didn’t realize it was so soon. S: Well actually, my flight home is on Saturday. J: But you’re staying for another week? S: No. J: Oh. Well, what are you doing tonight? S: Nothing right now. I’ll be at my hotel. J: Would you like to go out for dinner? Let’s go somewhere this evening. S: Really? I’d love to. J: Of course. I’d like to take you to my favorite restaurant. S: That would be wonderful. I’d like that very much. J: Great! Let’s go right after work. I’ll meet you downstairs at reception. S: OK. What time? J: I finish at six. Is that OK for you? S: Sure. I’ll see you then. Bye.

30 1 2 3 4

I’d love to. That would be wonderful. It’s very nice of you to ask. I’d like to, but I’m afraid I’m busy.

Audioscripts

171

Unit 7

31 Nick Veasey takes photographs of ordinary people, places, and objects, but no one could describe the final photographs as ordinary. In fact, they are very creative. Nick uses X-ray photography so you see inside the object. The final images are often beautiful, strange, or surprising. Working with X-rays can be dangerous because of the radiation, so safety always comes first for Nick. His well-equipped studio is a large black building. It has thick concrete walls to contain the radiation. Inside he has different X-ray machines for different sizes and types of images. But not everything he photographs will fit in the studio, so sometimes he has to travel to his subjects. For example, he has photographed an airplane, a bus, and an office building with people working inside. These kinds of projects take many days and many different X-rays. Then, he takes the best image back to his studio and spends a lot of his working day improving it on his computer until it is ready for an exhibition. You can see his photos in galleries all over the world, and many companies use his images in their advertisements.

32 1 2 3 4 5 6

found sold bought flown thought done

7 8 9 10 11 12

won taught grown run lost fallen

33 I = Interviewer, E = Engineer I: How long have you worked for your company? E: For twenty-five years. Since I left college. I: So, when did you study engineering? E: I started college when I was nineteen and I got my engineering degree about four years later. I: And have you always lived in Pennsylvania? E: No. I’ve lived in lots of different places. In the energy business, you live where the work is. I: So when did you move here? E: In 2007, just after they found gas here. I: How many different places have you lived in, do you think? E: I’d say about fifteen, maybe sixteen places. I: Have you ever lived abroad? E: Yes, but only for about three months. I: And how does Pennsylvania compare with other places? Has it been easy living here? E: Yes, it has, overall. I: Have the local people been friendly? E: Yes, they have. Well, most people anyway. I: Ah, but not everyone? E: Some people didn’t want us here in the beginning because they were worried about the environment. But the changes have been good for this region. The gas industry has brought jobs back to Pennsylvania, so I think most people have understood how important this is.

34 I = Interviewer, C = Candidate (female) I: Right. Have a seat, Zhang. C: Thanks. I: So, I’ve received your resume and your letter of application and I see your current job is as a sales assistant at Raystone’s Bookshop. How long have you worked there? C: I’ve been there for about eighteen months. I: Oh, yes, so I see. In that case, why have you applied for this position?

172

C: Well, I’ve really enjoyed my work at Raystone’s. I’ve always been interested in books and usually the customers are really nice. And I like trying to find books for them, especially rare books. I: So, why do you want to leave them? C: Because it’s quite a small independent bookstore, whereas E.I. Books is a much bigger company. I read on your website you have over fifty branches now and you’re still growing. And I see you also have a website where people can order books. So, I think there are probably lots of opportunities for me in the future. I: Well, it’s true that we’ve grown quickly in recent years. And it’s nice to see you’ve found out about the company. So would you describe yourself as ambitious? C: Umm, I don’t know. Not especially, but I’d like to have a successful career. I: And what are some of your main strengths? C: Uh, I work hard and I enjoy working with other people. And, uh, I can solve problems. I: So, I can ask you to do something and you can do it on your own? C: Yes, I think so. I: Well, I’ve asked you a lot of questions. Do you have any questions for me? C: Yes, I do. I’ve applied for the position of sales assistant here, but earlier I said I was interested in developing a career. Are there often opportunities in the company for promotion? I: Yes, we’re growing all the time and if you are prepared to move, there are jobs at other branches. C: OK. Great. And in the job description, it says you offer flexible hours. Can you tell me more about that? I: Sure. Because we open our bookstores in the evenings as well as during the day, we ask the staff when they prefer to work. We have one member of staff who likes to work a few hours in the morning and then a few hours in the evening. C: I see.

Unit 8

35 More than one billion people in the world don’t have glasses but need them. They live in parts of the world where there aren’t many opticians. For example, in parts of Africa there is only one optician per million people. But now, scientist Joshua Silver has invented a solution to the problem: glasses which don’t need to be made by an optician. They look like a pair of normal glasses but there is a pump on each side with silicone oil. First, you turn a wheel which controls the pump. The pump pushes the silicone oil through a tube and it moves into the lens. The shape of the lens changes and you turn the wheel until you can see correctly. Silver had the idea a few years ago, and he did many experiments before he got it right. The first person who used the new glasses was a man in Ghana. The man made clothes but he had bad eyesight and found it hard to work. But when the man put on the glasses he could start working again. Silver says, “I will not forget that moment.” As a result, Silver started an organization called the Center for Vision in the Developing World. The glasses are cheap to produce and so far the organization has worked in Africa, Asia, and Eastern Europe, where over thirty thousand people now wear them. Silver hopes a billion people around the world will have them by 2020.

36 More than one billion people in the world don’t have glasses but need them. They live in parts of the world where there aren’t many opticians. For example, in parts of Africa there is only one optician per million people. But now, scientist Joshua Silver has invented a solution to the problem: glasses that don’t need to be made by an optician. They look like a pair of normal glasses but there is a pump on each side with silicone oil. First, you turn a wheel which controls the pump. The pump pushes the silicone oil through the pipe and it moves into the lenses. The shape of the lenses changes and you turn the wheel until you can see correctly.

37 Silver had the idea a few years ago, and he did many experiments before he got it right. The first person who used the new glasses was a man in Ghana. The man made clothes but he had bad eyesight and found it hard to work. But when the man put on the glasses he could start working again. Silver says, “I will not forget that moment.” As a result, Silver started an organization called the Center for Vision in the Developing World. The glasses are cheap to produce and so far the organization has worked in Africa, Asia, and Eastern Europe, where over thirty thousand people now wear them. Silver hopes a billion people around the world will have them by 2020.

38 If it rains, we’ll need this.

39 1 2 3 4 5

Turn it on. Plug it into a laptop. Recharge it overnight. Send an email. Click on the link.

40 A: OK. All packed? B: Almost. I’ve got the tent. I’ve got my walking boots. A: Have you got a good coat? They say it’s going to rain. B: Uh, I only have this one. A: Yeah, it’ll be OK. Hey, what’s that? B: Oh yeah, my brother gave it to me. A: Wow! That is cool! Where do I turn it on? B: Here. But you press this if you want different types of light. A: What do you mean? B: Press here if you want normal lighting, but press here for long distances. A: Wow! That’s amazing! B: It can light objects two hundred feet away. And press it again and you get a flashing red light for emergencies. A: Aaah, I want one! B: And listen to this. A: How did you do that? B: I pressed this button. It’s a sound for emergencies. You know, if you get lost during the day and you need help. A: Fabulous! What is this for? B: Plugging it into your laptop. A: Why do you need to do that? B: To recharge the battery. A: But what if you don’t have your laptop? B: Well, the battery lasts for a hundred and sixty hours so you shouldn’t need it. A: Fantastic! Where can I get one?

Unit 9

41 1 2 3 4 5

lesson enroll subject instruct apply

42 1 Every day, the ancient Shaolin temple is visited by hundreds of tourists. They come from all over China and from every background. There are soldiers, business people, retired people, and young couples. In particular, there are parents with excited children who are punching and kicking. Most people have learned about Kung Fu from movies and TV, so they all come to the Shaolin Temple to see the place where Kung Fu began. According to history, people started learning Kung Fu at the Shaolin Temple in the fifth century. Since then, Kung Fu teachers have taught generations of students. 2 Nowadays, the name Shaolin is known across the Kung Fu world. It is a brand and a multimillion dollar business. Shaolin products are sold from the website. There are movie and TV projects, and Kung Fu demonstrations are given by groups of Shaolin performers. As a result, the Shaolin Temple has started a new interest in Kung Fu, and it is taught in hundreds of new schools in China. In the city of Dengfeng, for example, six miles from the Shaolin Temple, more than 50,000 students are enrolled at one of the sixty martial arts schools. 3 For six days a week, eleven months a year, the school schedule starts early and finishes late. Male and female students as young as five get up early for their first class. They always wear red uniforms and stand in rows, practicing Kung Fu. Many of these students have seen Kung Fu at the movies, and they dream of becoming a Kung Fu movie star or a famous kickboxer. Others want to learn the skills they will need for a good job in the military or on the police force. Some students are sent by their parents because the schools are well-known for their hard work and discipline. At night, the students sleep in unheated rooms. They train outside even when the weather is below freezing. They hit trees to make their hands stronger and the movements are repeated again and again for hours on end.

43 H = College helpdesk, C = Caller H: Hello, Corfield College. This is Melanie speaking. C: Oh, hi. I’m calling about one of your evening classes starting this term. I want to know if there are any places left. H: Uh, one moment. Let me take a look. I know one of them is full… C: It’s called Preparing more effective PowerPoint presentations. H: Oh, yes. That is a popular course…there is one slot, but I suggest you enroll soon. C: Well, can I do it today? H: Yes, it’s all online, so you need to go to the website. When you click on the ENROLL NOW button, the first thing you’re asked to do is to fill in an enrollment form. C: OK. H: Have you seen the website?

C: Yes, but I didn’t know if I had to fill in the form for a short course. There isn’t an interview, is there? H: No, no. Nothing like that. But when you’ve completed the online enrollment form, a copy is sent to us here at the office and also to the course instructor. C: And do I pay when I send you the form? H: It’s up to you. Payment is accepted either when you enroll or no later than six weeks before the course starts. But you must put down a deposit so a place is reserved for you. C: Well, I can pay it all right away because my employer is paying. H: Fine. After we’ve received payment, a receipt is emailed to your employer. C: And then what happens? H: Before the course starts, you mean? C: Yes. H: Once you’ve enrolled, you’re sent a list of books to buy or any course materials. But actually…for your course…I don’t think…no, all the materials are provided by the instructor. He’ll provide them on the first day. C: OK. Well, I’ll enroll now in that case. Thanks for your help. H: You’re welcome.

Unit 10

44 Story 1 A: So where did you go exactly? B: On the River Nile from Aswan to Luxor. A: Wow! How long did it take? B: Well, the cruise took about four days in the end, but we stopped in lots of places. But on the first day, just after we’d left Aswan, the boat’s engine stopped working. A: Oh no! What happened next? B: Well, eventually they fixed the problem but we spent an extra day on the ship, which was fine. It was relaxing watching day-to-day life on the river. Story 2 A: Where did you stay? B: In a hotel near the train station. But it was a mistake. My bag was stolen from the reception desk! A: Oh no! When did it happen? B: Just after we’d arrived. A: Who took it? B: A man outside the hotel. He’d followed us into the hotel. Fortunately, the hotel receptionist ran after him and got it back. After that it was fine. We went sightseeing, visited a couple of museums—you know, all the usual things. But then, on the very last night, there was no electricity in the hotel. A: So, what did you all do? B: Well, first I went to look for the manager but she’d already left. The person at the front desk had some candles, and all the guests sat together in the bar area and sang songs. Actually, it was a lot of fun in the end. That was probably the best part of the vacation…

45

I: Is that strange for you? I mean, you’re someone who is fascinated by travel and experiencing new places, so what is it like taking groups of people around on tour buses and showing them famous cities? It sounds a little boring for someone like you. M: Actually, it’s fascinating because it isn’t anything like what you’ve just described. These are National Geographic Adventure vacations, so they’re for people who love adventure and, on my tours, are especially interested in photography. I: So, this isn’t your traditional packagetour vacation by the beach with some sightseeing. M: No, not at all. It’s for people who are bored with that kind of experience. This is something quite different. For example, my next job is in the famous Galápagos Archipelago. I: Wow! M: Exactly. This tour is very exciting because I’ve never been there before and it’s such a legendary part of the world. I: So give us a basic idea of the type of people who go on the tour. How big is the group, for example? M: Well, it’s a small group of us, about nine or ten usually. Sometimes it’s couples, but often they’re independent travelers and they make new friends. I: But don’t independent travelers get annoyed with other people in a group? I mean, after all, they normally travel on their own. M: Well, of course, everyone has the same interests so quite a few people come on their own and then make friends with everyone in the group. But if someone wants to go and walk up the side of a volcano on their own or spend the day in a canoe out on the ocean, that’s fine. The itinerary is very flexible. But there are also scheduled events. For example, I give some talks about taking photographs, and in the evenings, we usually cook our meals together on a barbecue. It’s a lot of fun. I: One last question: Some of our listeners are probably thinking it all sounds amazing but they’re worried about the physical requirements for this kind of vacation. How physically fit do you have to be? M: You don’t have to be an athlete or anything, but you should be an active person. We tell people that before they come. This is an adventure vacation, after all. But there’s also plenty of time for relaxing by the beach in the evenings. And you never get tired of the views. It must be the best job in the world!

46 1 2 3 4 5 6 7 8

amazed, amazing bored, boring fascinated, fascinating interested, interesting frightened, frightening worried, worrying annoyed, annoying tired, tiring

I = Interviewer, M = Madelaine I: So, Madelaine. We’ve talked about some of your photography and your travel writing with National Geographic magazine, but I know that you’re also very excited about your new job. M: That’s right. Recently, I’ve also started working as a tour guide with National Geographic Adventures.

Audioscripts

173

47 TI = Tourist information, T = Tourist (male) TI: Bonjour, Monsieur. T: Ah, bonjour. Sorry, do you speak English? TI: Yes, I do. How can I help you? T: I’m interested in the catacombs museum. Can you tell me if it’s open today? TI: Uh, let me check. I don’t think so. A lot of places are closed on Mondays in Paris. No. Every day except Monday. T: Oh well. That’s OK. What time does it open? TI: At ten, and it closes at five. Would you like to book a ticket for tomorrow? I can do it for you here. There’s usually a long line for the catacombs, but if you book it here, you don’t need to wait in line. T: OK. That sounds like a good idea. But uh …I’d like to know how long it lasts. TI: The tour through the tunnels is forty-five minutes long and you might have to wait a few minutes at the beginning. So, about an hour in total. T: Fine. Is there much walking? I can’t walk very far you see. TI: Well, the tour is about a mile and a quarter long. And there are some steps down under the ground at the beginning and then at the end. T: Do you have any idea how many steps there are? Is it far? TI: Over a hundred, I think. Yes, a hundred and thirty. T: Oh dear. Perhaps I’d better choose something else. TI: Have you been on the sightseeing bus? It takes you all round Paris.

48 1 2

Do you know if there’s a taxi stand near here? Do you have any idea how much it costs?

Unit 11

49 R = Reporter, A = Archaeologist R: I believe archaeologists discovered this pyramid in 1978. A: That’s right. But we haven’t excavated everything yet. There’s still a lot to do. R: Where are we standing now? A: We’re near the north wall of the pyramid. R: And why have you brought me here? A: Well, recently we discovered this box in the ground which tells us a lot about the Aztecs. R: Yes, I can see that it’s full of objects. What are they? A: Some of them are pots or plates. They used them for cooking. R: I see. And what else is in there? A: There were some small pieces of gold and a precious blue stone called jade, but we’ve taken them out now. The Aztecs used to do a lot of business so these types of stones were important. We also found some small statues which had religious importance. And also there were knives. The Aztecs used to sacrifice animals—and even other humans—to their gods, so the knives are probably for sacrifices. R: Did you find any bodies? A: Actually, yes. The skeleton of a dog, but it wasn’t a sacrifice. It wore a beautiful collar so it was obviously an important animal.

174

R: Did the Aztecs use to keep dogs as pets? A: No, they didn’t use to have pets. Well, we don’t think they did. But obviously this dog was important in some way. Maybe the owner used him for hunting.

50 The Nok used to live in Africa but they didn’t use to live in Europe. They used iron but they didn’t use any stone.

51 Good morning and thank you all for coming. Today I would like to talk about my vacation in Peru and, in particular, about my journey to Machu Picchu, also called “The Lost City of the Incas.” Let me begin / by telling you about the history of Machu Picchu. It was discovered by the explorer Hiram Bingham / in 1911… So, that’s everything I wanted to say about Hiram Bingham. Now, let’s move on to the history of the Incas and why they built Machu Picchu. The first Incas lived in the region of Peru around the thirteenth century… OK. Now, the next part of my presentation is about my own journey through Peru and up to Machu Picchu. For this, I’d like to show you some of my photos. The first one is a picture of me in the town of Aguas Calientes. You have to catch the bus from here to Machu Picchu… OK. That’s the end of my talk. In summary, Peru, and especially Machu Picchu is a magical place and anyone who is interested in history should go there. Are there any questions?

52 Good morning and thank you all for coming. Today I would like to talk about my vacation in Peru and in particular, about my journey to Machu Picchu, also called “The Lost City of the Incas.” Let me begin by telling you about the history of Machu Picchu.

Unit 12

53 Everyone looks at nature differently. Maybe you’re somebody who has no interest in nature, and if you go anywhere green, you don’t notice anything. Or maybe you can name a few different plants and animals in your local park. But for people like David Liittschwager, nowhere in the world is without natural beauty. He sees plants and animals everywhere he looks. David is a photographer for National Geographic magazine and he wanted to show how much nature there is around us all the time. So, he took a green metal frame measuring one cubic foot to different locations around the world, for example, to the middle of a forest, on the side of a mountain, in the ocean, and in a river. Nowhere was too far away or too difficult for David. Then, he spent three weeks in each place and he photographed everything alive inside the green metal frame. This included photographing living things as small as one millimeter in size. The result was a series of photos showing over a thousand individual organisms in each cubic foot, and a new view of our world and its ecosystem.

54 1 2 3 4 5 6 7

economic difficulties social problems traditional industry modern development strong economy natural resources growing season

55 Z = Zoo manager, C = City Council Z: What about giving us more money? C: I’m sorry, but the council doesn’t have any more money for the zoo. Z: But if we don’t find a solution soon, we’ll have to close it, and the zoo is part of the city. It’s a tourist attraction. C: Yes, but that’s the point. It simply isn’t attracting enough tourists. You’re going to have to find the money somewhere else. Z: But it’s also an important place for animal conservation. Some of these animals are close to extinction. If we didn’t have zoos, they wouldn’t survive. C: I understand that, but we need to find a different solution. What if you advertised the zoo more? In the newspaper or on the radio, for example. Z: But if we don’t have any money, we can’t advertise. C: Well, why don’t you try sponsorship? You know, ask a company to support the zoo. Z: Actually, that’s not a bad idea. You might be right! C: I have the names of some company bosses you could contact.

Grammar summary: answer key UNIT 1

UNIT 3

1

1 2 often rides 3 is…usually 4 am not often

5 never does 6 Does…work every weekend

2 go 3 Is…playing 4 is not biking

5 is preparing 6 do

2

2 3 4 5 6 7 8

Cars are more dangerous than bikes. James is the friendliest person in our class. Helena is the best athlete in the country. Cheetahs are faster than tigers. Naomi is the happiest person in the office. Skiing is the most exciting sport in the world. Sports cars are more difficult to drive than family cars.

2 3 4 5 6 7 8

Alaska is as cold as Canada. Cars aren’t as cheap as bicycles. Is horseback riding as healthy as running? Buses aren’t as quiet as trams. Are books as exciting as movies? Our car is as clean as an electric car. Is China as hot as Brazil?

2

UNIT 2

UNIT 4

1

1 2 3 4 5

watching Sitting visiting writing

6 Shopping 7 going 8 Eating

2

2 3 4 5

Where did she live? She lived in Beijing. What did they do? They drove to Panama. When did you find it? I found it today. How did Ana do? She did well.

2 3 4 5 6 7 8

was sleeping, woke was shouting, was blowing were making, started was cooking, were talking / cooked, talked were walking, got arrived, were deciding was swimming, saw

2 2 would like to learn 3 Does…like driving 4 wouldn’t / don’t like competing

5 6 7 8

Would…like to sit wouldn’t like to travel likes cooking would like to watch

3 2 3 4 5

The competition must finish at ten o’clock. I have to send my application today. They don’t have to go to work tomorrow. The team can’t argue with the referee / The referee can’t argue with the team. 6 The game doesn’t have to finish at noon. 7 Tim can wear casual clothes to the game. 8 They can’t forget their sports equipment.

Grammar summary: answer key

175

UNIT 5

UNIT 7

1

1 2 3 4 5

much any a lot of many

6 much 7 a little 8 much

2 3 4 5

Ø the Ø Ø

6 the 7Ø 8 the

2

2 3 4 5

through front on up

6 7 8 9

2 3 4 5

has worked have seen Has…visited hasn’t eaten

6 haven’t been 7 Have…copied 8 have bought

2 3 4 5 6 7 8

have changed have worked have often lived was took developed started

in next down across from

2

3

UNIT 6

UNIT 8

1

1 2 3 4 5 6 7 8

Alma and Leo would like to visit Argentina. She studied medicine to get a good job. It’s important to have a savings account. My brother wants to leave his job. It isn’t easy to save your money. Brenda promised to email every week. It’s fun to plan a vacation.

2 3 4 5

b c a a

2

176

6b 7c 8a

2

9 10 11 12 13 14

spent searched found approached took have never been

2 That’s the farm where they are experimenting with new crops. 3 There is the woman who works for my father. 4 These are the machines which use less energy. 5 That is the nuclear power station where they had problems last year. 6 This is the documentary which I saw last week. 7 She’s the doctor who saved my father’s life. 8 That’s the factory where they developed the new lamps. 2 3 4 5

means will explore will live is

6 won’t tell 7 will die 8 become

UNIT 9

UNIT 11

1

1

2

2 Her homework is done on a computer. 3 Lecture notes are usually provided by tutors on the Internet. 4 Old books are kept in that part of the library. 5 Are laptops used at your school? 6 Class material is printed out by the students during the course. 7 English classes aren’t paid for by their employers. 8 Coursework is often completed online (by students). 2 3 4 5

were discovered were…painted were worshipped were recorded

6 7 8 9

2 used to work 3 Did…use to wear 4 used to go

2 2 The politician said (that) he didn’t want to talk to them. 3 The writer said (that) he didn’t have any new ideas. 4 The businessman said (that) he was going to Russia on Friday. 5 The organizer said (that) they wouldn’t be able to build the Olympic stadium on time. 6 The government said (that) they’d cut taxes for the poor. 7 The scientist asked if I/we had understood the experiment. 8 The famous actor said (that) he hadn’t seen the first James Bond movie.

were used were made were carved were left

UNIT 10

UNIT 12

1

1 2 3 4 5

had been, arrived 6 arrived, had forgotten canceled, had booked 7 hadn’t explored, got didn’t meet, had gotten 8 checked, had stayed Had…traveled, visited

2 3 4 5 6 7 8

What is that? Where do you live? How much does the vacation cost? Which resort is this? Where did they go last year? When do you want to catch the train? What country is this?

2 3 4 5

tiring fascinating pleased interested

2

5 didn’t use to sleep 6 used to drive

2 3 4 5

somewhere anyone anything somebody

6 anywhere 7 Everybody 8 everything

2 3 4 5

rained, would grow moved, would find would you do, was was, would destroy

6 wouldn’t tell, asked 7 wouldn’t drive, was 8 Would you take, was

2

3 6 annoyed 7 exciting 8 worried

Grammar summary: answer key

177

Photocopiable communicative activities Unit 1 Communicative activity My leisure time activities Student A Complete the chart below for yourself. Do not show your partner. Sit facing your partner. Ask your partner questions (e.g., What sports do you play? How often do you play…? What other activities do you do?) and note down the answers. Then answer your partner’s questions. Compare the results together. Who does a lot of activities? Me

How often …?

My partner

Do

Do

Go

Go

Play

Play

How often …?

✂

Student B Complete the chart below for yourself. Do not show your partner. Sit facing your partner. Listen to your partner and answer your partner’s questions. Then ask your partner the questions (e.g., What sports do you play? How often do you play…? What other activities do you do?) and note down the answers. Compare the results together. Who does a lot of activities? Me

178

How often …?

My partner

Do

Do

Go

Go

Play

Play

How often …?

PHOTOCOPIABLE © National Geographic Learning

Unit 2 Communicative activity What sport is it? Student A Tell your partner the information you have below; ask for the information on his/her worksheet, and note it in the spaces on the grid. Then talk to each other about all the information you have, and name a sport that each set of rules applies to. You have to …

play 40 minutes in each half.

You don’t have to …

have a goalkeeper.

You can …

score points by putting the ball down behind the last line.

You can’t …

score points by kicking the ball between the vertical posts.

You must …

let go of the ball when the other player catches you.

You can’t …

hold another player around the neck.

✂

Student B Tell your partner the information you have below; ask for the information on his/her worksheet, and note it in the spaces on the grid. Then talk to each other about all the information you have and decide what sport it is. You have to …

have 15 players on each team.

You don’t have to …

only use your feet to move the ball.

You can …

pick the ball up and run with it.

You can’t …

catch a player with your feet and legs.

You must …

catch a player with your arms around the legs or body.

You can’t …

pass the ball forward with your hands.

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

179

Unit 3 Communicative activity Getting to the airport Student A You are staying in a hotel in the city center. You have to be at the airport at 11:30, and you can spend $20 getting there. There are three ways to get to the airport: by bus, by train, and by taxi. Speak to the information officer and find out how much each one costs, and what the times are (e.g., I need to get to the airport by 11:30. Is there a bus? How much does it cost? etc.). Make notes and decide which one is best. When your partner asks you, give him/her information from the grid below. Student A starts. Leaves city

Arrives airport

Cost

Student A Bus

Train

Taxi

Student B Bus

Train

12:30

1:45

1:30

2:45

2:30

3:45

11:20

12:30

1:15

2:25

2:45 Taxi

$22 one-way $26 round-trip ticket only, second class $26 one-way ticket, first class

3:55

Any time

45 minutes later

$28 special airport rate

✂

Student B You are staying in a hotel in the city center. You have to be at the airport at 3:30, and you can spend $25 getting there. There are three ways to get to the airport: by bus, by train, and by taxi. Speak to the information officer and find out how much each one costs, and what the times are (e.g., I need to get to the airport by 3:30. Is there a train? How much does it cost? etc.). Make notes and decide which one is best. When your partner asks you, give him/her information from the grid below. Student A starts. Leaves city

Arrives airport

Cost

Student A Bus Train

Taxi

8:30

9:30

11:00

12:00

7:50

8:30

9:50

10:30

11:50

12:30

Any time

30 minutes later

$11.00 one-way $19.50 one-way, second class $29.50 one-way, first class $30–$40

Student B Bus Train Taxi

180

PHOTOCOPIABLE © National Geographic Learning

Unit 4 Communicative activity Reading about an adventurer Student A Read the information you have below. Some of it is missing. Your partner has the details you need. Ask him/her appropriate questions to find the information. Answer his/her questions about the information you have. Use the question words where, what, how many, how long, what…like.

Martin Strel was born in

in 1954. He is also known as

and he is famous for long-distance

. He holds many world records. His first long

swim was the Krka River in his home country. He did this in 1992, swimming

miles

in 28 hours. He took the world long-distance swimming record in 2000 when he swam the whole of the in 58 days—it is 1,777 miles long! In 2001, he also swam a 313.5-mile section of the Danube without stopping. This is the longest nonstop swim ever done. It took him 84 hours and 10 minutes. In 2004 he swam the Yangtze River in China—it took him to swim the 2,487 miles. His longest, and most amazing, swim was

in Brazil,

when he swam 3,273 miles from Atalaya, in Peru, to

at Belém in 66 days.

All these achievements had an important aim—to show people the importance of fresh water for the environment. ✂

Student B Read the information you have below. Some of it is missing. Your partner has the details you need. Ask him/her appropriate questions to find out the information. Answer his/her questions about the information you have. Use the question words where, what, how many, how long, what…like.

Martin Strel was born in Slovenia in

. He is also known as “Big River Man” and . His first long swim

he is famous for long-distance river swimming. He holds many was the

River in his home country. He did this in

,

swimming 65 miles in 28 hours. He took the world long-distance swimming record in 2000 when he swam the whole of the River Danube in 58 days—it is

miles long! In 2001, he

also swam a 313.5-mile section of the Danube without stopping. This is the longest nonstop swim ever done. It took him

. In 2004 he swam the Yangtze River in China—it took him

40 days to swim the 2,487 miles. His longest, and most amazing, swim was the Amazon in Brazil, when he swam 3,273 miles from

, in Peru, to the Atlantic Ocean at Belém in 66 days. All

these achievements had an important aim—to show people the importance of for the environment.

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

181

Unit 5 Communicative activity How “green” are you? Ask your classmates to think about how “green” they are. Read through the list of activities and check the ones that you do. Add any more ideas you can think of. Then ask four other people what they do and complete the chart for them (write their names next to numbers 1–4). Afterwards write a short report describing what you found. “Green” activity

Me

1

2

3

4

1 Take plastic bottles to a recycling bin

2 Take glass bottles to a recycling bin

3 Take used batteries to a recycling bin

4 Take old paper to a recycling bin

5 Buy secondhand goods

6 Buy food that doesn’t have much packaging

7 Don’t buy too many electronic or plastic goods

8 Don’t eat meat every day—have one meat-free day each week

9 Use public transportation, walk, or bike to work

10 Share car rides

11 Put on more clothes, don’t turn the heating up

12 Switch off electrical items when you go to bed

13

14

15

16

182

PHOTOCOPIABLE © National Geographic Learning

Unit 6 Communicative activity Life plans Student A / C Complete the column under Myself with notes about your future plans. Then work in a group of four. Write the names of the people in your group at the top of the columns, and ask them questions about their future plans, e.g., Do you have any plans for education? Complete the grid with their information. Answer the questions they ask you with as much information as possible. Topics

Myself

Education

Family

Work

Property

Travel

Free time

✂

Student B / D Complete the column under Myself with notes about your future plans. Then work in a group of four. Write the names of the people in your group at the top of the columns, and ask them about their future plans, e.g., Do you have any plans for education? Complete the grid with their information. Answer the questions they ask you with as much information as possible. Topics

Myself

Education

Family

Work

Property

Travel

Free time

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

183

Unit 7 Communicative activity Your work experience Which of these things have you done in your life? Write your name next to four experiences you have had. Add any other job-related experiences you can think of in the blank lines at the bottom of the table. Then ask your classmates about their experiences, using present perfect questions, e.g., Have you ever had a job interview? When someone answers Yes, write their name next to the activity. You cannot ask one person more than two questions—then you must move on to ask someone else.

184

Question

Names

go / college

1

2

have / job interview

1

2

work / factory

1

2

work / farm

1

2

work / office

1

2

use / computer / at work

1

2

be / a manager

1

2

wear / uniform / at work

1

2

change / job

1

2

have / argument / at work

1

2

1

2

1

2

1

2

PHOTOCOPIABLE © National Geographic Learning

Unit 8 Communicative activity Discussing what will happen if … Work with a partner. Look at the situations below and discuss what will happen if… Try to come up with several options. Note them down briefly. When you have completed them, compare your ideas with another pair. What will happen if …

Your ideas

it doesn’t rain for 6 months?

If it doesn’t rain for 6 months, nothing will grow, and…

the polar ice caps melt?

friendly aliens land on Earth?

there is no more oil and gas?

solar energy becomes cheap and easy to use?

all the fish in the rivers and oceans die?

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

185

Unit 9 Communicative activity The production of black tea Work in groups. Distribute the cards around the group. Students take turns reading aloud the information on their card, and the group decides where it should be placed in the process. When all the cards have been placed, students should take turns reading them in sequence and check that they agree on the order. ✂

A The tea chests are exported to Britain. There the tea is tasted by experts from tea companies, who buy what they want.

F First, the bud and top two leaves are picked from the tea bushes by tea pickers.

B Once the oxidation is complete, the blackened leaves are dried in a very hot oven for 30 minutes.

G The small boxes of tea are sold in grocery stores and supermarkets.

C Next, the leaves are taken to the factory, where they are spread to dry on shelves for 18–24 hours.

H When the leaves have started to dry, they are put into rolling machines to break them and release the juices.

D Finally, the dried leaves are put into a machine, which cuts and sorts them.

I The tea is then packed in large tea chests.

E The tea is transported to the company that bought it, and there it is packed into small boxes.

J Then the rolled leaves are spread out again on glass shelves to oxidize for up to five hours.

✂

✂

✂

✂

186

PHOTOCOPIABLE © National Geographic Learning

Unit 10 Communicative activity Visiting the sights Student A You are spending two days in the small town of Rowton, which has a number of interesting things for tourists to visit. Talk to the person in the Tourist Information Office (Student B) and find out the missing details about the places. Then decide what you would like to visit, according to your personal interests and circumstances. Place

Opening days

Rowton Cathedral

Monday–Saturday

Lord Fraser Art Gallery

Rowton Roman Fort

Opening hours

11:00–3:00

Every day

Longhorn Farm and Agricultural Museum

10:00–3:00

Costs

Other

No charge, but a donation of $_____ per person is recommended

Cannot be visited when religious services are being held.

Adults: $10.00 Children under ____: $5.00

We can open at other times for ____________ by request.

Adults: $ _____ Children under 16: $1

No unsupervised children allowed. No dogs.

$_____ per person

This is a working farm. ________ ____________ is necessary. No dogs.

✂

Student B You work in the Tourist Information Office in the small town of Rowton, which has a number of interesting things for tourists to visit. A visiting tourist (Student A) wants some information about these places. Answer his/her questions and give them the information they need. Place

Opening days

Opening hours

Costs

Other

Rowton Cathedral

Monday–Saturday

10:00–6:00

No charge, but a donation of $3.00 per person is recommended

Cannot be visited when religious services are being held.

Lord Fraser Art Gallery

Tuesday, Wednesday, Friday, Saturday

11:00–3:00

Adults: $10.00 Children under 12: $5.00

We can open at other times for groups of 15–30 by request.

Rowton Roman Fort

Every day

9:00–6:00

Adults: $2 Children under 16: $1

No unsupervised children allowed. No dogs.

Longhorn Farm and Agricultural Museum

Tuesday–Friday

10:00–3:00

$5 per person

This is a working farm. Advance reservation is necessary. No dogs.

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

187

Unit 11 Communicative activity Your partner’s past Student A Think of some questions that you would like to ask your partner about his/her past (childhood, school years) using the verbs given in the table and used to. Ask him/her the questions and note his/her answers. Answer his/her questions. Afterwards, compare your similarities and differences. verb

your question

your partner’s answer

go to

summer camp / teenager

No—didn’t use to go to summer camp, but used to go to swimming club.

have to want to eat drink wear enjoy hate go to play

✂

Student B Think of some questions that you would like to ask your partner about his/her past (childhood, school years) using the verbs given in the table and used to. Ask him/her the questions and note his/her answers. Answer his/her questions. Afterwards, compare your similarities and differences. verb

your question

your partner’s answer

go to

summer camp / teenager

No—didn’t use to go to summer camp, but used to go to swimming club.

have to want to eat drink wear enjoy hate go to play

188

PHOTOCOPIABLE © National Geographic Learning

Unit 12 Communicative activity The final quiz How much information can you remember from the book? Answer the questions.

1 How much of our lives do we spend asleep? 2 Which is the happiest country in the world? 3 Complete the quotation: Winning isn’t everything, but ________ it is. 4 Which city do they hold the Idiotarod in every year? 5 In which country is female wrestling popular? 6 What kind of dogs are used to pull sleds in Alaska? 7 The monsoon is a period when it _______ heavily. 8 What is the Rumble Room? 9 What did mountaineer Simon Yates do that some people criticized him for? 10 What is the name of the ecological sculptor? 11 What was the Plastiki made of? 12 Which city has the oldest Carnival celebration in the world? 13 What is the name of the African tribe who have the Eunoto festival? 14 In which US state did they find oil in 2004? 15 There are no more cowboys on horses in the US now. True or false? 16 The new kind of glasses have olive oil in the lenses. True or false? 17 What does biomimetics study and copy? 18 In cuneiform writing, symbols were made in clay. True or false? 19 Why did many Native American languages disappear? 20 What does Zoltan Takacs study? 21 Name four things you can find under Paris. 22 Where did Captain Robert Falcon Scott die? 23 What is a sacrifice? 24 In what year did the Russians launch Sputnik 1? 25 What did Jane Goodall study? 26 Who is Reinhold Messner? 27 In what did David Liittschwager take photos? 28 What destroyed Rex Geyer’s house?

PHOTOCOPIABLE © National Geographic Learning

Photocopiable communicative activities

189

Photocopiable communicative activities: Teacher’s notes Unit 1 AIM: to practice simple present + adverbs of frequency, activities with do / play / go. MATERIALS: a photocopy of the worksheet for each pair of A and B students. METHOD: Students first complete their own activities in each of the categories, and then note how often they do them (e.g., go skating—twice a week; play soccer—every Saturday). They should include at least one activity for each category (do, go, and play). Student A starts by asking Student B questions about the activities he or she does (e.g., What sports do you play? What other activities do you do?). Student B answers and Student A writes down the details. They then change roles and repeat the activity. At the end they compare notes and see who does the most activities and how often.

Unit 2 AIM: to practice modal verbs for rules, and sports terms. MATERIALS: a photocopy of the worksheet for each pair of A and B students. METHOD: Students are in pairs. They take turns asking what they can / can’t, have to / don’t have to do in this sport (e.g., What can you do?), and complete the missing information in the grid. Then they work together to suggest what sport it is.

Unit 3 AIM: to practice finding out transportation information. MATERIALS: a photocopy of the worksheet for each pair of A and B students. METHOD: Students are in A and B pairs. They should each read the information and instructions on their card, then role play the two situations, starting with Student A. The information and requirements are different in each situation, and they must not show the information on their card to their partner. Students should ask specific questions to get the information they need (e.g., I need to get to the airport by 11:30. Is there a bus? How much does it cost? What time does it leave / arrive?)

Unit 4 AIM: to practice asking and answering questions about details—numbers, places, and facts, in the simple past. MATERIALS: a photocopy of the worksheet for each pair of A and B students. METHOD: Students are in pairs. They should read through the text they have, and must not show it to their partner. They must then ask appropriate questions to 190

complete the information in the blanks in their text, and answer their partner’s questions. (e.g., When was he born? When did he swim River X? How many miles was it? How long did it take him?) When they have finished, they can compare and check the whole text together.

Unit 5 AIM: to practice asking and answering questions about recycling and other “green” activities. MATERIALS: a photocopy of the worksheet for each student. METHOD: Students work individually to complete the questionnaire. They should check the “green” activities that they do, then add any more ideas. When all the students are ready, ask them to ask four other people in the class what they do and complete the chart for them (write their names next to numbers 1–4). Afterward they should write a short report describing what they found.

Unit 6 AIM: to practice asking and answering questions about future plans, using going to, will, and the present continuous. MATERIALS: a photocopy of the worksheet for each pair of students. METHOD: Students can work individually or in pairs to complete the worksheet. They should complete their own plans for the future in the six topic areas, by writing a brief note. They then join with another pair in a group of four, and ask the other students about their future plans. Encourage them to use the present continuous and going to future for definite plans, and I intend / plan / want / hope / ’d like to for things that are not arranged yet.

Unit 7 AIM: to use the present perfect tense and ever to ask timeless questions about work experience. MATERIALS: a photocopy of the worksheet and instructions for each student. METHOD: Students should first read through the sheet and write their own name next to experiences they have had—up to a maximum of four. The rest of the activity should be carried out as a mingling activity, where everyone in the class asks everyone else. Students should use the present perfect tense exclusively (e.g., Have you ever been to college? Yes, I have / No, I haven’t. Have you ever changed jobs?) They only write down the names of people who answer affirmatively. They can only ask two questions to each person before moving on. They can come back to someone after they have asked everyone else. PHOTOCOPIABLE © National Geographic Learning

Unit 8

Unit 11

AIM: to talk about future possible situations using the first conditional.

AIM: to ask and answer questions about what people did in the past.

MATERIALS: a photocopy of the worksheet and instructions for each student.

MATERIALS: a photocopy of the worksheet for each pair of A and B students.

METHOD: Students are in pairs. They should read through the worksheet, and then discuss each situation, using the first conditional. They should think of about three ideas for each situation and note them down in the table. When they have finished, they should work with another pair and discuss their ideas, comparing suggestions.

METHOD: Students work in pairs. They should prepare notes (as in the example under “your question”) on interesting and perhaps unusual questions they would like to ask their partner. Then they should ask and answer. Encourage students to give a fuller answer, as in the example. They note their partner’s information in note form.

Unit 9

Unit 12

AIM: to understand stages in a production process using the simple present passive.

AIM: to see how much information from the course students remember.

MATERIALS: a photocopy of the worksheet for each student.

MATERIALS: a photocopy of the quiz questions for each student, pair of students, or team (see below).

METHOD: Students work in groups of four. They should distribute the cards so each student has two or three cards. They then take turns reading aloud the information on one of their cards, and the group decides where it should be placed in the sequence. When all the cards have been placed, students should take turns reading a card in the sequence and check that they agree on the order. ANSWER KEY

1 F, 2 C, 3 H, 4 J, 5 B, 6 D, 7 I, 8 A, 9 E, 10 G

METHOD: You could do this in several ways. (a) Individuals answer as many as they can within a 20-minute time limit. They exchange papers and mark each other’s. The winner is the person who gets the most right. (b) Pairs work together and do the quiz. (c) Teams of four do the quiz. For (b) and (c) you can decide whether to limit time and make it competitive as for 1, or keep it more relaxed. ANSWERS

Unit 10 AIM: to ask for and give tourist information. MATERIALS: a photocopy of the worksheet and instructions for each pair of A and B students. METHOD: Students are in pairs. They should read through the information, and then A should ask B for the missing information to complete their chart. (e.g., When is the cathedral open? How much does it cost to go to the art gallery?) They should write in the information, and then decide what they would like to visit and why. They can check that their details are correct by comparing with their partner’s sheet.

PHOTOCOPIABLE © National Geographic Learning

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

One third Denmark wanting New York Bolivia Huskies rains A large underground cave He cut the rope with his friend on the end. George Sabra Plastic bottles Venice The Masai Pennsylvania False False

17 The design of animals and plants 18 True 19 Because of the dominance of English 20 Snake poison 21 Any of: canals, catacombs, wine cellars, nightclubs, art galleries, mushrooms, a pond with fish 22 The Antarctic 23 Killing a person or animal for a god 24 1957 25 Chimpanzees 26 A mountaineer 27 A green cubic foot 28 A tornado

Photocopiable communicative activities: Teacher’s notes

191

Workbook answer key Unit 1

1e (page 8)

1a (page 4)

1 1 Food 2 Career 3 Computer 4 Town 5 Love 2 1 Do you have any advice?

1 1 works 2 specializes 3 goes

2 1 starts 2 watches

4 studies 5 wants 6 spends

7 don’t stay 8 travel 9 visit

10 don’t realize 11 helps 12 don’t have

3 flies 4 passes

5 lives 6 studies

7 finishes 8 relaxes

3 1 Where does Nathan work? 2 Where does he often go? 3 What does he find and study? 4 Where does he spend a lot of time? 5 Why do new viruses travel more easily?

4 1 I always exercise in the evening. 2 It is always colder in the winter. 3 I take this medicine twice a day. 4 They don’t often go on vacation. 5 We are sometimes busy on weekends. 6 She rarely eats out during the week.

2 What can I do? 3 Can anyone help? 4 Does anyone have any good advice? 5 What should I do?

3 Students’ own answers. 4 1 You should take these pills twice a day. 2 You should exercise. 3 You should work eight hours a day. 4 You shouldn’t drink caffeine in the evening.

5 1 If you want to lose weight, you could start running or you could go biking. 2 I do sports such as tennis or golf but I don’t like team sports. 3 Your body needs about two liters per day so drink lots of water.

6 Students’ own answers.

1b (page 5)

Wordbuilding / Learning skills (page 9)

1 1b 2b 3c 4c 5b 3 visiting

1 1 run a marathon

checking growing

4 1 I’m driving

4 is standing 5 it’s getting 6 Are you working, are you taking

2 has 3 do you come

2, 3, 4, and 5 Students’ own answers. 6 Across: 3 Sardinia 6 gardening 7 temperature 8 centenarian 10 happiness Down: 1 advice 2 medicine

S

1b

2b

3c 4a

1f

2c

3b 4a 5d 6e

1e

2d

3a

4c

A

R

5a F

5b

1d (page 7) 3 tooth 4 head

2 Students’ own answers. 3 1 How do you feel 2 Let me have a 3 Do you feel 4 Do you have 5 Let me check

4 Students’ own answers.

192

D

M I

N

I

A

E

O G

A

R

T

E

M

5 throat 6 back

7 mouth 8 stomach

6 take this prescription 7 You need to 8 They are good 9 try drinking 10 If you still feel ill

D

I

O

C

I

K

D

E

N

P

E

R

U

I

C N

G

I

T

U

R

A

R

I

A N

P

I

N

E

N A

N E

W C

E

N

T

E

N A

H

2 ear

5 Okinawa 9 nap

V

Possible answers: How do you feel? Do you feel like having a cup of coffee? Do you feel like doing something? How do you feel about pizza for dinner? Do you feel OK? What do you feel like doing? How does the weather feel? What’s the weather like?

1 1 nose

4 forum

A

1c (page 6) 1 2 3 4

5 take public transportation 6 check…email 7 have coffee

2 go hiking 3 play the piano 4 read books

A

P

S

S

Unit 2

2d (page 13)

2a (page 10)

1 1A 2A 3B 4C 5C 6A 7A 2 1 interested in 3 sounds good 5 What about

1a a love

c enjoy d don’t mind

b really like

e don’t like f hate, can’t stand

3 1 I’d like to play

5 I like parachuting 6 would like to become 7 don’t like playing 8 would you like to do

2 They’d like to play 3 likes finishing 4 would like

4 1 c 2 d/e 3 b 4 d/e 5 a 6 f 5 Students’ own answers.

2b (page 11)

1 Possible answer: COME JOIN THE FUN AFTER WORK THIS WEEK! ● Where? In the park ● What? A barbecue with a soccer game afterward ● When? Friday at six ● Why? It’s a great chance to meet some of your colleagues out of the office and really get to know each other.

2 1 capital letter 4 have to 5 don’t have to

3 can’t

6 must / have to

3 Boxing: The fighters can’t leave the ring during the fight.

2b 3c

4a

1 trophy

2 score 3 fans

1e

3c

2f

4d

5g

2 look like someone 3 ’d like to play 4 ’d like some ice cream 5 isn’t like

4 seats 5 beat 6a

7b

3 comma 4 apostrophe

2 period ... exclamation point

3 3 gaming, biking (comma) 4 It’s (apostrophe) 5✓ 6 Canada (capital letter)

2c (page 12) 1c

7 I’d prefer 8 it looks

Please confirm by emailing me at [email protected]

3 2 Soccer: Players can get a red card.

1 2 3 4

6 Come on

2e (page 14)

5 flying

1 1T 2F 3T 2 2 can

4 we should

3 Students’ own answers.

1b Students’ own answers. 2 2 Learning 4 being 3 Sitting

2 not very

7 Saturday (capital letter) 8✓ 9 month. (period) 10 win. (period) / win! (exclamation point)

Wordbuilding / Learning skills (page 15) 1 2 competition 3 photograph

4 advertisement 5 interested

2 1 pronunciation 2 verb 3 present participle 4 past participle

5 definition 6 noun 7 plural form 8 first meaning

6 professional 9 second meaning 10 main stress 11 adjective 12 example sentence

3 1 92 2 1972 3 60 4 1,500 5 4 6 5 7 2 8 129

Workbook answer key

193

Unit 3

3c (page 18)

3a (page 16)

1 1d 2b 3c 4a 2 1c 2b 3b 4c 5a 6b 3 2 catch 3 go by 4 miss 5 go in 6 go

1 1T 2F 3F 4F 2 more interesting, better, slower, greenest, most rewarding, much cheaper, more detailed

3 2 angrier, angriest 3 larger, largest 4 bigger, biggest 5 safer, safest

6 funnier, funniest 7 thinner, thinnest 8 lower, lowest 9 easier, easiest

10 greener, greenest 11 fitter, fittest 12 faster, fastest

2 email is faster than letters. 3 teachers work harder than politicians. 4 trains are worse for the environment than airplanes.

1 1 Horses are as good as modern transportation in the forest. 2 The weather is always as hot as this in my country. 3 Silver isn’t as expensive as gold. 4 New cars aren’t as stylish as cars from the sixties. 5 Bicycles are as fast as cars in the city center. 6 I’m not as young as I used to be.

3 2 horse 3 giraffe

3 bird 4 bee

5 horse 6 lion

7 bat 8 mouse

4 bee 5 owl

6 mouse 7 lion

8 bird

4 1 as there was a traffic jam 3 (the speed of) a bicycle is as 2 You look as

2 stand

3 a receipt 4 gate

5 reserve 6 passport

4 Which platform 5 How many 6 Can I pay

2 Can I have 3 I’d like a

7 How much 8 Do you have

3e (page 20)

4 as we were driving home

Message one: Get on 68 bus from bus stop to subway. Catch train to Washington Street station. Call. I’ll get you. Message two: Flight late. Still in Dallas. Don’t wait. Will catch bus to your house. Message three: Chris meeting us tonight. Call us with restaurant address and meeting time.

Wordbuilding / Learning skills (page 21) 1 1 credit 2 time

3 center 5 snow 4 transportation 6 driver

2 2 bank account 3 boxing gloves 4 soccer field

5 mail box 6 cell phone

3 and 4 Students’ own answers. 5 1 Kolkata 3 aisle 2 Iditarod

194

7 an aisle 8 first

2 Possible answers:

3b (page 17)

2 owl

1 1 fare 2 1 Do you go

4 Possible answers:

2 1 giraffe

3d (page 19)

4 elephant

7 town 8 seat 7 tennis court 8 town center

5 adjective

Unit 4

3 a One day, after a few days, after three (weeks), For some time b While, Then, Eventually c suddenly, amazingly d luckily e Sadly

4a (page 22) 1 1 take risks 2 adventure 3 dangerous 4 my biggest achievement

2 1 visited 2 arrived

3 dried 4 stayed

3 1 grew up

5 a big challenge 6 ambition 7 crazy

4 1 lake 2 face

5 jogged 6 lived

7 studied 8 moved

9 preferred 10 worried

3 learned 4 joined

2 played

4 suddenly

3T 4 F (Eskil joined a circus when he was seventeen.) 5 F (Eskil started performing on his own after he left the circus.) 6T

4b (page 23) 3 careful/caring

2 1 careful 2 determined

3 1 Did you see 2 were following 3 saw

4 1 was, wasn’t

2 bought

6 intelligent 7 patience

8 reliable

3 intelligent 4 ambitious

5 patient 6 experienced

7 reliable 8 decisive

4 didn’t hear 5 was listening 6 Did you have

7 didn’t arrive 8 Were you waiting

3 hit 4 did

5 said 6 went

7 summit

2 1 Incredibly 2 Unfortunately

5✓ 6✓

7 Amazingly 8✓

3 hardly 4 fortunately

5 eventually

4 1 We walked for three hours, and then we sat and enjoyed the view. 2 I arrived home just as the sun went down. 3 The explorers tried to leave their camp again, but the weather was still too bad. 4 After three hours we were still lost. 5 We were three days from anywhere, but we only had food and water for one more day. 6 The jungle is hot. Also, there are many dangerous animals.

5 Students’ own answers.

Wordbuilding / Learning skills (page 27) 1 1 im 2 un 3 un 4 un 5 im 6 in 2 2 impatient 4 indecisive

3 were 4 weren’t, was

2 were

5 1 bit

4 decision 5 experienced

5 ridge 6 cave

4e (page 26) 1 3 brightly

4 2 F (Eskil joined a circus.)

1 2 ambition

3 glacier 4 crevasse

7 fought 8 brought

3 unreliable

3 and 4 Students’ own answers. 5 Denver airport: 1 Maria Garza

4c (page 24)

2 A fire on the plane. 3 She climbed out of the window.

2 1 He led the team.

Hawaii: 1 Bethany Hamilton 2 A shark attacked her. 3 By swimming back to the beach with one arm.

2 to find out if the tents could survive the difficult conditions in the rainforests 3 Humans don’t really need clothes in the rain forest. 4 food and water 5 He lost about ten pounds. 6 determination

3 1 In 2 In 3 in 4 at 5 on 6 X 7 on 8 X

9 on

4d (page 25) 1 1 One day 2 after a few days 3 Eventually 4 For some time

5 suddenly 6 While 7 luckily 8 Then

9 amazingly 10 after three 11 Sadly

Atafu: 1 Three teenage boys 2 Lost at sea in a small boat 3 A fishing boat pulled them from the sea. Siula Grande, Peru: 1 Joe Simpson and Simon Yates 2 Joe fell down a crevasse. 3 He crawled back. Canary Islands: 1 Steven and Rachel Carlson 2 Their boat sank. 3 No answer

2 1e 2a 3c 4d 5f 6b

Workbook answer key

195

Unit 5

5e (page 32)

5a (page 28)

1 1d 2b 3c 4f 5e 6g 7h 8a 2 1 inform 5 apologize

1 1a 2 some 3a 4a 5 some

2 1 jars 2 buses 3 countries

6 an 7 some 8 some (also a coffee as in a cup of coffee) 9 a carton 4 parties 5 women 6 cans

3 1 a some, b any 2 a much, b some 3 a many, b any

7 boxes 8 children 9 phones

2 ’d be delighted 3 receive 4 request

6 provide 7 refund 8 require, assistance

3 Possible answers: 1 Could you send me information about a DVD called “Casablanca”? 2 I’d like to know the price. 3 Please send me details ASAP. 4 Thank you for your interest in our products. 5 The price of this DVD is $10. 6 This includes cost of delivery.

10 classes 11 stories 12 cartridges

4 a a few, b a little 5 a many, b a few 6 a a little, b much

4 2 any 3 few 4 many 5 lot

5b (page 29) 1 2 French 3 Indians

4 Chinese, Indians, Mexicans 6 Germans 5 Brazilians, Japanese 7 Hungarians

2 1X 3

3X 5 the 7 the 9 the 2 the 4 The 6X 8X 10 the Over three million people live in the United States of America. It is the world’s most multi-cultural country. It was part of the United Kingdom but it became a new country in 1776. Washington, DC, became the capital city and the president still lives in the White House today. However, it isn’t the biggest city. New York is. New York is also popular with tourists. In particular, they come to see the Statue of Liberty.

5c (page 30) 1 1 Environmental news

2

2 The USA 3 cell phones, music players, laptops, computers, digital cameras 4 Yes 5 Paper recycling 1 go by 3 last 5 have 7 drink 2 go for 4 Slow down! 6 be careful 8 carry

3 Students’ own answers.

5d (page 31) 1 1d 2c 3f 4h 5b 6a 7g 8e 9i 2 Students’ own answers.

196

Wordbuilding / Learning skills (page 33) 1

1 Please board the plane. It is ready for take-off. 2 The chicken in this package is out-of-date. 3 A lot of people are pro-European. 4 Nearly one-half of the population regularly recycles glass. 5 I only use eco-friendly washing detergent. 6 All the software on this computer is up-to-date. 7 My birthday is on the thirty-first of January. 8 My wife’s mother is my mother-in-law. 9 A marathon is a twenty-six mile run. That’s forty-two kilometers. 10 All our products use state-of-the-art technology.

2 and 3 Students’ own answers. 4 1 Computers use copper inside them. 2 They have the same meaning but use a few with countable nouns and a little with uncountable nouns. 3 They have the same meaning but “tell” is less formal and more commonly used than the word “inform.” 4 Just over two-thirds of Germans drink a bottle of water a day. 5 The Plastiki was made with plastic bottles. 6 The Pacific Ocean has an area called the Great Garbage Patch. 7 Something that is toxic is poisonous. 8 90% of people in Argentina eat beef nearly every day.

Unit 6

6e (page 38)

6a (page 34)

1 1 tasty

1 1 go to college

4 get my driver’s licence 5 take a break 6 start a family

2 leave home 3 become an adult

2 1d 2b 3f 4a 5e 6c 7h 8g 3 2 difficult to keep 4 afraid to move 3 sad to see

6 great to live

5 easy to make

4 Students’ own answers.

6b (page 35) 1 1 parades 2 floats 3 masks / costumes

3 four 4 sun

2 girls

3 Students’ own answers. 4 2 back 4 plane 5 presents

5 child 6 ten

7 faces 8 women

6 pension 7 married

Our town festival is once a year at the end of August. It’s always fun because there are lots of different events. For example, there are parades for children with colorful costumes. Then in the evening there is a big party with dancing and food. The food is always delicious. Lots of local stores sell food and you can try some of our traditional dishes. But my favorite part of the whole event is at midnight when there are lots of fireworks. They light the whole night sky up, and then it’s time to go home.

6 Students’ own answers.

6d (page 37) 4 It sounds 5 Why don’t you 6 That would

7 I’d like 8 It’s very nice 9 I’d love to

2 Model answers: Invitation 1 Sorry, I can’t because I’m going to a soccer match tonight. Invitation 2 OK. I’d like that very much. Thank you. Invitation 3 I would, but I’ve already seen that movie. Sorry!

3 3, 1, 6, 5, 2, 4

a amazing, beautiful, dull, enormous, fun, pretty, uncomfortable b amazing, delicious, dull, unhealthy, enormous c fun, amazing, attractive, smart, dull, unhealthy, enormous, miserable, friendly, beautiful d amazing, polluted, speedy e fun, amazing, enormous, friendly, beautiful f amazing, enormous, beautiful

5 Model answer:

2 1 fourth of July

2 Yes, OK 3 How about

2 1b 2a 3e 4f 5c 6d 3 Possible answers:

a scruffy clothes b huge meals c energetic people d busy transportation and towns e international festivals f stunning nature and geographic features

6c (page 36)

1 1 Do you want

5 miserable 6 exciting

4 Possible answers:

4 masks / costumes 5 candles 6 bands

2 1a 2b 3a 3 3✗ 4✓ 5✗

3 ready

3 dull 4 massive

2 colorful

Wordbuilding / Learning skills (page 39) 1 2 warm 3 awful

4 strong 5 tall

6 polite 7 hide

8 touch 9 needy

10 relaxed

2 Students’ own answers. 3 1 feijoada, Masai, osingira, Tremé 2 A place: osingira, Tremé A type of dish or something you can eat: feijoada Something that gives light: candle, firework A stage of life: infant, middle-aged A group of people: Masai, teenagers

Workbook answer key

197

Unit 7

7d (page 43)

7a (page 40)

2 1 Her resume and application.

1 1 down 2 in

3 opposite 4 on

5 next 6 across

7 through 8 up

2 Students’ own answers. 3 1 filing cabinet 4 coffee area 2 notice board 3 bookshelf

5 water cooler 6 photocopier

4 1 security guard 2 sales representative

3 fashion designer 4 computer programmer

3 1 recruit

7b (page 41) 1 1 have been

2

2 Receptionist 3 A receptionist at a hotel. 4 Welcoming people, answering the phone, and dealing with any problems. 5 She’s more interested in the interviewer’s business. 6 Help with everything at a conference. 7 She works hard, enjoys working with other people, and she can solve problems. 8 Training

5 hasn’t survived 9 didn’t have 2 have spent 6 was 10 have disappeared 3 has created 7 were 4 has become 8 made 1 have oil companies been in the area of Fort Mackay in northern Alberta 2 money have the oil companies spent in the last decade to build mines and get the oil out of the ground 3 has the industry created over the years 4 was Jim Boucher a child in the area 5 have disappeared from the land

3 1 have you studied

1 1 education

2 1 organized 2 managed 3 advised 4 designed

4 1 gone

2 salary

5 pension 6 training

2 Person 1: b Person 2: c Person 3: a 3 make: a mistake, a noise, coffee, dinner, money, your bed do: business, housework, well, work

4 1 money, make 2 make, a noise 3 do, housework

4 do, well 5 make, coffee 6 make, your bed

7 make, call 8 do, job

5 planned 6 supervised 7 represented 8 led

9 translated 10 worked 11 assisted 12 taught

5 Cared for 6 Managed 7 Sold

8 Translated 9 Played 10 Assisted

Wordbuilding / Learning skills (page 45) 1 1 librarian 2 actor 3 musician 4 photographer

2 3✗

4✗

5✓ 6✓

5 accountant 6 writer 7 electrician 8 receptionist 7✓ 8✗

9✓ 10 ✗

3 2 artist 3 bank manager 4 geologist / geology student

5 Students’ own answers.

198

9 computer skills 10 first name 11 languages 12 skills

3 been 4 been

2 gone

3 colleagues 4 independence

5 email 6 last name 7 phone number 8 references

2 interests 3 address 4 work experience

3 Designed 4 Welcomed

7c (page 42)

7 application form 8 resume

7e (page 44)

3 2 Advised

2 have you lived 3 have you known 4 have you had Students’ own answers.

1 1 promotion

4 description 5 position 6 applicants

2 salary 3 application

9 employee / employer 10 manager 11 student 12 painter 11 ✓ 12 ✓ 5 ballet dancer 6 pianist

Unit 8

8d (page 49)

8a (page 46)

1 2c 3g 4a 5d 6f 7e 2 b Why do you need to do that?

1 1 invention

3 experiment 4 solve

2 communicate

2 1 have 2 solve

3 follow 4 do

5 instruction 6 decide

5 find 6 invent

c d e f g h

7 make 8 get

3 1b 2e 3a 4c 5d 4 1 which change with the sun

3 1 What’s this for?

2 where the sun shines brightly 3 who works in a hot office 4 where there is less sunlight 5 who come from universities in Korea

2 How does it work? 3 Where do I turn it on? 4 How long does that battery last? 5 How did you do that? 6 What happens if I press this other button? 7 Why do you need to do that? 8 How do I turn it off?

8b (page 47) 1 1 download

3 subscribe to 4 search

2 log on to

2 1 rains

5 write 6 set up

7 send 8 do

4 He usually texts 5 don’t 6 will

2 I’ll be 3 talk

3a 1 ✗ 2 ✗ 3 ✓ 4 ✓ 5 ✗ 6 ✓ 3b 1 If 2 If 3 when 4 unless 5 unless

8e (page 50) 1 2 3 4

8c (page 48) 2 1 eyes and hair 2 ways of walking or movement 3 in security 4 If you lose your identity card, passport, or credit card 5 finger, eye, voice, movement 6 expensive 7 sometimes it makes mistakes 8 cheaper and more effective, so it will become more and more important in our everyday lives.

3 1 lunch 2 hair

3 time 4 look

5 a chat 6 a swim

7 legs 8 accident

How do you turn it off? How long does the battery last? How did you do that? How does it work? Where do I turn it on? What happens if I press this other button?

1 Firstly 2 For 3 Furthermore 4 In 5 Finally 6 As 1b

2a

3d

4e

5c

6f

b Model answer: Firstly, you can find any kind of information using a search engine. You type in a word and it will find lots of information about it. Secondly, you can find information in only a few seconds so it’s a very fast way of doing research. Finally, we can find any information we need such as bus schedules, or the weather for the next week. It’s also a valuable source of information for work and school.

Wordbuilding / Learning skills (page 51) 1 2 misspelled 2 3 4 6

3 undercooked

4 overslept 5 unload

2 over

3 un

4 mis

5 dis

6 under

1 re

2 over

3 mis

4 dis

5 under

and 5

6 dislike

6 un

Students’ own answers.

1 biomimetics 2 velcro

3 LED 4 Joshua Silver

5 GPS

Workbook answer key

199

Unit 9

9e (page 56)

9a (page 52)

1 2 check-in date

1 1 subject

3 enroll 4 schedule

2 discipline

2 1 is 2 are

3 is 4 are

3 1 are sent

5 instruct 6 skills

5 is 6 are

2 and 3

4 is taken 5 are interviewed 6 are turned

2 is given 3 are worn

6 issue date 3 credit card type 7 title 4 check-out date 8 twin 5 phone (daytime/evening)

4 1 are always entertained 2 look 3 communicate 4 are used

7 isn’t published 8 isn’t allowed

9b (page 53) 3 clay 4 papyrus

5 paper 6 keyboard

2 1 was found 2 were carved 3 was studied by archaeologists. 4 was discovered 5 was made by Olmec people.

3a 1 b, with 2 a, by 3 c, for 3b 1 with 2 by 3 for 4 by 5 for 6 with

9c (page 54) 1 Eastern Siberia, Southeast Asia, Northern Australia 2 1c 2b 3b 4a 5a 6c 3 1f 2d 3c 4g 5h 6a 7e 8b

2 Can I enroll 3 you can go online 4 it’s very easy

2 1 exercise classes 2 martial arts 3 yoga 4 swimming

3 1 to press 2 ’re asked 3 is sent

200

5 put on 6 go up

5 After you’ve enrolled 6 You’ll have to 7 When you’ve paid in full 5 on the website 6 by credit card 7 to the sports center 8 when he’s paid in full

4 ’ve paid 5 receive / ’ve received 6 send

7 give up 8 come over

transitive (needs an object) Note! Some of these verbs have more than one meaning and could be transitive or intransitive, according to the meaning in the dictionary. 1 get up – intransitive, inseparable 2 go out – intransitive, inseparable 3 call back – transitive, separable 4 put on – transitive, separable 5 go up – intransitive, inseparable 6 give up – transitive, separable 7 look up – transitive, separable Other phrasal verbs from Student Book Exercise 4 on page 110: take out – transitive, separable die out – intransitive, inseparable write down – transitive, separable pass on – transitive, separable get together – intransitive, inseparable go out – intransitive, inseparable

5 Students’ own answers. 6 1 Shaolin (N), a 3 Koro (L), b 2 Gutenberg (N), e 4 Papyrus (N), c

9d (page 55) 1 1 you need

3 go out 4 call / back

2 1 out 2 up 3 down 4 through 5 off 6 up 4 [I] means intransitive (doesn’t take an object) and [T] means

2 New students are helped by older students on their first day at school. 3 A certificate is received by anyone who passes the final exam. 4 Very strict rules are followed by students of Shaolin Kung Fu.

2 Bones

Wordbuilding / Learning skills (page 57) 2 get up

5 1 French is learned by everyone age twelve and older.

1 1 stones

Students’ own answers.

1 1 Look / up

5 use 6 give 7 point 8 are repeated

9 middle initial 10 expiration date

7 to complete 8 click

5 Salish (L), d

Unit 10

10e (page 62)

10a (page 58)

1 1 a 2 c 3 g 4 d 5 f 6 h 7 i 8 e 9 j 10 b 2 2a 3b 4b 5a 6c 7b 8c

1 1 cruise

4 camping 5 sleeping bags 6 camera

2 sightseeing 3 five-star

2 1 had been

3 hadn’t imagined 4 had driven

2 had seen

3 1 Had you ever been 2 wasn’t 3 had left

7 apartments 8 package

Wordbuilding / Learning skills (page 63) 5 had arrived 6 hadn’t expected

4 did that happen 5 He’d wanted 6 I received

7 had broken 8 gave

10b (page 59) 1 1 ancient 2 unforgettable

3 unique 4 fascinating

2 Students’ own answers. 3 1 a amazing, b amazed 2 a fascinated, b fascinating 3 a interested, b interesting 4 a frightening, b frightened

5 stunning

1 1 in 2 with 3 by 4 about 5 of 6 of 7 with 8 about 2 Students’ own answers 3 2 We arrived at the station. 3 She travels to work by train. 4 I am writing to complain about your service. 5 My answer is different from yours. 6 I’m not very good at art. 7 Angela is married to David.

5 1 package 2 tip

3 Hadza 4 catacombs

5 Parisians

5 a worried, b worrying 6 a tired, b tiring 7 a excited, b exciting 8 a surprising, b surprised

10c (page 60) 2 1a 2c 3a 4c 3 1 avenue 3 catacombs 2 river

4 cellars

5 district 6 tunnels

7 canals 8 subway

10d (page 61) 1 1 Do you know if the city museum is near here? 2 Can you tell me which bus I take to the city center? 3 Do you have any idea if there’s a post office anywhere near here? 4 I was wondering if you’d recommend anything in particular. 5 I’d like to know what time the history museum opens.

2 1 Can you tell me which bus I take to the city center? 2 Do you know if the city museum is near here? 3 I’d like to know what time the history museum opens. 4 I was wondering if you’d recommend anything in particular. 5 Do you have any idea if there’s a post office anywhere near here?

Workbook answer key

201

Unit 11

So that’s everything I wanted to say about the first few days. / Now let’s move on to the kind of work I was doing. / We’ll take a look at this photo. / It shows you the school I worked in / and all the children… / OK. / So the final part of my presentation is about my journeys. / I traveled on weekends / but also I took a longer trip in the last month of my study abroad year. / So I’d like to show you some of my photos from that period / and I’ll read a few comments from my diary… / That’s the end of my talk. / As you can see, / I had an amazing few months and, / to sum up, / I’d recommend it to anyone. / We have about ten minutes left / so are there any questions?

11a (page 64) 1 1 Archaeologists

3 excavate 4 civilizations

2 discovery

2 1 didn’t use to

5 used to 6 didn’t use to 7 used to

2 used to 3 used to 4 used to

3 1 used to love 2 Did you use to have 3 didn’t use to take 4 used to ride

5 never use to work 6 Did they use to know 7 didn’t use to let 8 did you use to pay

11e (page 68)

4 3 not possible 4 The Romans used to have public baths. 5 The Aztecs used to pay taxes with cacao beans. 6 not possible 7 North American Indians used to grow corn in fields. 8 Europeans didn’t use to eat pasta until Marco Polo brought it back from China.

1 Tenzing Norgay is famous because, with the climber Edmund Hillary, he was the first man to reach the summit of Mount Everest on May 29, 1953. He was born in 1914 in a village called Thami near the border with Tibet. He spent most of his life in the region and worked on many expeditions to Everest before he reached the top. Afterwards, his life completely changed and he traveled all over the world. Before he died in 1986 he said about his life, “It has been a long road.”

11b (page 65) 1 1 The astronaut thought, “I hope this works!”

2 Possible answer: Edmund Hillary was born in 1919 in Auckland, New Zealand. He began climbing in the Alps at the age of 16, but he is famous because, with Tenzing Norgay, he was the first man to reach the summit of Mount Everest. After climbing Everest he spent a lot of time raising money to help local people in the Everest region. Before he died in 2008 he said about climbing, “It is not the mountain we conquer but ourselves.”

2 The climber shouted, “Hello!” 3 “See me after class,” the teacher told the student. 4 The customs officer asked, “Can I see your passport, please?” 5 “Sorry, I’ve lost it,” replied the tourist.

2 1 He said that he wasn’t interested in science. 2 They said that they were leaving early in the morning. 3 The girl shouted that she had found her purse. 4 My grandmother said that she had lived here when she had been a girl. 5 The scientist said that one day they would discover the solution. 6 The tourist said that he was lost. 7 The astronauts said that they had landed.

3 1 say 2 tell 3 said 4 tell 5 told 6 said 7 told 8 said

11c (page 66) 2 1 He was born in 1875. 2 He taught history, including South American history. 3 No. (He didn’t train as an archeologist.) 4 He was traveling in Peru. 5 He took them to the US. 6 He died in 1956.

3 1 set out to 2 set up 3 set about 4 set off

11d (page 67) 1 1l 2b 3j

4f 5d 6h

7c 8e 9a

10 g 11 k 12 i

2 Introducing the talk and the different parts: l, b, j, f, a, d Introducing the next part: c, e Ending a part of the presentation: h Announcing the conclusion and ending: g, k, i

3 Hello and thank you for coming. / Today / I would like to talk about my year in Vietnam. / First / I’ll describe my first few days there. / Then I’ll move on to my job there / and I’ll show you some of my photos. / Finally, / I’ll talk about my journeys through the country / and describe my experiences of the culture. / So let’s begin…/ 202

Wordbuilding / Learning skills (page 69) 1 2 3 5

1a

2c

1 act

and 4

3d

4f

2 ex 3 cent

5i

6h

4 bio

7j

8g

9e

10 b

5 astro 6 trans

Students’ own answers.

Possible answer: The life of Reinhold Messner 1944: Born in northern Italy. Father also a climber. In his twenties: climbed with younger brother called Günther— died in accident. 1980: First man to climb Everest without oxygen. First man to climb 14 mountains over 8,000 feet. 2006: Opened museum. Now: More time at home with family. Written sixty books.

6 Captain Scott: 100 years ago; Antarctica (Reached the South Pole) The Aztecs: 14th century; Middle of modern Mexico (Built pyramids) The Nok: 4th century BCE; Area that is Nigeria (Didn’t use stone but used metals) Dennis Tito: Beginning of 21st century; Space (First space tourist) Reinhold Messner: Now; Born in Italy. Climbed all over the world (Described as “The Greatest Mountaineer in History”) The Incas: 13th and 14th century; South America (Did animal and human sacrifice)

Unit 12

12d (page 73)

12a (page 70)

1 1 They are going to pull down all the old buildings and do something with the area. 2 The council doesn’t have any money this year. 3 Selling the land for more housing. 4 Somewhere to relax. 5 Make it into a park. 6 To make a lake. 7 They don’t have any money to pay them. 8 To ask local volunteers to help.

1 Across: 1 bird 4 toad 5 horse 6 eagle Down: 1 butterfly

2 fish 3 shark B

F

S

U

I

H

T

S

A

T

H

O

R

S

K

I

R

D

O

A

D

2 1e 2a 3g 4c 5b 6h 7f 8d

12e (page 74)

E

1 1 For six months. 2 Three stages. 3 For everyone to ask questions and see plans for the new park. 4 The committee and volunteers.

R F

E

A

G

L

2 1 is delighted to, is pleased to

E

2 announce 3 consultation 4 residents 5 transforming 6 in progress

Y

2 3 somewhere

6 nothing 7 Everywhere 8 anything

4 something 5 Everyone

3 2 anything

9 Everything 10 somebody

6 nothing 7 everywhere 8 Someone / Somebody

3 Everyone / Everybody 4 no one / nobody 5 everywhere

12b (page 71) 1 1b 2b 3c 4b 5c 6a 2 1 won 3 I’d go 5 I’d set up 2 didn’t

4 had

6 wouldn’t want

7 I’d give 8 I spent

2 economic

2 Speaker 1 Speaker 2

3 natural 4 Traditional Speaker 3 Speaker 4

3 Students’ own answers

Wordbuilding / Learning skills (page 75) 1 After a weekend of violent storms, the good news is that the country will return to normal. If you live in the north of the country, there will be some heavy rain through the night, but by morning this will disappear and you’ll have a day of bright sun. You won’t get any rain if you live further south, but expect some strong winds after midday. Other than that, you’ll have a beautiful day.

2 2 rain 3 wind

4 sun 5 economy

6 industry 7 resource

8 news

3 Student’s own answers 4 Possible answers:

12c (page 72) 1 1 social

7 apologize 8 inconvenience 9 attend 10 further 11 look forward to seeing

5 modern 6 strong

Speaker 5

3 1d 2c 3b 4e 5a 4 3 I might not go tonight.

1 toad 2 horse 3 anybody 4 tornado 5 If anyone else drove in that direction, they’d be mad.

6 modern 7 might 8 Why don’t we go to the movies?

4 It might rain later. 5 ✗ (not possible to use without changing the meaning) 6 A tornado might come this way (but it’s unlikely).

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Slow food Videoscript Narrator: Chianti is a region in Italy. It’s between the famous cities of Florence and Siena. It’s famous for its beautiful countryside and its vineyards. In Chianti, there is a town called Greve. It has a population of 4,000 people, and it’s the center of traditional products from the region. There are local products like mushrooms and cheese. Greve is a place with tradition. A place where time is slower. Mayor: Our aim is to keep Greve the same. We want to keep Greve and all the other slow cities special. Narrator: The mayor of Greve and mayors from three other Italian cities started the Slow Cities League. The purpose of the Slow

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Cities League is to stop their hometowns from becoming fast cities. That’s why the Slow Food movement began.

Narrator: In the mountains of Pistoia, in northern Tuscany, farmers produce pecorino cheese.

The idea is simple. They want a good life with good food, family, and friends. Now the Slow Food movement is an international movement. It has more than 66,000 members worldwide.

They make it with the milk of black sheep twice a day.

Greve resident: It’s very nice to live here because we have a nice atmosphere, we have nice landscapes, and so, when you have nice things to see, a nice place to live in, it’s very easy. Narrator: Salvatore Toscano lives in Greve. In the past he ran an Americanstyle restaurant in Florence. All day, he served fast food, like burgers. Five years ago he moved to Greve, and he opened a new restaurant. Salvatore: It’s about taking more time, so you are calmer and more relaxed. This means you also have to think about what you eat.

This traditional food was dying out. But the Slow Food movement helped the farmers. Now the cheese is popular again. Cheesemaker: Not everyone knows about our product, but now the Slow Food movement means people know about us. Farmer: From Singapore to Macau, in New York, in Rome, you always find the same pizza, the same hamburgers. Slow Food doesn’t want this. Slow Food wants the specialness of every product to be respected. Narrator: The city of Greve does not want to leave the modern world, but it wants to enjoy itself… slowly.

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Cheese rolling Videoscript Narrator: “Cheese rolling” has been a tradition in the town of Brockworth since the early 1800s. First, the competitors come together at the top of Cooper’s Hill and wait. Then, someone pushes a large wheel of cheese down the steep slope. And after that, things get a little wild! The cheese may reach up to 40 miles per hour. The competitors go pretty fast, too. The first one to the bottom wins. What’s the prize? The wheel of cheese, of course! The first winner of the day is Craig Brown. Craig’s plan was simple… Craig: Keep going, and try and get your balance back. Because it’s steeper than you

could ever think. You’d have to run down there to really believe how steep it is! Narrator: Many people enjoy the cheese-rolling races; however, they can be dangerous. A few years ago, thirty people were injured in an accident at a race. One of the cheeses rolled down the hill too quickly… and unexpectedly went into the crowd. Now, the competition route has crash barriers to protect the crowd. It’s not just spectators who get injured, competitors do as well, especially when it’s cold or there hasn’t been much rain. Morris dancer: It’s when the ground’s really hard—that’s when the injuries are going to happen.

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So, what drives these runners? Are they crazy? One cheese racer thinks they may be… Cheese racer: It is dangerous. If I’m running down… must be crazy. Yeah, I must be crazy! Narrator: These cheese racers may be crazy. But year after year the crowds keep on cheering, and the competitors keep on running. Is it for the fame? Is it for the fun? We may never know, but you can be sure of one thing: it’s more than just cheese that makes people want to win Brockworth’s annual cheese-rolling race!

Narrator: Craig’s plan to just “keep on going” failed in his second race. At the time, he was trying to get the competition’s version of a “double”: winning two cheese wheels in one day.

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Indian railways Videoscript Narrator: At the Victoria terminal in Mumbai, India, it always seems to be rush hour. Every day, approximately two million passengers pass through this train station. The journey to Mumbai is often very stressful. But in this country of over a billion people, the best way to travel is by train. The British built the railroads in India in the 19th century. The first steam train in India was in 1853. Now, the Indian railroads travel along 38,000 miles of track.

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Many of the trains have impressive names like the Himalayan Queen and Grand Trunk Express. The Grand Trunk Express has traveled up and down the country since 1929.

The railway stations are often an amazing mix of people.

Most of the Indian railroads’ four billion passengers a year live in big cities. But even rural villagers do not usually have to walk for more than a day to get to a station.

But the railroad is more than just a way to travel. It is like a miniature India. In the second class cars, there are people from all over the country, from different classes and cultural backgrounds.

With over 1.5 million people on its staff, India’s railroads are the world’s largest employer.

They talk, play games, and tell stories. For travelers, the Indian railroads are their own adventure.

From the Indian Railroads minister down to the key man who makes sure every inch of track is in good condition, the huge workforce keeps this enormous system running.

There are people selling food, porters carrying bags, and sometimes performance artists.

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Alaskan ice climbing Videoscript Narrator: There’s only one thing that’s certain about the weather in Alaska: it changes all the time! There’s rain, wind, snow… and sometimes it’s fine with lots of sunshine. But today, there’s rain and fog all the way from Denali National Park to the town of Talkeetna. There, a group of visitors is planning to fly onto a glacier and ski down it. But the weather has other plans. Visitor: So, can we go today? Colby: Uh, not until the pilots are comfortable with the weather. Narrator: Colby Coombs then explains that the clouds are too low, so the group can’t fly. Colby and Caitlin Palmer are mountain guides. They run a climbing school. They teach beginner climbers and help experienced climbers to reach the top of Denali, also known as Mount McKinley. It’s the highest mountain in North America. Colby and Caitlin are good climbers. They’re not usually doubtful when they’re in the mountains. But even they won’t take a small plane out in bad weather. Colby: It’s kind of ornery weather… you usually have to factor in a day or two to put up with bad weather.

Narrator: So, Colby and Caitlin decide on another plan. Instead of taking the group to ski down a glacier, they will take them to climb up one. One that they can reach by car: the Matanuska glacier. Matanuska is a very big glacier. It’s 27 miles long and two miles wide. The name “Matanuska” comes from an old Russian word for the Athabascan Indians who live in the area. The glacier is in a low area that has many trees. It formed 2,000 years ago, but it’s always changing. The group gets ready to climb one of Matanuska’s formations, a 30-foot wall of ice. Caitlin explains how to climb it, and it’s not going to be easy. Caitlin: The most stable you’re going to be is when you have all the points of your crampons sticking on the ice. Umm, front points in, heels down, and if you’re going to place a tool, really solid. OK, off we go. Great. Narrator: The hike across Matanuska is beautiful. But it can also be very unsafe. One summer, a young man fell into an opening in the ice called a cirque and died. There are also stories of beginner hikers who get lost and almost die from the cold. There are crevasses everywhere as well. The climbers have to be careful; they could easily fall in. The group walks across the glacier. It’s very cold; they have to keep moving to stay warm. Finally, they reach solid ice— the heart of the glacier.

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From here, it’s a wonderful view. There’s a glacial lake with many seracs in the background. Seracs are large pieces of blue glacial ice that stick up in the air. The pieces are made when the glacier moves. Colby explains that an area with many seracs is called an “ice fall.” He also adds that they can make the area unsafe. This is because the seracs are very big and may fall. He adds that a good climber wouldn’t hike below an ice fall! The group enjoys climbing the glacier. It’s hard work, but Colby and Caitlin make it look easy. Woman Climber: Whoops—that was bad! Narrator: Next, one of the new climbers tries. Woman Climber: Here I come! Narrator: It’s a very special feeling as they get to the top! Woman Climber: Whoo! Thank God for the rope! Narrator: Alaska is home to 100,000 glaciers. These people can say they have successfully climbed one—Matanuska. Now, just 99,999 more glaciers to climb! Woman Climber: OK, I’m up! I made it! Whoo!

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5 Volunteer: Thirty-five glass bottles and we need an extra bag ’cause this one is ripping.

there’s twice as much as there was the day before. So it seems like there is no end to the trash.

Narrator: It is the first day of autumn on America’s coasts, rivers, and beaches.

Narrator: The Ocean Conservancy started the cleanup in 1986. The organization writes down everything it finds, from cigarette butts to tin cans.

Narrator: At this part of the river, the volunteers collected about two thousand pounds of trash in just an hour and a half.

Every year at this time, nearly half a million people around the world volunteer to help clean up the world’s coasts.

Ocean Conservancy Official: It’s coming from land areas. People who were at the beaches, people who were inland, and things are washing downstream.

In the last couple of years, the international volunteers have collected almost four thousand tons of trash.

Volunteer: It’s disgusting, all this stuff that’s out here. I was so shocked when I came out here. I thought “Oh, you know, people don’t litter that much.” You see stuff on the side of the road, but when you come out here, it’s just everywhere.

Coastal cleanup Videoscript

From California to New Jersey and here along the banks of the Potomac River just outside Washington, DC, people search the coast for trash.

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Volunteer: Yeah, it is pretty amazing, actually. We can pick a lot of it up one day and the next day we come back and

They make a lot of progress in many places but there is still a lot of work to do. Ocean Conservancy Official: The river is going to require continued, maintained efforts for many generations to come, but we are getting there. This is a sign that the next generation is going to care about the resource and is going to want to pass it on to the next generation improved. Narrator: The aim of this cleanup is to make the coastlines, where water meets land, beautiful again. And to make people think about what they do with their own trash.

Unit

Steel drums Videoscript Narrator: The islands of the Caribbean are famous for their relaxing beaches and lively music. But the music of the instrument known as the steel drum, or “pan,” is native to only one island nation: Trinidad and Tobago, home of the steel band. Steelband music is a popular part of life here. From the small fishing villages to the hills, the whole population knows and loves the national instrument. Woman in Market: Whoo, yeah, you got that, ha ha! Tony Poyer: Pan is most important to Trinidad and Tobago. It’s part of our culture. It was invented in Trinidad and Tobago. It is the only musical instrument that was invented in the 20th century. Narrator: The special sound brings happiness to children and adults, and to musicians from many different places and backgrounds. Through the islands’ streets and markets, you can’t escape the music. Where does steelband music come from? Trinidad is an oil-producing nation.

During World War II, the island’s old oil drums became useful as something else: musical instruments. The drums produced sounds that have heavily influenced the music of the region, and you can now hear in everything from island calypso to classical music. In fact, the music goes back several centuries to early Africans who were not allowed to play their own drums. Tony Poyer: They were banned from beating the Congo drums because people thought they were communicating. Narrator: At first, people played these African rhythms by hitting old tin cans. Later, people played on the tops of the steel drums, and over time that’s how the steelband sound was formed. Steel drum musicians usually play by ear. Most players don’t use music written on paper. Tony Poyer: In fact, in the early days, they knew nothing about music. They played by sound, they even tuned the pan by sound… tonk, tonk, tonk, and they listened until they got it right.

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tuner. This tuner is called Honey Boy. He’s been tuning pans for many years. It takes a long time to tune the drums. But these instruments are used by some of the region’s top performers. The steelband sound is more than just music to Trinidad. It’s part of the local culture, and shows the world the creativity of the island’s people. Every night, places called “panyards” are full of musicians who come to learn the instrument. People like Beverly and Dove. Beverly: Well, it’s the music of my country, so I should learn it, you know. I should know a little bit about it. Dove: Pan is to Trinidad part of our main culture. This is ours. We made it, we created it. Narrator: Dove says that steelband music belongs to the people of Trinidad and Tobago. But it is something which they are happy to share with audiences and musicians around the world.

Narrator: The steelband sound starts with the man who tunes the drums—the

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Butler school Videoscript Narrator: Long ago, England was a land of country houses, palaces, gardens, and afternoon tea. Every real gentleman had servants, especially a butler. Just 70 years ago, there were tens of thousands of butlers in England. Now there are only a few. So where does one find a good butler nowadays? The Ivor Spencer International School for Butler Administrators, of course! “Good evening, sir. My name is Michael. I’m your butler.” “My name is José.” “I’m your butler.” “Can I bring you some refreshments, sir?” “I’m your butler.” “Good evening, sir.” It’s the first day of class and the students are learning how to introduce themselves to their “gentleman” or “lady.” A proper butler must also learn to carry himself correctly. “Your champagne, my lady.” “Your champagne, my lady.” “No problem, sir.” “No problem, sir.” Taxi Driver: Butlers? I haven’t seen a butler for a long time. Narrator: Seventy years ago, there were an estimated 30,000 butlers. Today there are fewer than 200. But, if Ivor Spencer has anything to say about it, that’s going to change. “It’s a pleasure, sir.” “No problem, sir!” “No problem, sir!” “I’ll fetch it immediately, sir.” “I’ll fetch it immediately, sir.” Narrator: Ivor Spencer wants to use his school to bring back the butler to this land of tradition. Ivor Spencer: Good morning, everybody. Welcome to the Ivor Spencer School. We know you’ve come from all over the world, and we appreciate you being here. Narrator: “Good morning, your Excellency.” Future butlers must learn how to use the correct titles to refer to ambassadors, kings, 210

queens, and lords. Over the next five weeks, thirteen international students will have 86 lessons in the art of being a butler. If they succeed, they may work for a businessman, an important leader, or even a king. But first they have to graduate. Mr. Spencer says that some people can’t even last longer than the first few days. Ivor Spencer: On every course there are about two people that don’t make it past the first two days. Narrator: This may come true for one student in the new group, David Marceau. David Marceau: Good morning, the Lee residence. Practice makes perfect, so hopefully, with a lot of practice, I’ll be just as good as any other butler out there. David Suter: I just hope I’m going to be right for the job and hope I can do it. Part 2 Narrator: It’s important for students to keep their hopes up, and practice, practice, practice! Speaker: It’s a pleasure, sir. Narrator: The word “butler” comes from the French word “bouteillier,” which means “bottle carrier.” For new butlers, this can be difficult. Narrator: “No problem, sir.” “It’s a pleasure, sir.” “No problem, sir.” “No problem, sir.” “Your champagne, my lady.” “Your champagne, my lady.” Narrator: Things go better for everyone this time. It seems that all the practice is showing some results. Even David Marceau is showing improvement. David Marceau: Your champagne, my lord. It’s on the floor, my lord. “Good evening, sir.” “Good evening, sir.” “Good evening, sir.” Narrator: By the third week, students start to find out if they really can become butlers or not. “Good evening, sir.” “Go back.” David Marceau: It’s very difficult here. It’s very difficult. The course isn’t easy at all. “Good evening, sir.” “Evening.” “My name is David. And I am your butler. May I offer you some ... May I offer you some.” “Do that again, David.”

David Marceau: I have some problems, and I have to deal with them. “Good evening, sir ...” Narrator: David is not just having difficulty with the course, he also misses his friends and family back home. David Marceau: I miss my girlfriend very much. She’s giving me support on the phone. I just talked to her last night. Things are OK and everything. Yes, I wish I was there right now! Narrator: There are a lot of secrets to being a good butler. For example, did you know that you can iron a newspaper to make it look nice and avoid leaving ink everywhere? Ivor Spencer does, and he teaches the class how to do it. Ivor Spencer: That’s probably the only time the butler has to read the newspaper. If you see a burnt newspaper, you know that the butler’s been very interested. Narrator: Sometimes butlers need other unusual skills. For example, they might need to deal with unwelcome guests. These butlers will be ready. Part 3 Narrator: Butlers must also learn how to recognize quality products, or “the finer things in life.” From the best tobacco pipes... Pipe Seller: It’s not just a piece of wood, it’s a piece of art. Narrator: ...to expensive shoes...to, of course... “Welcome to the house of Moet et Chandon.” ...champagne. “Sante.” “To champagne.” Graduation day arrives. Ivor Spencer: David, you’ve come a long way. We appreciate it. Narrator: Everyone gets their certificates, even David. Afterwards, the students have a small party. Ivor Spencer: Good health everybody. David Suter: I did it! Narrator: Before they came here, these young men and women drove buses, worked with computers, or worked in restaurants or shops. Now they are part of a very old English tradition. The Ivor Spencer School for Butler Administrators has done its job well!

Unit

Wind power Videoscript Narrator: Around the town of Spirit Lake, Iowa, the land is very flat, and the wind blows across it a lot of the time. It’s not easy to live with, but one school district here is using this wind in order to get an advantage. In Spirit Lake, they’ve built two wind turbines right next to their schools. These turbines are helping the schools to save energy—and money. Jim Tirevold: The little turbine, since it’s been paid off, has saved the district $81,530. Narrator: The Spirit Lake school district built its first wind turbine in 1993. This was the first turbine used to power a school in this part of the US. Since then, the school has constructed a second turbine. Together, the two turbines could save the district $140,000 a year in energy costs. This amount of money is very impressive, but it’s even more impressive if it’s explained in a different way. Tim Grieves: Well, it will mean anywhere from two to three teachers, which is very important at a time right now. Narrator: From the inside, it’s clear just how big the turbines really are. Jim Tirevold: This turbine stands 180 feet to the hub height. Narrator: The turbine is held in place by steel rods that go 25 feet down into a solid foundation. Interviewer: What type of a wind could this withstand?

Jim Tirevold: It’s rated to stand up to 130-mile-an-hour winds. Narrator: The strength of the turbines is especially important in a place where tornadoes can—and do—occur. In extremely strong winds, the huge blades of the wind turbines simply shut down, or stop working. The turbines are also very efficient at using the wind. They’ll produce energy in winds of just eight miles an hour. The smaller turbine sends its power directly to the school itself. The larger turbine sends its power to the local electrical grid. There it can be used by the power company. This little school district is able to sell the extra energy that the turbines produce. The schools aren’t the only ones that are making money in the energy business. In the countryside south of the Spirit Lake schools, more turbines stand near the big silos on the local farms. In this area, 65 farmers have recently allowed energy companies to build wind turbines right next to their fields. Now, farmers can make money from the wind, just as they do from selling their crops. Farmer Charles Goodman thinks he’ll make an extra $6,000 a year from the three turbines on his farm. Interviewer: So when you see the wind kicking pretty good like it is, that’s money in your pocket, right?

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now has 257 wind turbines. These turbines provide enough energy to power a city like Des Moines. That’s 71,000 homes! The turbines are also providing more than just power. In Spirit Lake, wind power is used for teaching as well. Physics teacher Jan Bolluyt can’t imagine why schools wouldn’t use wind power. Jan Bolluyt: When I talk about force, and energy, and electricity, they see that we’re producing it right here. Narrator: The teachers here encourage students to keep detailed records. They write down the amounts of fossil fuels, such as coal, that are no longer needed for energy for the school. Jan Bolluyt: We’re talking tons of carbon dioxide. We’re talking tons of sulphur dioxide. We’re talking hundreds of trees. So, you know, it’s not just a small thing. Narrator: In this part of Iowa, people are using wind power to earn money and to learn about saving the environment. The people of Spirit Lake are using the power of the wind to ensure a better future for everyone!

Charles Goodman: I smile all the time when the wind’s blowing like this. Narrator: This piece of the Iowa countryside is just 27 miles long, but it

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Disappearing voices Videoscript Part 1 Narrator: David Harrison and Greg Anderson work for the Living Tongues Institute. Chris Rainier is a photographer for the National Geographic Society. The three men were traveling in northern Australia where they interviewed a man. He may be the last speaker of a language that most people thought was extinct. Speaker: ...that’s like my father… Narrator: There are seven thousand known languages in the world, but more than half of them are expected to disappear in the next fifty years. And when a language disappears, we lose the information about the world that its speakers had. That’s why the three men helped create National Geographic’s Enduring Voices project. Chris Rainier: Every two weeks around the planet, a language disappears, completely disappears forever and ever. So what we’re doing with the Enduring Voices project is really, kind of, trying to bring awareness to this whole issue of language loss around the planet. Narrator: After Australia, the team travels on. This time they

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travel to the extreme northeast of India, a remote area near Bhutan, Myanmar, and China. It’s a region where there are many different languages. Many of them are in danger of becoming extinct. For the team, there are other problems. For example, the equipment isn’t working. David: Say something. Greg: Something. Something that I’m really getting annoyed at is this equipment making my life a hassle.

ones that will be showing the shift. The older speakers of course will have the language. So it will be interesting to see if people who’ve been schooled in the modern times, if they’ve still kept it. Narrator: The team meets a young man named Vijay, who speaks English and Apatani. Vijay invites them into his home. A local Indian called Ganesh Murmu helps the researchers while they record basic words of the local language. (members of the family speaking)

David: Go really loud.

Each member of the family says some more words.

Greg: HEY!

(members of the family speaking)

David: OK, that’ll work. Good enough.

As well as doing their own research, the team trains local people to use special language-technology kits. These technology kits have a laptop computer, video cameras, and basic recording equipment so the local community can record the last speakers of old languages using modern technology.

Narrator: Most of these local languages are not written anywhere, so the researchers want to record as much of the languages as possible. Part 2 Narrator: The team arrives in a large village called Hong. Many of the older people speak the local language, called Apatani. But the language cannot survive if the younger people don’t speak it. David: It’s very easy in these communities to find young people who are speaking English and Hindi and not speaking the traditional languages. They are neglecting them. They’re perhaps even abandoning them. Narrator: The team spends time trying to find some younger people who speak the language. Greg: We definitely want to find younger speakers because they’re the

(members of the family speaking) Not only are these languages very small, with just a few thousand speakers in some cases, but their numbers may be decreasing as people shift over to global languages. The Enduring Voices team must leave, but with the technology kits, they hope that the local community can record this important part of their local culture. They hope that the people will listen to the words of their elders and want to keep the language alive and speak it themselves.

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Living in Venice Videoscript Narrator: It’s early morning in Venice. Before the light of the sun fills the famous Piazza San Marco, the traders of Venice are preparing for the crowds of tourists. In a few hours, thousands of people will come to this square. But for now, the people of Venice have the city to themselves. Market traders welcome the first visitors. Early morning is the best time for shopping in the outdoor markets. Gino Penzo: We have many, many kinds of fish. Narrator: This is the part of Venice that most people never see. This is the Venice that some people call home. Resident Fabrizio Copano says that he lives in the most beautiful city in the world. It’s a city that’s clean and easy to live in, with a high quality of life. But for some people, Venice has disadvantages, too. Gino Penzo: My son, he doesn’t love, uh, live in Venice. I am very sorry.

Narrator: The population of Venice is getting older. Why? Fabrizio says living in Venice is not cheap. Property is particularly expensive, and housing prices have increased a lot in recent years. It’s especially difficult for young people who want their own place to live. Many of them must move away, which leaves Venice to the tourists. It seems like the whole world has come to the Piazza San Marco. The tourists come to experience a city that feels like it’s still in the fifteenth century. And some local people say that’s the problem. Giovanni dal Missier: Venice did change a lot since I was born. Narrator: Giovanni dal Missier is one of the younger people who is trying to stay in his home town. During the day, the huge crowds of visitors can make just coming home from work very difficult. Giovanni dal Missier: I get bored with the people, with the tourists. Because there are too much, too many. Narrator: Jobs are another problem. Do you want to be a gondolier or work with tourists? If you don’t, it can be difficult to earn a living here. But some say that

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the young people who are leaving Venice will soon find that other cities are not so different. Gino Penzo: Florence is very expensive, Rome is very expensive, London, Paris, Vienna. Narrator: People say that anyone who comes to Venice will fall in love… even if it’s only with Venice itself. Giovanni dal Missier knows the feeling. He says that despite all the challenges here, it’s difficult to think of living anywhere else. Giovanni dal Missier: I know that it’s a very special gift that, for me, it’s a gift to live in a city as Venice. Narrator: Only a few people get to enjoy living in Venice. These days even fewer people are ready to face the challenges of living here. But, for those who stay, it can be a wonderful experience. Every day they can experience the joy of falling in love with Venice all over again.

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The lost city of Machu Picchu Videoscript Narrator: This beautiful, quiet place is covered in sunshine and has mountains all around it. Its name is Machu Picchu. It’s sometimes called the Lost City of the Inca, and it’s nearly 8,000 feet up in the Andes. Julio: It’s a magic attraction, that you can feel it here. It’s known all over the world that Machu Picchu is one of the magnetic centers of the ancient world. Narrator: Machu Picchu is more than 500 years old. Today, it’s a favorite place for visitors from all over the world. Even in the rain and fog, it’s wonderful to walk through

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the ruins. When the Inca civilization ended, few people knew Machu Picchu existed. For a long time it was lost to the outside world. Then, in 1911, an explorer named Hiram Bingham found it again. At first, very few people visited Machu Picchu. But now, hundreds of tourists come here every day. They walk up the steps of the ancient city and climb over the ruins. Machu Picchu is no longer quiet. It’s full of the sounds of tourists. Some people in Peru hope that more tourists will come here. They think it will mean more business and money for the country. However, some conservationists worry that more visitors won’t be good for Machu Picchu. They say that tourism may not be good for the environment. José, a local hotel owner, says Machu Picchu and Peru can take a few more visitors. José: Why not be like the rest of the world? Why not expose and show

Machu Picchu to the rest of the world? It’s such a wonderful place, why keep it to the few? Narrator: The truth is that parts of Peru are very poor, and tourists bring money to these communities. Aguas Calientes is a town that grew suddenly near an area where visitors get on buses to get to the summit of Machu Picchu. The people here live completely on money from tourism. The town is just a group of stalls where local people sell art and things they have made to visitors. The Lost City is no longer lost. Tourists have found it. The modern world is coming closer to this ancient world every day. Time may be running out for the Lost City of the Inca. More and more people are discovering it. In the end, it may be the modern world that forever changes this ancient city.

Unit

Cambodia Animal Rescue Videoscript Part 1 Narrator: Dara the tiger loves lying around and relaxing. She also likes to be touched and talked to. And, like many other animals, she loves to play. Unfortunately, Dara, and the other animals at the Phnom Tamao Rescue Center, are all victims of the illegal poaching of wild animals in Cambodia. Many animals at the center are brought in by a special team called the Wilderness Protection Mobile Unit, or the MU. The MU rescues animals from poachers. With the support of the government of Cambodia, they’re working to stop poaching. In many cases, rescued animals can be returned to the wild. In others, like with these crested eagles, the animals need special care. Matt Young works for Wild Aid, a US group that sponsors the MU and the rescue center. Matt Young: Once we’re sure they’re nice and healthy again, we can get them out to Kirirom and re-release them. Narrator: These wild eagles are hand fed, or given their food by hand, and they don’t always like it!

Matt Young: Did you get that? Fantastic! Narrator: The crested eagles will probably be released back into the wild someday. However, many of the animals here will need human help forever. This little gibbon lived in a birdcage at a gas station for two years. She’s now at Phnom Tamao. They’re helping her to become healthy, but they probably won’t be able to release her again. She’ll likely be safer and happier at the center. Mimi was also someone’s pet. A volunteer who works for Free the Bears, which sponsors Mimi, explains... Shiree Harris: A family bought it for their little daughter, but they only kept her for, I think they said four weeks, and then they realized she was too hard to handle, a bit nippy and everything—so they just brought her in. Narrator: Like the little gibbon, if Mimi were in the wild, she probably wouldn’t have the skills to survive. The best place for her, too, is clearly the rescue center. Part 2 Narrator: Unfortunately, there is one thing many of these animals have in common: poachers want them! If many of these beautiful animals were not at the rescue center, they would be dead. The leader of Wild Aid explains what part of the problem is for tigers. She says that poachers can make a lot of money selling a tiger’s body parts illegally. In

12

some Asian countries, certain parts of the tiger are ground into powder. This powder is processed and sold as an expensive traditional medicine. People think that taking the product will improve their health. No one knows if this is true, but it’s definitely not good for the tigers. The Phnom Tamao Rescue Center cares for over 800 animals of 86 different types, or species, including this friendly elephant. Lucky was saved from poachers two years ago. Little Sima has been at Phnom Tamao for six months. It’s hard to think that these animals may never return to their home in the wild. They can’t survive without support and help from humans. The Phnom Tamao Rescue Center is helping poaching victims in Cambodia. Unfortunately, the bigger problem of illegal poaching is still around. It will be, as long as there’s a demand for products that are made from these animals. For now, we can only hope that the MU can help stop more wild animals from becoming endangered. Thanks to the Phnom Tamao Rescue Center, they’ll have a safe place to go.

Videoscripts

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Photocopiable tests Unit 1 Test

4 Put a slash (/) in the sentence to show where the adverb of frequency goes.

Grammar 1 Complete the sentences with the present simple form of the verbs. 2 Why

you (think) he’s sad?

3 Angela the test.

(not believe) they are

Vocabulary 5 Match the phrases 1–8 with the words a–h.

2 Complete the sentences with the present continuous form of these verbs. work

sleep

study

not get

1 Shhh! The baby

.

2

those researchers people’s happiness?

3 Nowadays, people sleep as in the past.

as much the doctor in this week?

4 Which clinic 5 People in some places longer because of their diet.

(5 points)

3 Complete the sentences with the simple present or present continuous form of these verbs. eat

stay

not play

come

not visit

go

dance

sleep

1 My father always light on. 2 The boys moment.

1 I’m doing some

a shopping.

2 They’re going

b board game.

3 Do you play

c homework.

4 Let’s play a

d vacation.

5 They like to

e swimming?

6 When are you going

f exercise.

7 Next week I’m going on

g garden.

8 He’s doing his

h tennis? (8 points)

6 Complete the sentences with these words. book

shopping

marathon

bike

hiking

surfing

crossword

piano

1 We like to

through the countryside.

2 Do you ever go

in the hills?

3 My mother does the 4 People run a September.

in the newspaper. through our city in .

5 I love to relax by reading a good with the

their lunch at the

6 My little sister plays the 7 I don’t enjoy going busy in town. 8 Does he ever go

very well. on Saturdays. It’s too in the ocean? (16 points)

into my

3 Your dog often garden.

6

7 Is she in her office at ten o’clock? (usually) (8 points)

(5 points)

5

6 The doctor tells us the results of the test. (rarely) 8 The children aren’t at home in the afternoon. (often)

(work) as a

5I any good.

4 Paul gets enough sleep. (never) 5 Do the girls go to the movies? (often)

(not want) to take

4 Sally psychiatrist.

4 She today.

2 Does Jane get up at six o’clock? (usually) 3 I sleep until 9 o’clock. (sometimes)

(look) very tired today.

1 Paul

live

1 John plays tennis on Saturday mornings. (always)

7 Complete these sentences with the medical problem. in a competition

1 I can’t speak. I have a s

t

.

2 I feel very hot. I must have a f

Mike with you now?

3 He has a cold and a r

you biking very often?

n

.

4 Don’t shout! Dave has a terrible h

.

5 I feel sick and I have a s (12 points)

.

6 Listen to Rio! That’s a bad c

. ! (6 points)

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Functions

10 Write 100 words describing your regular routines each

8 Complete this conversation between a doctor and a

week, using adverbs of frequency and the simple present tense.

patient using the prompts. Patient: I / have / stomachache. 1 Doctor: you / feel / sick? 2 Patient: Yes, and I feel very hot. Doctor: I / think / have / fever. 3 Doctor: Take / medicine / twice / day. 4 And drink / lots / water. 5 (10 points)

Writing 9 Circle the correct adverb of frequency. I have a very busy week. On Monday mornings I 1always / never get up at six o’clock so that I can catch the train to London. I 2usually / occasionally arrive at my office by nine o’clock, and then we have a meeting to plan the week’s work. After that, I check my emails and make some phone calls. In the afternoon I 3never / always meet my clients and I finish work at six o’clock. In the evening I 4sometimes / never go to a restaurant with friends or see a movie. I 5always / sometimes stay in the same room at the Grand Hotel, which is very nice and also close to the office. (5 points)

(15 points)

Speaking 11 Talk about the things you and your family are doing, using the present continuous. (10 points)

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Unit 2 Test

Vocabulary

Grammar

4 Choose the correct answer (a, b, or c).

1 Complete these sentences with the correct form of the

1 You play soccer on this. a pool

two verbs. (love / swim) in

1 Rico the ocean.

3 They soccer in the rain.

b net

c gloves

3 You play golf on this. a course

(not like / play)

b track

c pitch

4 You can use these when you swim. (prefer / read)

4 My sister to sports.

6 We on TV.

a gloves

b goggles

a pool

(like / watch) tennis

b course

b racket

c club

7 You need these for boxing.

(14 points)

2 Write sentences using like or would like.

c court

6 You hit a golf ball with this. a bat

(can’t stand / run) around

7I the track.

c balls

5 You play tennis and basketball here.

he (hate / bike)?

5 Why

c field

2 You need this to play tennis. a club

you (enjoy / work out) at the gym?

2

b ring

a gloves

b goggles

c net

8 People run around this.

e.g., you / come for dinner tomorrow? Would you like to come for dinner tomorrow?

a court

b ring

c track (8 points)

5 Complete the sentences with would like, like, likes, or look like.

1 I / watch / sports on TV. 2 he / go / to basketball games.

your mother—the same eyes!

3 she / be / a soccer player when she’s older.

1 You

4 they / play / tennis with us later?

2 The crowd made a noise just

5 he / train / in the gym.

3 Joelle

6 we / learn / to play rugby one day.

4 They play

7 she / join / our team?

to ask the winner some questions. a team of champions.

5 Do you think she

8 I / not / play / board games. (8 points)

frogs!

watching sports?

6 The two new players

David Beckham! (12 points)

3 Complete these sentences with the correct form of the 6 Match these nouns to the definitions.

verb in parentheses. have to (x1) must (x2) can (x1)

can’t (x2)

don’t have to (x2)

Paul:

So what 1

Mike:

Well, first you 2 have a racket and a ball. You 3 have four players. You 4 also play with two players. One player starts. He 5 hit the ball inside the white lines. The ball 6 touch the net.

Paul:

OK. I’ll try to remember that.

Mike:

You 7 to win every point to win the match. And don’t forget, you 8 argue with the referee! That’s very important!

you do in tennis?

a spectators b a competition c a trophy

d to win e a race

f a referee

i fans

1 2 3 4 5 6 7 8 9 10

g a competitor

h to score

j to beat

a person who takes part in a sport a competition to see who is fastest a cup that you get for winning a competition to make a point in a game to defeat the other person or team the person who controls a game an event where people take part to try and win the people who watch a sporting event the people who follow a particular team to come in first in a competition or race (10 points)

(8 points)

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Functions 7 Complete the conversation with these phrases. You should go to

I’m not interested

Would you like to join

I’m no good at

Ana:

That sounds fun

1

9 Write an ad for a sports competition. Decide what sport it is, what kind of competition, where and when it takes place, what the prizes are, how much it costs to enter, and other details.

the running club with me?

Mary:

No thanks, Ana. 2 in running.

Ana:

Well, how about the singing group?

Mary:

3

Ana:

4

the photography club. I think you’d enjoy that.

Mary:

5 . I got a new digital camera, and I want to practice using it.

singing.

(10 points)

Writing 8 Complete the ad with these words. Use each word or phrase once. can

don’t have to

must

can’t

will

Come and join the Sydney Half Marathon on Sunday, May 5th The route will be 13 miles through the streets of Sydney. It starts and finishes at the harbor. Rules Competitors 1 age of 16.

be over the

You must follow the official route of the marathon. You 2 use any form of transportation; you must run or walk. You 3 many people do!

wear a costume, but

You 4 have a drink.

stop at the rest points to

You must fill out a form and pay a $10 entry fee. The lucky winner 5 of $500!

(15 points)

Speaking win a prize (5 points)

10 Imagine you are a member of a club (or use a real one you are a member of). Say what it is called, then talk about when and where it meets, what the members do, how much it costs to join, and other details. (10 points)

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Unit 3 Test

3 Complete the sentences using as…as or not as…as and the adjectives in parentheses.

Grammar 1 Complete these sentences with the correct comparative form of the adjective in parentheses. when I am

1 I always feel traveling somewhere. (happy)

.

3 Buses make a lot of noise. Trucks make a lot of noise. (noisy) than

3 Those ships are much these boats. (big)

to travel by train than

4 It’s by plane. (interesting)

.

My bike is

2 Motorists drive fast on the roads. Cyclists ride fast on the sidewalks. (dangerous) Cyclists are

than bikes.

2 Cars are (expensive)

1 Paul’s bike is 1 week old. My bike is 3 years old. (new)

Trucks are

.

4 This car costs $15,000. That motorcycle costs $8,000. (cheap) This car is

.

5 Cars pollute the air. Bikes don’t pollute the air. (green)

5 For me, traveling by boat is than by plane. (bad)

Cars are

. (10 points)

6 Electric cars are so much for the environment. (good)

Vocabulary (12 points)

2 Circle the correct form (a, b, or c) of the superlative in

4 Match words 1–5 with words a–e to form compound nouns.

these sentences.

1 rush

a work

1 Planes are

2 traffic

b hour

3 road

c limit

4 gas

d jam

5 speed

e station

a the noisyest

type of transport b noisiest

ships you can see.

2 Those are a the fastest

c the noisiest

b the fasttest c the most fast

b the best

c best

a the cheappest b cheapest

a the interestingest c most interesting

3 rac

c the cheapest

4 ryref 5 kcurt b the most interesting

b the worst

8 pish

c the worstest

9 ixat 10 ranit

form of transportation.

7 Taxis are a most expensive c the expensivest

6 nelpa 7 emcotrolcy

thing to do.

6 Traveling by train is

a the easiest

2 sbu

car I know.

5 He has

8 Going by car is

1 ileccby

form of transportation.

4 Bikes are

a baddest

5 Unscramble the words for types of transportation.

in town!

3 Your motorcycle is a the goodest

(10 points)

b the most expensive

(10 points)

way to travel. b the easyest c the most easy (8 points)

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6 Complete the sentences with the verbs in the box. catch (x2)

take

pick up (x2)

missed

dropped off

get on

get off

go by

1 Could you

me

2 If you hurry you might 3 Quick!

at 8? the next train.

the bus before it leaves.

4 Remember to 5

9 Write 100 words about how you commute to work or school, and what transportation is like in your town. Use comparative and superlative forms and as…as.

the bus at the station. a taxi from the airport to the hotel.

6 He

the last bus and had to walk home.

7 I came with John. He just outside. 8 I don’t like buses. I prefer to 9 I have to 10 I usually

Amy

me train. from the party.

the bus outside my house. (10 points)

Functions 7 Complete the sentences with an appropriate phrase. 1 To a taxi driver I’d

to the station, please.

2 To a bus driver Do

at the train station?

3 At the ticket office Can

by credit card?

4 At the ticket office A round-trip

Denver, please.

5 At the airport I have two bags to

, please. (10 points)

Writing 8 Complete the description of a typical commute to work with the comparative or superlative form of the adjectives. I live in a small town but I work downtown, about 10 miles away. I go to work by train because it’s (fast) form of the 1 transportation. It’s much 2 (good) than going by car. There are often traffic jams downtown, so the commute (slow). by car is much 3 Parking in town is also very inconvenient—a day’s (expensive) parking is 4 than a train ticket! The bus is cheaper than the train, but it is not as comfortable or as fast. The train only takes ten minutes and my office is a five-minute walk from the station. Unfortunately, the train is also the 5 (popular) form of transportation, so there are always a lot of people on the trains!

(15 points)

Speaking 10 Work with a partner. One of you is a passenger, and the other is the person who works in the ticket office. Use the information to have a conversation. Passenger: You want to travel to New York City, today, at around 11 o’clock. Ask how long the trip takes, how much the ticket costs, and if you can pay by credit card. Ticket office clerk: Listen to the passenger. Sell him a ticket and give him the information he needs. Train times: 10:30 or 12:00

Travel time = 2 hours

Prices vary: 10:30 = $27.50, 12:00 = $35. You can only take cash, not credit cards. (10 points)

(5 points)

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Unit 4 Test

3 Circle the correct option in these sentences.

Grammar 1 Complete the sentences with the simple past form of these verbs. wait

climb

live

not finish

decide study

not look want

1 Unfortunately he the trip. 2 We for two weeks. 3 4 He before crossing the desert.

with local people you the map carefully? for two hours to reach

5 The climbers the top before dark. 6 When 7 She before the climb. 8 They winter.

1 I slept / was sleeping in my tent when I heard / was hearing the noise. 2 What did you do / were you doing when they told / were telling you? 3 He took / was taking many risks while he climbed / was climbing K2. 4 We sat / were sitting in a cave when the helicopter arrived / was arriving. 5 The expedition leader didn’t know / wasn’t knowing what he did / was doing. (10 points)

Vocabulary 4 Match the words in the box to the correct definition. ambitious patient careful intelligent decisive experienced

1 _____________________________: a person who really wants to succeed

they to turn back? at the weather the mountain in (8 points)

2 Make questions and answers in the past simple using the prompts.

2 _____________________________: someone who has practiced something 3 _____________________________: a person who doesn’t get angry when they have to wait 4 _____________________________: a person who plans and checks everything 5 _____________________________: a person who acts quickly 6 _____________________________: a person who is extremely clever

1 What / he / find? He / find / old village.

(12 points)

2 Where / they / drive / to? They / drive / to / the Andes.

3 they / know / the place? Yes / they / know / it / well.

4 Who / he / go / with? He / go / with / Jon.

5 How / she / get / to the top? She / get / there / by helicopter.

5 Complete the sentences with in, on, at, or no preposition (–). Angelo was badly hurt in a car accident 1 2008. The 2 the middle of the night and Angelo was car crashed taken to the hospital, but he was able to come home 3 the first day at home his injury was ten days later. 4 night, but he soon got better. very painful, especially 5 the weekend he Now, he can do a lot of sports— 6 the evening he sometimes goes plays tennis, and 7 last week he ran the Boston Marathon. He running. 8 was really very lucky. (8 points)

6 When / you / think / about / the problems? I / think / about / them / at night.

(12 points)

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6 Complete the text with the words in the box. Use one word in each blank. mountain

summit

ridge

cliff

cave

lake

glacier

crevasse

face

river

We made our base camp by a big blue 1 . 2 running into it, which There was a clear . The next came from the huge, white, icy 3 morning we started to walk up it, being careful not to fall . By evening we reached a high into a 4 5 , and we found a nice dry 6 at the bottom of it where we slept. The following morning we started to climb up the south 7 . After five hours we reached the of the 8 9 which ran along the top. Then all we had to . The view from do was walk along it to the 10 there was incredible. (10 points)

Functions 7 Complete the story with one word in each blank. also

luckily

first

while

eventually

when

but

finally

so

then

Writing 8 Complete the story with the words from the box. then

Then

One day

When

So

There was once a little girl called Red Riding Hood, who her lived with her mother near a forest. 1 mother asked her to take some food to her grandmother’s the girl set off, but house in the forest. 2 unfortunately she went off the path to pick some flowers she met a terrible wolf. She told the and 3 wolf she was going to her grandmother’s and he quickly ran there and ate her. After that the wolf put on the Red grandmother’s clothes and got into bed. 4 Riding Hood arrived she was very surprised, but the wolf ate her, too. Luckily, a woodcutter was passing and saw the he cut the wolf’s stomach wolf, and killed it. 5 open and the grandmother and girl jumped out. (5 points)

9 Write a well-known story that you know. It can be a children’s story, for example. Use some sequencing words and some adverbs to add interest.

I went to stay with some friends last weekend, but I had a , I had some problems with few difficulties. 1 very bad, and the car. The weather was 2 I arrived at their house driving was difficult. 3 they weren’t at home. very late, 4 5 I tried to call them, and found my cell phone the rain fell outside. didn’t work! I waited 6 arrived after two hours. They 7 8

we got inside the house, they asked what I was doing. I told them I was there to stay with them as they both started to laugh—it was arranged. 9 , they were free, and we the wrong weekend! 10 had a lovely time. (10 points)

(15 points)

Speaking 10 Tell a story about something that actually happened to you, or an invented story, using sequencing words. (10 points)

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Unit 5 Test

waste they recycle. Also, many of 12 developed countries export their trash to developing countries, thus pollution there as well. We need to act causing 13 planet. quickly to protect 14

Grammar 1 Write a, an, or some in the blanks. 1 There’s this container.

cardboard to go in bottle for recycling.

2 Here’s 3 Is there

newspaper on the chair?

4 There’s

paper here.

5 There’s

carton on the table.

6 I have compost.

vegetable peels for the

envelope for the

2 Choose the correct word (a, b, or c) to complete the sentence. trash in the container.

1 There is only b a little

b many

b much

b a few

b a little

c a little

b any

4 Shoes are often made of

.

5 Computer keyboards are made of

. . (6 points)

take time

take a walk

take years

take a bus

take a break

take care

1 It’s very hot in the house—I need to in the fresh air. 2 The quickest way to get to the station is to .

4 You don’t need to hurry; you should to do it carefully.

6 It can language well.

c a little

c much

c many people in the street.

b many

c a little meat left in the store.

8 There is b a few

c many (8 points)

3 Complete the sentence with the or Ø (no article). situation in 2 world is very difficult now, 3 global warming is starting to change because 4 way we live. Many countries in 5 Europe are trying to improve things by recycling their trash. 6 Germany are 8 most Switzerland and 7 9 trash successful. They recycle a high percentage of they produce every year. Other countries, like 10 US are also increasing the amount of 11 224

.

5 Listen, Paul, you look very tired. Why don’t you for a few days.

money in your wallet?

7 There aren’t

1

.

to learn to speak a foreign (6 points)

6 Match words 1–8 with words a–h.

6 Is there

a a little

2 Boxes are made of 3 Books are made of

“green” people

5 There are only around here.

a a few

c much

gas in the car.

4 There is

a a few

.

3 If you’re going camping in the wilderness for your . vacation you must

recycling bins in this town.

3 There are

a a few

c many food in the fridge?

2 Is there

a many

1 Bottles and jars are made of

5 Complete the sentences with these phrases.

(8 points)

a a lot of

4 Complete the sentences with the correct materials.

aluminum foil in the

8 Here’s paper container.

a a few

Vocabulary

6 Chairs and tables are often made of

7 There’s kitchen.

a a few

(14 points)

1 recycling

a bottle

2 cereal

b peels

3 glass

c foil

4 plastic

d box

5 vegetable

e cup

6 tin

f container

7 aluminum

g bag

8 yogurt

h can (8 points)

7 Choose the correct percentage (a–c) for each phrase. 1 about two thirds

a 68%

b 80%

c 66%

2 exactly seventy percent

a 69%

b 70%

c 75%

3 just over half

a 70%

b 50%

c 55%

4 well over half

a 70%

b 50%

c 55%

5 nearly two thirds

a 60%

b 70%

c 68% (10 points)

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Functions

10 Write a letter to a company about a laptop computer

8 Complete this phone conversation with appropriate

that you bought. It doesn’t work. Tell them the order number, when you bought it, and what you want them to do about the problem.

phrases. A: Good morning. Can 1

?

B: Good morning. Yes, 2 books I ordered.

about the

A: I see. 3

the order number?

B: Yes, it’s 941PT032. A: Thank you. I’m afraid those books are not available. 4 order a different product? B: No, thank you. Can you please 5 my credit card?

to

A: Certainly. (10 points)

Writing 9 Fill in the blanks with the letters in the box. A Could you please tell me

D Dear Sir/Madam,

B I still cannot make it work

E I have followed the instructions

C I look forward to

15 Rose Gardens London SE9 4YW Exon Camera Co Ltd 14 Wilson Way Churchbridge Glos CH5 9OG September 12, 2013 1

_________,

Last week I bought the Exon J5 Digital Camera from you, and 2 ________________________. 3 _________________ in the book, used new batteries, and tried various things, but I still cannot take photographs with it. When I switch it on, it always says READY on the screen, but when I press the button to take the photo, nothing happens. 4 _____________ what I should do? The serial number is EXONJ5-SS455673DG. 5 _______________ hearing from you soon.

(15 points)

Speaking 11 Talk about some of the problems connected with the environment, such as recycling, pollution, and the use of wind power and solar energy. What do you think about the situation in the world today? (10 points)

Yours sincerely, John Ward (5 points)

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Unit 6 Test

3 Rewrite the sentences. Replace the expression in bold with an expression with get.

Grammar 1 Write sentences with the to- infinitive using the cues. 1 What / you / hope / do / next summer?

1 We are meeting a lot of old friends. with a lot of old

We are friends.

2 I can’t stay. I have to return home by 8. home

I can’t stay. I have to by 8.

2 He’s buying / car / drive to work.

3 Lizzie and Jason had their wedding last Saturday. last

Lizzie and Jason Saturday.

3 Get fit / have / healthy life.

4 I usually sleep until 7 every morning. at 7 every

I usually morning.

4 It / be / hard / get / a good job.

5 We have to arrive at the station by 9. the station

We have to by 9.

5 It / be / nice / work / your office?

(10 points)

Vocabulary (10 points)

2 Complete the sentences with the correct future form (a–c). 1I

Argentina and Brazil next Carnival.

a will visit

b am going to visit

what to say when he comes.

2 She

a will decide 3 We

c am visiting

b is going to decide

c is deciding

the meeting in Room 8 in five minutes.

a will start

b are going to start

4 If you don’t have any sugar left, I a will get

b am going to get

5 My colleagues a will study

c are starting some for you. c am getting

in the US in January. b are going to study

c are studying (10 points)

4 Complete the sentences with the correct form of the phrases in the box. get engaged

leave home

start a family

go to college

get a driver’s license

retire

get married

start my career

1I moved to Toronto. 2 I had to needed to drive for my job.

when I was 18 and because I young. I got my first

3I job at 18. 4 I met Anna and we after a few weeks. 5 Then we celebration.

and had a big

6 We soon children.

and had three

7 I never of experience.

but I have a lot

8 One day, I’d like to and travel the world. (8 points)

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Writing

5 Complete the sentences with these words.

9 Complete the text with the phrases in the box.

teenagers

senior citizen

infant

child

young adults

middle-aged

1 Mary retired last year and enjoys life as a ______________________________.

delicious

miserable

colorful

excited

beautiful

Yesterday I went to a festival at my children’s school. The school orchestra played music and some children performed folk dances. They wore 1 ___________________ costumes which were very 2 ___________________. Most of the children were very 3 ___________________, but there was one little boy who was nervous and he looked 4 ___________________. After the music and dancing, we had some 5 ___________________ food. It was a lovely day.

2 Students in college are ______________________________. 3 Susan and John visited us with their ______________________________ son. 4 Children of eleven are like ______________________________ now!

(5 points)

5 He’s very tall, but at eight he is still a ______________________________.

10 Write a description of a show or festival you went to.

6 ______________________________ people have a much more active life now than 100 years ago.

Use adjectives to make your writing more interesting.

(6 points)

6 Match categories 1–5 with nouns a–e. 1 an instrument

a a parade

2 entertainment

b a float

3 clothes

c a samba

4 a dance

d a costume

5 a vehicle

e a steel drum (10 points)

7 Check (✓) the 6 words that are connected with Carnival. 1 ____ traveler

7 ____ human

2 ____ fireworks

8 ____ warrior

3 ____ client

9 ____ mask

4 ____ celebration

10 ____ sheep

5 ____ border

11 ____ costume

6 ____ float

12 ____ drums (6 points)

Functions 8 Complete the conversation with appropriate phrases. Pedro: 1 _________________________________ to come to my going-away party? Jaime: Yes, I’d 2 _________________________________. What time 3 _________________________________? Pedro: At six o’clock. Jaime: Oh, 4 _________________________________ then. I have a work meeting. Pedro: Well, how 5 _________________________________ later? At nine o’clock. Jaime: Yes, OK. I can come then. (10 points)

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(15 points)

Speaking 11 Work with a partner. You are going to organize a joint birthday party. Discuss the things you will need to get and do, where and when it will be, and who you will invite. (10 points)

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Unit 7 Test

5 Complete the sentences with these words.

Grammar

job satisfaction

recruit

application

1 Complete the sentences with a preposition.

salary

promotion

training

1 My office is

the top floor. to the water cooler.

2 My desk is

the second floor.

3 The director’s office is

to the 24th floor in the elevator.

4 Come

my office in ten minutes.

5 Meet me

the building and took the

6 I walked elevator up.

to help

2 There are good opportunities for . 3 If we accept you for this , when will you be able to start?

(8 points)

2 Complete the sentences with the present perfect or simple past form of the verbs. you

a new job yet, Steve? (find)

2 Mike

the new boss yesterday. (not meet)

3 Mari

just

to her interview. (go)

Mr. Smith

5 This new product last year. (not sell) 6 Our new agents (not think)

from it.

the right.

the reception, you’ll find 8 If you walk the break room on the other side.

4

1 We offer good you do the job well.

4 I enjoy my work and get great

7 My office is the third door

1

position

at 10? (leave) as well as we expected of any good ideas yet.

5 My for a raise.

is low. I’ve asked

6 We need to assistants.

two new

7 Have you sent off your job yet? (7 points)

6 Circle the correct option. 1 It was a pleasure to make / do business with you. 2 I think you made / did a mistake when you asked the boss that. 3 My father always makes / does breakfast for everyone. 4 I hope you make / do well in your new job today.

7 Your business

over the last year. (grow)

5 Please don’t make / do so much noise! I can’t work.

8 The sales staff

well yesterday morning. (do)

6 You must make / do your homework before dinner. (6 points)

(16 points)

7 Complete the sentences with these words.

3 Circle the correct word. 1 I haven’t seen Julie for / since 2009.

cooler

2 Jill’s here in our office for / since three months. 3 I haven’t heard from Brown Brothers for / since weeks. 4 Have you seen Peter for / since the meeting?

6 I’ve received twenty emails for / since ten o’clock. (6 points)

Vocabulary

2 security

b designer

3 fashion

c assistant

4 police

d programmer

5 electrical

e officer

6 sales

f engineer

lamp

chair

1 I’ll meet you in the break near the reception.

3 Please can you put these reports into the filing ? 4 It’s dark. Switch on your desktop .

4 Match the words 1–6 with a–f to make jobs. a guard

room

2 Patsy has a great new swivel to sit in.

5 Paul has worked here for / since many years.

1 computer

cabinet

5 I’m just getting a drink from the water . (5 points)

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Functions

10 Write a letter to the manager of a clothing store,

8 Complete the conversation with appropriate phrases.

applying for the position of senior sales assistant. You already have five years of experience; explain what experience you have had and give other personal details.

Clare: Are you going to 1 that job? June: Yes, I am. I went and got the 2

forms from the

office yesterday. Clare: What does the 3 say? June: It says, “general office management and supervision of ten staff.” Clare: That’s good. It will give you a lot more 4 , won’t it? June: Yes, it’s much more interesting than what I do now. Clare: It will be nice to work 5 with others rather than on your own. (10 points)

Writing 9 Complete the letter with appropriate words from the box. interest

education

advertised

experience

school

Dear Sir/Madam,

I am writing to apply for the job as junior sales assistant in in your store, which I saw 1 the Evening Standard yesterday. I have worked as a sales assistant since I left 2 in 2010. I spent eight months at John’s Bookshop, and since then I have worked in three different departments in the Bedford Department Store. For the last two months I have worked in the Electrical Goods Department, and I have enjoyed this work very in much. I have a personal 3 computers and digital cameras, and know a lot about them already, and I would welcome the chance to use as a sales assistant in your my 4 store. I am enclosing my resume giving details of my 5 and experience, as requested.

(15 points)

Speaking 11 Work with a partner. One of you is the manager of a small company and the other is applying for a job as a general office secretary. Role play an interview in which you ask and answer appropriate questions about the job, pay, conditions, hours, experience, and skills. (10 points)

I look forward to hearing from you soon.

Yours faithfully, Robert Brown

(5 points)

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Unit 8 Test

2 Peter / a nice new MP3 player.

Grammar 1 Complete the sentences with a relative pronoun. 1 That is the man 2 These are the books 3 This is the town 4 That’s the computer

won lots of money. I told you about.

I bought last week. 5 you / any old CDs?

studied I left my bag.

6 She / a look at the books earlier. (not)

7 These are the tools first robot.

he used to make his

8 He is the scientist

won the Nobel Prize. (8 points)

2 Complete the first conditional sentences with the correct form of the verbs. 1 If you I 2 He

(want) to buy one, (give) you the money. (help) you if you (not understand) the

instructions. 3 If they it 4 We if they cheaper.

(make) the machine, (be) very exciting. (not buy) a notebook (not become)

(12 points)

Vocabulary 4 Complete the text with these words. plug

press

click

(not be)

6 If the computer fast enough, you (not like) it.

(think) of

7 The inventor something new if you (leave) him alone.

send

turn

First, 1 the camera into your the camera on computer. Then, 2 3 this button and the here—just on this light should come on. 4 icon to open the folder. Then you can copy the photos and 5 them to your friends. Don’t forget 6 the batteries overnight—just to plug it into the wall socket.

5 Match the verbs 1–6 with the words a–f. 1 log

a music

2 subscribe

b an account

3 download

c to an online magazine

4 set up

d photos to share

5 search

e on to a site

6 upload

f the Internet (12 points)

(tell) me what the (repair) it

8 If she problem is, I for her.

(visit) the laboratory (arrive).

10 If they they

(come) with us, (enjoy) it. (10 points)

3 Use the correct form of the verb have in these sentences. 1 What / you / for dinner last night?

6 Complete the sentences with one of these words. gas stove

matches

sunscreen

flashlight

camera

cell phone

1 You need a camping to see at night.

when you are to

2 It is useful to have some start a fire. 3A have an accident. 4 Many people use a prepare hot food.

230

recharge

(12 points)

(work) with (get) very

5 If she only machines she bored.

9 We when Gael

4 Paul / a problem with his PC last week.

I spent my childhood.

5 Jane Smith is the woman biomimetics. 6 This is the place

3 My parents / a GPS in their car. (not)

is important in case you to

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9 Write about a piece of technology that you use, and the ways in which it makes your life easier.

5 In a hot country you need to use lots of . 6 It’s a good idea to take a record what you see.

to (6 points)

Functions 7 Complete this dialogue with appropriate phrases. Nick: Hi, Juan. Can 1 new laptop, please?

with my

Juan: Sure, Nick. What’s the problem? Nick: There are no instructions to follow, so I can’t do anything. Where do I 2

?

Juan: Just press that button there and it should start. Nick: That’s great. And how do you 3

connect to the

Internet? Juan: Just click on that icon there. Nick: Oh, wonderful! Do you know how long 4 last? Juan: About four or five hours usually. Nick: And can I 5

them?

Juan: The computer will do that for you when you plug it in. Nick: Oh, I see. Well, thanks very much. (10 points)

Writing 8 Circle the correct word to complete the text. My digital camera has changed my life. Before I bought it, I had a camera that used film. I had to buy film, and then pay to get them developed at the camera store. It was quite expensive. Now I have the camera, and I don’t spend anything anymore. 1 First / As a result, it uses rechargeable batteries, so I never buy new ones. Then I simply download all my pictures onto my computer. 2 However / Additionally, I can then do what I want with the photos—change the color and the size, and cut out parts of the pictures that I don’t want— 3 in other words / first, I am in control of everything, not somebody else. 4 Finally / For example, when I want to print the pictures, I can just use ordinary paper from the printer. 5 However / In other words, for more professional pictures I can also use special photo paper.

(15 points)

Speaking 10 Think about how to use a piece of electrical equipment that you have at home, and then explain in detail how you do various different things with it. (10 points)

(5 points)

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Unit 9 Test

6 The other class didn’t study Russian.

Grammar 1 Change these active sentences into the passive. Do not use by + agent.

7 Did the technician teach you to use the computer?

1 Each lesson they teach us some new vocabulary. (14 points)

Vocabulary 3 Complete the sentences with the words in the box.

2 They often train the students outside.

3 He sometimes brings old books into the classroom.

subject

rules

degree

enroll

discipline

skills

apply

instructed

schedule (x2) teaches

1 I’d like to at the local college. 4 We use computers to do research.

class

in an art course

2 One of the most important in the library is “no talking.” for the

3 I think you should new job in sales.

5 We study the text for many hours.

4 The examiner the booklets and put our pens down.

6 We eat lunch at school.

5 The 20 lessons each week.

us to close

shows that we have

6 What time does the French start?

7 They sometimes take me to a museum.

8 They show an educational documentary every week.

7 He has a lot of useful although he failed his exams. 8 The can’t do the work in time!

(16 points)

2 Change these negative and interrogative sentences into the past passive voice, including by + agent. 1 The students didn’t use computers at that school.

9 My grandmother left school without a . 10 My favorite school always geography. 11 The strict, but the students do well.

2 The teacher never took us to the museum.

is impossible—we

was at this school is very us

12 This is the man that English after work.

(24 points)

3 Did the local people use pens to write?

4 Circle the correct verb in these sentences. 1 I’m going to give up / pass on one of my classes next year—I don’t have the time.

4 My classmates didn’t tell me the answers.

5 Did the researchers find any evidence of writing?

2 Please write down / fill out the enrollment form. 3 She wants to get together / set up a language school of her own. 4 My brother can always pick up / take away a new language easily.

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5 I’m afraid that their culture will soon give up / die out. 6 I hope my brother will pass on / set up some useful tips for doing well in college.

7 Write a description of a process, using the correct ordering words.

(6 points)

Functions 5 Complete this conversation. Use each word once. have

materials

then

when

end

first

next

once

having

after

Carol: So what do I have to do to enroll? Marco: Well, 1 get the forms.

you need to

Carol: Here they are. What do I have to do 2 ? Marco: Complete them with the information, and 3 send them to the college. Carol: And 4 them what happens?

I’ve sent

Marco: 5 the college has received them, it will ask you to send the payment. Carol: And 6

done that? 7

Marco: I think that you have paid, they will send you details of the course. Carol: Do I have to 8 interview?

an

Marco: I don’t think so. You will probably get the course 9 to look at. Carol: And at the 10 all, I will get my degree.

of it (10 points)

(15 points)

Writing

Speaking

6 Complete the text with a word from the box.

8 Talk about your experience of study, saying where you studied, when and for how long, and giving many details.

Next

Finally

first

Once

After that

(10 points)

Here are the details of our four-week intensive language you need to course. If you wish to enroll, 1 complete an application form and send it in to us. 2 , we will invite you for an interview. 3 , we will decide which students will be you have been accepted for the course. 4 accepted, you will need to send us the payment. 5 , you will have another chance to visit us to find out more about us and collect your course materials. (5 points)

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Unit 10 Test

4 I didn’t know John was interested / interesting in travel.

Grammar

5 The sudden change in the weather was worried / worrying.

1 Complete the sentences with the past perfect or simple

6 The tour leader was a very annoyed / annoying man.

past form of the verbs.

7 My sister was frightened / frightening of deep water. (visit) the museum, I (go) to the gallery.

1 After I 2 He after they

(take) a walk in the park (eat) lunch.

3 When she

(finish) work, she (bike) home.

4 At the airport she she home.

(realize) (leave) her passport at (know) that I (meet) her before.

5I 6 When he book, he

(read) the first (buy) another one.

7 They news after he about it.

(see) it on the TV (tell) them

8 When they saw the fish, they were amazed / amazing. 9 It is surprised / surprising that he hasn’t told you yet. 10 Paula was too excited / exciting to speak! (10 points)

Vocabulary 4 Match words 1–8 with words a–h. 1 2 3 4 5 6 7 8

package self sleeping water sun five sunscreen sight

a b c d e f g h

(16 points)

(14 points)

2 Use the question words in the box to make questions for the answers below. Use each word once.

5 Circle the word (a–d) that means the same as the description. 1 place of entertainment a cellar

what

where

who

which man

when

sports star seeing bag lotion tour bathing catering

which people

b nightclub

c subway

d tunnel

b cemetery

c canal

d avenue

b avenue

c tunnel

d canal

c land

d cellar

c cemetery

d district

c subway

d avenue

c sewer

d canal

2 area of a town a district

1 ? My mother baked the cake.

3 a wide street a subway

2 ? I bought a new tent yesterday.

4 an underground room a tunnel

b canal

5 a place for the dead

3 ? That old man sold me the books.

a cellar

b tunnel

6 you can see paintings here

4 ?

a cemetery

b gallery

7 a man-made river

They went to three beautiful cities in France.

a pond

5

b pool

(7 points)

?

6 Complete the sentences with one of these adjectives.

The plane left at three o’clock. 6 ? All the neighbors came to the block party.

unforgettable

unique

legendary

fascinating

stunning

ancient

expert

(6 points)

3 Circle the correct adjective form in these sentences. 1 I was fascinated / fascinating by the risks they took.

234

1 What a vacation! It was

.

2 It is the only place like that. It is

2 Wasn’t your expedition very tired / tiring?

3 Everybody has heard of it. It is

3 He showed us a very bored / boring movie about his trip.

4 He knew everything. He was an guide.

. .

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9 Write a letter to a travel company asking for details about a vacation you are interested in.

5 It was very old—from an civilization. talk.

6 I was interested—it was a 7 The view from the top was

. (7 points)

Functions 7 Complete the indirect questions in this conversation with appropriate words and phrases from the box. you know

tell me

wondering

any idea

Tourist: I was 1 help me.

like to know

if you could

Guide: Yes, I can try. Tourist: I’d 2 closes.

when the museum

Guide: Today it closes at five o’clock. Tourist: Can you 3 five on Sunday?

if it closes at

Guide: I’m afraid it’s closed all day on Sunday. Tourist: Do 4 open on Sunday?

if the castle is

Guide: Yes, it is. Tourist: And do you have 5 much it costs?

how

Guide: Fifteen dollars, sir. (10 points)

Writing 8 Circle the correct verbs in the letter. Dear Sir/Madam, I am writing to 1 inquire/ tell you about your vacations to Botswana this summer. I am particularly interested in the safari. First of all, I was 2 wondering / explaining if any experience is necessary for this kind of trip. I have never been on a safari before, and would like to know what I need to bring with me. 3

Secondly, the brochure you sold / sent me says that there are two trips, one in July and one in August. I’d like to know if there are any differences between the two, in terms of the places you visit, the accommodations, and so on.

(15 points)

Speaking 10 Work with a partner. Ask your partner about a vacation he or she took, and then answer questions about a vacation of yours. (10 points)

My last question is about transportation. I 4 understand / hope that some parts of the journey will be in small planes, and some in jeeps. Can you tell me more about this, as I am rather a nervous traveler? Thank you in advance for sending me additional details of the vacations. I look forward to 5 writing to / hearing from you. Yours faithfully, Janet Gibbs (5 points)

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Unit 11 Test

3 Complete the sentences with the correct form of say or tell in the gaps.

Grammar 1 Complete the sentences with the correct form of used to. 1 These people in wooden houses.

(live) (not make)

2 They metal objects.

2 What did he 3 She

about the meeting? me she had never been there.

4 They didn’t

anything about the work.

5 Can you (collect)

3 The women wood for the fire.

(they/cook)

4 What on the fires? 5

that he was married.

1 He

the children (help) ?

6 The men animals in the forests.

(hunt) (they/wear) ?

8 They from animal skins.

(make) clothes

10 Where the winter?

6 Please

them how to get here.

7 Jan

she knew the answers.

8 Could you please?

something to the director, her what you think of it.

9 10 He never

us what he meant. (20 points)

7 What

9 They things out of stone.

him how this computer works?

(not build) (they/go) in (10 points)

2 Change the direct speech into reported speech.

Vocabulary 4 Match the words 1–7 with the descriptions a–g. 1 a newspaper

a a list of food

2 a journal

b metal money

3 a drawing

c you read what happened in this

4 a novel

d something to keep food in

5 a menu

e you write in this

6 coins

f a picture done in pencil

7 a can

g a book (14 points)

1 Gary: “I study history.”

5 Complete the sentences with these words.

2 Sally: “I am going to the excavation tomorrow.”

excavated

statue

civilization

discovery

archaeologists

sacrifice

1 My father dug up a woman.

3 Raul: “I visited the Louvre last week.”

of a

2 The tribe often made a to their gods. 4 Judith: “I’ve been to Aztec sites several times.”

a Roman villa here

3 They last year. 4 When did they make the that the Aztecs lived there?

5 Matt: “I will get some old maps on Saturday.”

(10 points)

5 The is very old.

think the building

6 They say that an ancient built these houses. (6 points)

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Functions 6 Complete the expressions for giving a presentation. that’s everything

would like

let’s move

Let me

Today, I 1

the end of

8 Write a paragraph of around 150 words detailing the biography of someone. It can be a famous person, or somebody you know personally, like a friend or a member of your family. Give the dates and main events in the person’s life.

to talk to you about... start by telling you a bit about I wanted

2

the history of... So 3 to say about the history. Now 4 onto the next part of my presentation... That’s 5

my talk. To sum up... (10 points)

Writing 7 Complete the text with these words. studied

wrote

joined

became

was born

The life of John Randall My neighbor, John Randall, 1 in 1925, in Birmingham. His father worked in a factory and his mother was a housewife. They didn’t have much money. But John went to school and then at 18 he 2 biology at Manchester University. Life was difficult, because the war had started in 1939. the army After graduation, he 3 for two years, and asked to be sent abroad—he had not been outside Britain before. He was sent to North Africa. As he was interested in birds, John watched them in the desert, and made notes about them. After he left the army, some articles about desert he 4 birds, and became famous for his work. Later, he got some interesting jobs studying birds in other parts of the world, wrote a number of books, and 5 a university professor. And although he is old, he still goes bird-watching now. (5 points)

(15 points)

Speaking 9 Talk about a historical place you know well, giving details about where it is, why it’s important, what was found there, and some details of its history. (10 points)

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Unit 12 Test

2 (might) The weather / get / hotter / by 2020 ________________________________________________

Grammar

________________________________________________

1 Complete the sentences with any- (A), every- (E), no- (N), or some- (S) with -thing, -where, or -body. (E) I visited was really

1 beautiful.

(A) you

2 Did you see know at the club?

(8 points)

(S) very

Vocabulary

(N) to see—

4 There was it was cloudy!

(A) nice

5 Are you going next weekend?

(A)

6 Did you do exciting yesterday? 7 The bus was full, and there was (N) to sit.

(E) is talking about Maya’s new book! (S) very

9 I want to go quiet and peaceful.

(S) can tell me

10 I hope where it is.

(10 points)

2 Complete the second conditional sentences with the correct form of the verbs in parentheses. 1 If the weather warmer, the sea levels (rise). 2 What

3 Which jungle he 4 They South Africa, if we (buy) the tickets. 5 If you sure she 6 If they the area,

________________________________________________ 4 (might not) He / buy / the zoo / in the end ________________________________________________ ________________________________________________

3 I have interesting to tell you.

8

3 (will not) The neighbors / help us / with the farm ________________________________________________

4 Complete the sentences with these words. lightning

thunderstorm

tornado

flood

snowstorm

extreme

1 Some parts of the world have weather. 2A or a car.

can easily destroy a house

3 If can start a fire.

hits a wooden building it in winter in

4 There is often a the north. 5 If it rains too much, there might be another . 6 My dog hates the noise when there’s a .

(12 points)

(get)

you (do) if there (be) a tornado? (visit), if he (have) a choice? (meet) us in

5 Complete the sentences with these words. modern

difficulties

social

economic

resources

development

season

industries

1 At the moment many countries have problems. 2 A lot of traditional now closing down.

are

3 Many companies have economic .

(ask) her, I’m (go) with you. (leave) you (travel) with them? (12 points)

3 Make sentences using will and might as indicated. 1 (will) She / go / there / next year ________________________________________________

4 Natural and gas, are less than they were.

, such as coal

5 The climate is changing and the growing is longer. 6 There is a lot of crime and other problems. 7 The factories are old. They need some ones. 8 There are plans for the of the area. (8 points)

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6 Match these animals to the categories. butterfly

horse

shark

snake

toad

9 Write a press release asking for sponsorship of an event. Explain what the event is and how sponsors can help, and explain the benefits for the company.

1 mammal 2 reptile 3 amphibian 4 fish 5 insect (10 points)

Functions 7 Complete the conversation with these phrases. a good idea

isn’t a bad don’t we

won’t work

is that

Paola: We need to raise some money for the park. Jiro: The problem 1 sponsor it.

nobody will

Paola: Well, why 2 garden center?

ask the

Jiro: That’s 3

! I’ll call them. 4

Paola: No, that them to see the park. Jiro: Hmm, that 5

! Let’s invite idea! (10 points)

Writing 8 Complete the press release with these phrases. delighted to announce

look forward

would like to

proud to

sponsor us

We are 1 that the popular Weston Show will take place on the weekend of support July 17–18. We are 2 Weston Hospital with profits from this exciting event. We 3 invite your company to 4 with:

(15 points)

Speaking 10 Work with a partner. Talk about a current problem situation in your country, or in the world. Discuss the problem and suggest solutions.

quality prizes for competitors to win.

(10 points)

help with payment of costs (e.g., equipment and electricity). Sponsors will receive: free advertising at the show. publicity in local newspapers. We hope that you will be able to support our good work, and we 5 to seeing you this summer. (5 points)

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Photocopiable tests: answer key Unit 1 Test

7 Would she like to join our team? 8 I don’t like playing board games.

1 1 looks 2 do…think

3 doesn’t want 4 works

5 don’t believe

3

2 1 is sleeping 2 Are…studying

3 aren’t getting 4 is…working

5 are living

3 1 sleeps 2 are eating

3 comes 4 is dancing

5 Is…staying 6 Do…go

4 1 John always plays… 2 Does Jane usually get up… 3 I sometimes sleep until 9 o’clock. / I sleep until 9 o’clock sometimes. (2 possible answers) 4 Paul never gets… 5 Do the girls often go to the movies? / go to the movies often? (2 possible answers) 6 The doctor rarely tells… 7 Is she usually in her office… 8 The children aren’t often at home…

5 1 f/c

2a

3h

4b

5g

6e

7d

8 c/f

6 1 bike 2 hiking

3 crossword 4 marathon

5 book 6 piano

7 shopping 8 surfing

7 1 sore throat 2 fever

3 runny nose 4 headache

5 stomachache 6 cough

4b

2b

3a

5c

6c

7a

8c

1 look like 2 like

3 would like 4 like

5 likes 6 look like

6 1g 2e

3c 4h

5j 6f

7b 8a

9i 10 d

7 1 Would you like to join 2 I’m not interested 3 I’m no good at

4 You should go to 5 That sounds fun

8 1 must

2 can’t

3 don’t have to

4 can

5 will

Unit 3 Test 1 1 happier 2 more expensive

3 bigger 4 more interesting

5 worse 6 better

2 1c

2a

3b

4c

5b

6b

7b

8a

3 1 2 3 4 5

My bike is not as new as Paul’s. Cyclists are as dangerous as motorists. Trucks are as noisy as buses. This car is not as cheap as that motorcycle. Cars are not as green as bikes.

4 1b

2d

3a

4e

5c

5

Unit 2 Test

1 bicycle 2 bus

1 1 2 3 4

loves swimming Do…enjoy working out don’t like playing prefers reading

5 does…hate biking 6 like watching 7 can’t stand running

1 2 3 4 5 6

I like watching sports on TV. He likes going to basketball games. She would like to be a soccer player when she’s older. Would they like to play tennis with us later? He likes training in the gym. We’d like to learn to play rugby one day.

2

240

1c

7 don’t have to 8 can’t

5

1 I have a stomachache. 4 Take this medicine twice a day. 2 Do you feel sick? 5 And drink lots of water. 3 I think you have a fever. 1 always 2 usually 3 always 4 sometimes 5 always

4 can 5 must 6 can’t

4

8

9

1 do…have to 2 must 3 don’t have to

3 car 4 ferry

5 truck 6 plane

7 motorcycle 8 ship

9 taxi 10 train

6 1 pick…up 2 catch 3 Get on

4 get off 5 Take 6 missed

7 dropped…off 8 go by 9 pick…up

10 catch

7 1 like to go 2 you stop 3 I pay 4 ticket to 5 check in

8 1 fastest 2 better

3 slower 4 more expensive

5 most popular

Unit 4 Test

5 1 take a walk 2 take a bus

1 1 didn’t finish 2 lived 3 Did…study

4 waited 5 wanted 6 did…decide

7 didn’t look 8 climbed

3 take care 4 take time

5 take a break 6 take years

6 1 f

2d

3a

4g

5b

6h

7c

8e

7

2 1 2 3 4 5 6

What did he find? He found an old village. Where did they drive to? They drove to the Andes. Did they know the place? Yes, they knew it well. Who did he go with? He went with Jon. How did she get to the top? She got there by helicopter. When did you think about the problems? I thought about them at night.

1c

1 I help you 2 I’m calling 3 Do you have

3 patient 4 careful

2 in

3–

1 2 3 4 5

5 decisive 6 intelligent

4 On

5 at

6 on

7 in

8–

6 5 cliff 6 cave

First also Eventually (Finally) but

7 face 9 ridge 8 mountain 10 summit

3

5 6 7 8

So 9 Then while 10 Luckily finally (eventually) When

4

8 1 One day

2 So

3 then

4 When

5 Then

3a 4 some

5a 6 some

7 some 8 an

3a 4 the 5Ø 6Ø

4c

5a

6b

7b

8a

7Ø 8 the 9 the

10 the 11 Ø 12 the

4a

5b 4 get up 5 get to

1 2 3 4

5 6 7 8

left home get a driver’s license started my career got engaged

got married started a family went to college retire

3 paper 4 leather

3 infant 4 teenagers

5 child 6 Middle-aged

2a

3d

4c

5b

7 2, 4, 6, 9, 11, 12

8

13 Ø 14 the

1 Would you like 2 love to 3 does it start (begin)

4 1 glass 2 cardboard

3c

1 getting together 2 get back 3 got married

1e

3 1 The 2 the 3Ø

5C

6

2 2c

2a

1 senior citizen 2 young adults

1

1b

4A

5

Unit 5 Test 1 some 2a

3E

2

7 1 2 3 4

2B

What do you hope to do next summer? He’s buying a car to drive to work. Get fit to have a healthy life. It is hard to get a good job. Is it nice to work in your office?

1b 1 lake 3 glacier 2 river 4 crevasse

4 Would you like to (Do you want to) 5 refund the money (back)

1

5 1 in

5a

Unit 6 Test

4 1 ambitious 2 experienced

4a

9 1D

4 were sitting, arrived 5 didn’t know, was doing

3c

8

3 1 was sleeping, heard 2 were you doing, told 3 took, was climbing

2b

5 plastic 6 wood

4 I can’t come / I’m busy 5 about (coming)

9 1 beautiful 2 colorful

3 excited 4 miserable

5 delicious

Photocopiable tests: answer key

241

Unit 7 Test

5 1e

1 1 on 2 next

3 on 4 up

5 in 6 into

7 on 8 through

2 1 Have…found 2 didn’t meet 3 has…gone

4 Did…leave 7 has grown 5 didn’t sell 8 did 6 haven’t thought

3a

4b

5f

6d

6 1 flashlight 2 matches

3 cell phone 4 gas stove

5 sunscreen 6 camera

1 you help me 2 turn it on

3 make it 4 the batteries

5 recharge

1 First 2 Additionally

3 in other words 4 For example

5 However

7

8

3 1 since

2 for

3 for

4 since

5 for

6 since

4 1d

2a

3b

4e

5f

6c

5 1 training 2 promotion 3 position

4 job satisfaction 5 salary 6 recruit

1 do

3 makes 4 do

7 application

Unit 9 Test 1

6 2 made

5 make 6 do

7 1 room

2 chair

3 cabinet 4 lamp

5 cooler

8 1 apply for 2 application

3 job description 4 job satisfaction

5 in a team

1 advertised 2 school

3 interest 4 experience

5 education

1 2 3 4 5 6 7 8

Each lesson we are taught some new vocabulary. The students are often trained outside. Old books are sometimes brought into the classroom. Computers are used to do research. The text is studied for many hours. Lunch is eaten at school. I am sometimes taken to a museum. An educational documentary is shown every week.

1 2 3 4 5 6 7

Computers were not used by the students at that school. We were never taken to the museum by the teacher. Were pens used by the local people to write? I wasn’t told the answers by my classmates. Was any evidence of writing found by the researchers? Russian wasn’t studied by the other class. Were you taught to use the computer by the technician?

2

9

Unit 8 Test 3

1 1 who 3 where 2 which/that 4 which/that

5 who 6 where

1 want, will give 2 will help, don’t understand 3 make, will be 4 won’t buy, don’t become 5 works, will get

6 7 8 9 10

1 enroll 2 rules 3 apply

7 which/that 8 who

2 isn’t, won’t like will think, leave tells, will repair will visit, arrives come, will enjoy

1 What did you have... 4 Paul had a problem... 2 Peter has... 5 Do you have... 3 My parents don’t have... 6 She didn’t have a look...

4 1 plug 2 turn 3 press 4 Click 5 send 6 recharge

4 instructed 5 schedule 6 class

7 skills 8 schedule 9 degree

10 subject 11 discipline 12 teaches

4 1 give up 2 fill out

3 set up 4 pick up

5 die out 6 pass on

5 1 2 3 4 5

3

242

2c

first next then after / once / when Once / After / When

6 7 8 9 10

having once / when / after have materials end

6 1 first 2 Next / After that

3 After that / Next 4 Once

5 Finally

Unit 10 Test

3 1 said 2 say

1 1 2 3 4

had visited, went took, had eaten had finished, biked realized, had left

5 knew, had met 6 had read, bought 7 saw, had told

1 2 3 4 5 6

Who baked the cake? What did you buy yesterday? Which man sold you the books? Where did they go in France? When did the plane leave? Which people came to the block party?

5 tell 6 tell

7 said 8 say

9 Tell 10 told

4 1c

2e

3f

4g

5a

6b

7d

5

2

1 statue 2 sacrifice

3 excavated 4 discovery

5 archaeologists 6 civilization

6 1 would like 2 Let me

3 that’s everything 4 let’s move

5 the end of

7 1 was born 2 studied

3 1 fascinated 2 tiring 3 boring

3 told 4 say

4 interested 7 frightened 10 excited 5 worrying 8 amazed 6 annoying 9 surprising

3 joined 4 wrote

5 became

Unit 12 Test 1

4 1f

2 h

3 d

4 a

5 g

6 b

7 e

1 2 3 4

8 c

5 1b

2 a

3 b

4 d

5 c

6 b

7 d

6

Everywhere anybody something nothing

5 6 7 8

anywhere anything nowhere Everybody

9 somewhere 10 somebody

2 1 unforgettable 2 unique 3 legendary

4 expert 5 ancient 6 fascinating

7 stunning

7

1 got, would rise 2 would…do, was (were) 3 would…visit, had

4 would meet, bought 5 asked, would go 6 left, would…travel

3 1 wondering 2 like to know

3 tell me 4 you know

5 any idea

1 inquire 2 wondering

3 sent 4 understand

5 hearing from

1 2 3 4

8

She will go there next year. The weather might get hotter by 2020. The neighbors won’t help us with the farm. He might not buy the zoo in the end.

4

Unit 11 Test

1 extreme 2 tornado

3 lightning 4 snowstorm

5 flood 6 thunderstorm

1 economic 2 industries 3 difficulties

4 resources 5 season 6 social

7 modern 8 development

5

1 1 2 3 4 5

used to live didn’t use to make used to collect did they use to cook Did…use to help

6 7 8 9 10

used to hunt did they use to wear used to make didn’t use to build did they use to go

2 1 Gary said (that) he studied history. 2 Sally said (that) she was going to the excavation the next day. 3 Raul said (that) he had visited the Louvre the week before. 4 Judith said that she had been to Aztec sites several times. 5 Matt said (that) he would get some old maps on Saturday.

6 1 horse

2 snake

3 toad

4 shark

5 butterfly

7 1 is that 2 don’t we

3 a good idea 4 won’t work

5 isn’t a bad

8 1 delighted to announce 2 proud to 3 would like to

4 sponsor us 5 look forward

Photocopiable tests: answer key

243

Inside Photos: 3 tl (Brendan McCarthy/The Bendigo Advertiser), 3 bc (Patrick Mcfeeley/National Geographic/Corbis), 3 tl (Stephen Alvarez/National Geographic Creative), 3 c (Peter Essick/National Geographic Creative), 3 (Kenneth Garrett/National Geographic Creative), 3 bl (Michael S. Yamashita/ National Geographic Creative), 3 c (NASA), 3 br (Cary Wolinsky/National Geographic Creative), 3 br (Christian Ziegler/National Geographic Creative), 3 tr (Shariful Islam/Xinhua Press/Corbis), 3 bl (Ralph Lee Hopkins/National Geographic Creative), 8 tl (Kristin Piljay/Alamy), 8 bl (Dennis Kirkland/ Jaynes Gallery/Danita Delimont, Agent/Danita Delimont/Alamy), 8 bc (John Woodworth/Alamy), 8 cr (Amanda Ahn/dbimages/Alamy), 8 br (Nadia Isakova/Alamy), 8 tr (Chris Rainier/Jeremy Fahringer), 9 t (Brendan McCarthy/The Bendigo Advertiser), 11 tl (© Sheli Spring Saldana/Shutterstock.com), 12 b (David McLain/National Geographic Creative), 13 cl (Max Power/Cardinal/Corbis), 15 (Pete McBride/National Geographic Creative), 17 cr (Daniel Rodriguez/E+/Getty Images), 17 cl (©Iakov Filimonov/Shutterstock.com), 17 bl (megamix/iStock Vectors/Getty Images), 18 (Peter Horree/Alamy), 20 cl (Frans Lanting/National Geographic Creative), 21 t (Patrick McFeeley/National Geographic/Corbis), 22 bl (Donald L. Robinson/Bettmann/Corbis), 24 t (Eric Thayer/Reuters/Corbis), 24 c (Jim Cole/AP/Press Association Images), 24 b (Robert McGouey/All Canada Photos/SuperStock), 25 br (Ross McDermott), 26 b (Ivan Kashinsky/National Geographic Creative), 27 t (Ivan Kashinsky/National Geographic Creative), 27 bl (Ivan Kashinsky/National Geographic Creative), 28 c (©Masson/Shutterstock.com), 29 b (blickwinkel/Alamy), 30 (Peter Macdiarmid/Getty Images News/Getty Images), 32 cl (Ross McDermott/Ross McDermott), 33 t (Shariful Islam/Xinhua Press/Corbis), 36 tl (AWL Images/Getty Images), 36 tr (Dan Lamont/Corbis), 36 tr (Joe Petersburger/National Geographic Creative), 37 b (Alison Wright/National Geographic Creative), 39 t (Ami Vitale/Getty Images), 40 bl (©Bufflerump /Shutterstock.com), 40 bc (Ingram Publishing/Thinkstock), 40 bc (©Pagina/Shutterstock.com), 40 bl (©photka/Shutterstock.com), 40 br (©jaddingt /Shutterstock.com), 42 (Amanda Ahn/dbimages/Alamy), 44 t (Li Huang/ColorChinaPhoto/AP/Press Association Images), 45 t (Stephen Alvarez/National Geographic Creative), 46 bl (AFP/Getty Images), 46 br (Steve Bouey/The World By Road Collective), 47 bl (Reza/National Geographic Creative), 48 t (Bryce Milton), 50 tl (AF archive/Alamy), 50 tr (Jim McKnight/AP/Press Association Images), 51 b (Buz Groshong), 52 b (Robert Houser/UpperCut Images/Getty Images), 53 b (©VVO/Shutterstock.com), 54 (Kristin Piljay/Alamy), 56 t (Van de Ven Mary/Perspectives/Getty Images), 57 tr (Peter Essick/ National Geographic Creative), 59 t (PETER ESSICK/National Geographic Creative), 59 cr (© 2008 PETER ESSICK/National Geographic Creative), 62 c (Paul Miller/epa/Corbis), 63 bkgd (Luca Babini/myoo), 64 tl (TEcoArt, LLC), 64 tr (TEcoArt, LLC), 65 b (jeremy sutton-hibbert/Alamy), 66 bkgd (aberCPC/ Alamy), 68 t (©Huguette Roe/Shutterstock.com), 69 t (Kenneth Garrett/National Geographic Creative), 70–71 (Richard Ligato), 72 t (Nathan Benn/ Alamy), 73 cl (Krista Rossow/National Geographic Creative), 74 bl (Louise Gubb/CorbisNews/Corbis), 75 b (Peter Adams/Photolibrary/Getty Images), 76 tr (SuperStock/Photolibrary Group/Getty Images), 77 tr (©David Thyberg/Shutterstock.com), 78 (Sean Drakes/CON/LatinContent/Getty Images), 80 tr (Justin Kase z01z/Alamy), 81 t (Michael S. Yamashita/National Geographic Creative), 84 c (Scott Goldsmith), 84 bl (Scott Goldsmith), 84 br (Scott Goldsmith), 85 t (Scott Goldsmith), 85 c (Scott Goldsmith), 87 t (Robb Kendrick/National Geographic Creative), 90 (David Mutlow/Alamy), 92 t (©Guillermo Garcia/Shutterstock.com), 93 t (NASA), 94 b (Silver, Joshua/Centre for Vision in the Developing World), 94 t (National Geographic Creative), 95 c (Vestergaard Frandsen), 96 c (Bryan Smith/Reel Water Productions), 96 b (Iridium Communications Inc.), 97 b (Iridium Communications Inc.), 98 bl (Robert Clark/National Geographic Creative), 98 bc (Annie Griffiths Belt/National Geographic Creative), 98 br (Robert Clark/National Geographic Creative), 99 tl (Robert Clark/National Geographic Creative), 99 tr (Robert Clark/National Geographic Creative), 99 bl (Greg Dale/National Geographic Creative), 99 bc (Robert Clark/National Geographic Creative), 99 bc (Robert Clark/National Geographic Creative), 99 br (Robert Clark/National Geographic Creative), 100 bkgd (©ecliptic blue/Shutterstock.com), 100 c (ChristineWhitehead/Alamy), 101 t (©iStockphoto.com/mathieukorview), 102 (Toshiaki Ono/a collec/AGE Fotostock), 104 t (NASA/Bill Ingalls/NASA), 105 t (Cary Wolinsky/National Geographic Creative), 106 b (Fritz Hoffmann/ National Geographic Creative), 107 t (Corbis Cusp/Alamy), 108 bl (©Alice Day/Shutterstock.com), 109 br (©bmaki/Shutterstock.com), 109 br (David Robertson/Alamy), 111 l (David Boyer/National Geographic Creative), 112 t (©iStockphoto.com/jsmith), 114 (Jeremy Fahringer/www.chrisrainier.com), 116 t (www.chrisrainier.com), 117 t (Ralph Lee Hopkins/National Geographic Creative), 118 br (© iStockphoto.com/billyfoto), 120 t (©iStockphoto.com /thinair28), 121 bl (Pete Ryan/National Geographic Creative), 121 bc (Frans Lanting/National Geographic Creative), 121 br (Lawrence Weslowski Jr/ Alaska–The Great Land/Dreamstime), 123 t (Stephen Alvarez/National Geographic Creative), 124 tr (Stephen Alvarez/National Geographic Creative), 125 br (Ralph Lee Hopkins/National Geographic Creative), 126 (John Woodworth/Alamy), 128 bl (©iStockphoto.com/ArtBoyMB), 129 t (Ball Miwako/ Alamy), 130 tr (Andrew Rakoczy/Getty Images), 131 bc (Ancient Art & Architecture Collection Ltd/ Alamy), 132 b (NASA), 134 br (©LeonP/Shutterstock .com), 134 tr (Martin Schoeller/National Geographic Creative), 135 b (Michael Nichols/National Geographic Creative), 136 b (©Alexey Stiop/Shutterstock .com), 137 tr (Messner/Reinhold/National Geographic Stock), 138 (Dennis Kirkland/Jaynes Gallery/Danita Delimont, Agent/Danita Delimont/Alamy), 140 tr (Stephen Alvarez/National Geographic Creative), 141 t (Christian Ziegler/National Geographic Creative), 142 br (David Liittschwager/National Geographic Creative), 142 tr (David Liittschwager/National Geographic Creative), 142 bl (David Liittschwager/National Geographic Creative), 142 tl (David Liittschwager/National Geographic Creative), 143 t (David Liittschwager/National Geographic Creative), 143 t (David Liittschwager/National Geographic Creative), 143 c (David Liittschwager/National Geographic Creative), 143 b (David Liittschwager/National Geographic Creative), 144 b (Mike Theiss/National Geographic Creative), 144 br (Rrobert Clark/National Geographic Creative), 145 tr (William H. Bond/National Geographic Creative), 147 t (Peter Essick/National Geographic Image Creative), 147 cr (Peter Essick/National Geographic Image Creative), 148 t (David Cheskin/PA Archive/ Press Association Images), 150 bkgd (Nadia Isakova/Alamy), 150 b (Beverly Joubert/National Geographic Image Collection/Alamy), 152 tr (Michael Roberts/National Geographic Image Creative), 153 bl (©pryzmat/Shutterstock.com), 153 bl (©Jim Barber/Shutterstock.com), 153 bc (©iStockphoto .com/DonNichols), 153 br (©mehmet alci/Shutterstock.com), 153 br (©haveseen/Shutterstock.com), 154 tr (©iStockphoto.com/redhumv), 154 bl (Gianni Dagli Orti/The Art Archive/Alamy), 155 bl (©iStockphoto.com/redhumv), 155 tr (Gianni Dagli Orti/The Art Archive/Alamy), 17 t (Zoltan Takacs) Illustrations: David Russell pp 53, 60, 72; EMC Design pp 28; Sylvie Poggio Agency p 16; NB Illustration Ltd. p 34; Kevin Hopgood Illustration pp 23, 56; Beehive Illustration pp 50, 58, 72, 108, 109; Matthew Hams pp 10, 144, 162.

244

BRING THE WORLD TO YOUR CLASSROOM AND YOUR CLASSROOM TO LIFE.

TEACHER’S GUIDE

A six-level, integrated-skills approach that develops fluency in American English through an exploration of real world images, text, and video from National Geographic. Develops the critical thinking skills needed for success in the 21st century through information-rich topics and explicit instruction that teaches learners to understand, evaluate, and create texts in English. New, user-friendly technology supports every step of the teaching and learning process from in-class instruction, to independent practice, to assessment.

The Life Teacher’s Guide provides: Background information on the National Geographic images and content for each unit. Teaching tips and expansion activities for each lesson. The answers for the activities found in the student book.

CEF: B1

NGL.Cengage.com/life ISBN-13: 978-1-305-54821-3 ISBN-10: 1-305-54821-3

National Geographic Learning, a part of Cengage Learning, provides customers with a portfolio of quality materials for PreK-12, academic, and adult education. It provides instructional solutions for EFL/ESL, reading and writing, science, social studies, and assessment, spanning early childhood through adult in the U.S. and global markets. Visit NGL.Cengage.com

9 781305 548213

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